South+Carolina+Standards+Grades+6+,+7,+8


 * South Carolina **** Academic Standards for Mathematics 2007 for Grades 6-8 **
 * ** Grade Level ** ||  || ** Grade 6 ** ||   || ** Grade 7 ** ||   || ** Grade 8 ** ||

· comparing rational numbers and percentages, · applying an algorithm to add and subtract fractions, · generating strategies to multiply and divide fractions and decimals, · understanding the concepts of exponents and powers of ten, · applying order of operations, · using inverse operations to solve one-step equations, · representing location of points in all four quadrants, · constructing two-dimensional shapes with rotational symmetry, · classifying shapes as similar, · identifying pairs of angles that are complementary or supplementary, · applying strategies and formulas to approximate circumference and area of a circle, · applying strategies and procedures to estimate and determine perimeters and areas of irregular shapes, · using proportions to determine unit rates, · using a scale to determine distance, · applying procedures to calculate the probability of complementary events. ||  || ·  understanding fractional percentages and percentages greater than 100; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· understanding the concept of square roots and the inverse relationship between squaring and finding square roots of perfect squares; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· understanding the meaning of absolute value; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· generating strategies to add, subtract, multiply, and divide integers; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· applying an algorithm to multiply and divide fractions and decimals; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· using inverse operations to solve two-step equations and inequalities; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· classifying and explaining proportional relationships; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· translating between two- and three-dimensional representations of compound figures; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· creating tessellations with transformations and explaining the angle-measure relationships among shapes that tessellate; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· applying strategies and formulas to determine the surface area and volume of three-dimensional shapes; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· using one-step unit analysis to convert between and within U.S. Customary System and the metric system; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· applying procedures to calculate the interquartile range and the probability of mutually exclusive events. ||  || <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  applying an algorithm to add, subtract, multiply, and divide integers; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· understanding the concept of irrational numbers; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· applying procedures to approximate square and cube roots; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· applying procedures to solve multistep equations; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· classifying relationships between two variables as either linear or nonlinear; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· identifying the coordinates of the //x-// and //y-//intercepts of a linear equation; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· understanding slope as a constant rate of change; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· applying the Pythagorean theorem; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· using ordered pairs, equations, intercepts, and intersections to locate points and lines in a coordinate plane; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· applying a dilation on a square, rectangle, or right triangle in a coordinate plane and analyzing the effect; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· applying strategies and formulas to determine volume of three-dimensional shapes; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· using multistep unit analysis to convert between and with the U .S. Customary System and the metric system ; <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· applying procedures to compute the odds of a given event. ||
 * ** Highlights ** ||  || <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  understanding the concepts of percentages and integers,

<span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> ** South Carolina **** Academic Standards for Mathematics 2007 for Grades 6-8 **
 * ** Grade Level ** ||  || ** Grade 6 ** ||   || ** Grade 7 ** ||   || ** Grade 8 ** ||

The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation. ||  || **Standard 7-1:** The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation. ||  || **Standard 8-1:** The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation. ||
 * ||  || **Standard 6-1:**

6-1.2 Evaluate conjectures and pose follow-up questions to prove or disprove conjectures. 6-1.3 Use inductive and deductive reasoning to formulate mathematical arguments. 6-1.4 Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship. 6-1.5 Generalize mathematical statements based on inductive and deductive reasoning. 6-1.6 Use correct and clearly written or spoken words, variables, and notations to communicate about significant mathematical tasks. 6-1.7 Generalize connections among a variety of representational forms and real-world situations. 6-1.8 Use standard and nonstandard representations to convey and support mathematical relationships. ||  || 7-1.1 Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena. 7-1.2 Evaluate conjectures and pose follow-up questions to prove or disprove conjectures. 7-1.3 Use inductive and deductive reasoning to formulate mathematical arguments. 7-1.4 Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship. 7-1.5 Generalize mathematical statements based on inductive and deductive reasoning. 7-1.6 Use correct and clearly written or spoken words, variables, and notation to communicate about significant mathematical tasks. 7-1.7 Generalize connections among a variety of representational forms and real-world situations. 7-1.8 Use standard and nonstandard representations to convey and support mathematical relationships. ||  || 8-1.1 Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena. 8-1.2 Evaluate conjectures and pose follow-up questions to prove or disprove conjectures. 8-1.3 Use inductive and deductive reasoning to formulate mathematical arguments. 8-1.4 Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship. 8-1.5 Generalize mathematical statements based on inductive and deductive reasoning. 8-1.6 Use correct and clearly written or spoken words, variables, and notations to communicate about significant mathematical tasks. 8-1.7 Generalize connections among a variety of representational forms and real-world situations. 8-1.8 Use standard and nonstandard representations to convey and support mathematical relationships. ||
 * ** Mathematical Processes ** ||  || 6-1.1 Generate and solve complex abstract problems that involve modeling physical, social, and/or mathematical phenomena.

<span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> ** South Carolina **** Academic Standards for Mathematics 2007 for Grades 6-8 **
 * ** Grade Level ** ||  || ** Grade 6 ** ||   || ** Grade 7 ** ||   || ** Grade 8 ** ||

The student will demonstrate through the mathematical processes an understanding of the concepts of whole-number percentages, integers, and ratio and rate; the addition and subtraction of fractions; accurate, efficient, and generalizable methods of multiplying and dividing fractions and decimals; and the use of exponential notation to represent whole numbers. ||  || **Standard 7-2:** The student will demonstrate through the mathematical processes an understanding of the representation of rational numbers, percentages, and square roots of perfect squares; the application of ratios, rates, and proportions to solve problems; accurate, efficient, and generalizable methods for operations with integers; the multiplication and division of fractions and decimals; and the inverse relationship between squaring and finding the square roots of perfect squares. ||  || **Standard 8-2:** The student will demonstrate through the mathematical processes an understanding of operations with integers, the effects of multiplying and dividing with rational numbers, the comparative magnitude of rational and irrational numbers, the approximation of cube and square roots, and the application of proportional reasoning. ||
 * ||  || **Standard 6-2:**

6-2.2 Understand integers. B2 6-2.3 Compare rational numbers and whole-number percentages through 100 by using the symbols ≤, ≥, <, >, and =. B2 6-2.4 Apply an algorithm to add and subtract fractions. C3 6-2.5 Generate strategies to multiply and divide fractions and decimals. B6 6-2.6 Understand the relationship between ratio/rate and multiplication/division. B2 6-2.7 Apply strategies and procedures to determine values of powers of 10, up to 106. C3 6-2.8 Represent the prime factorization of numbers by using exponents. C2 6-2.9 Represent whole numbers in exponential form. C2 ||   || 7-2.1 Understand fractional percentages and percentages greater than one hundred. B2 7-2.2 Represent the location of rational numbers and square roots of perfect squares on a number line. B2 7-2.3 Compare rational numbers, percentages, and square roots of perfect squares by using the symbols ≤, ≥, <, >, and =. B2 7-2.4 Understand the meaning of absolute value. B2 7-2.5 Apply ratios, rates, and proportions to discounts, taxes, tips, interest, unit costs, and similar shapes. C3 7-2.6 Translate between standard form and exponential form. C2 7-2.7 Translate between standard form and scientific notation. C2 7-2.8 Generate strategies to add, subtract, multiply, and divide integers. B6 7-2.9 Apply an algorithm to multiply and divide fractions and decimals. C3 7-2.10 Understand the inverse relationship between squaring and finding the square roots of perfect squares. B2 ||  || 8-2.1 Apply an algorithm to add, subtract, multiply, and divide integers. C3 8-2.2 Understand the effect of multiplying and dividing a rational number by another rational number. B2 8-2.3 Represent the approximate location of irrational numbers on a number line. C2 8-2.4 Compare rational and irrational numbers by using the symbols ≤, ≥, <, >, and =. B2 8-2.5 Apply the concept of absolute value. C3 8-2.6 Apply strategies and procedures to approximate between two whole numbers the square roots or cube roots of numbers less than 1,000. C3 8-2.7 Apply ratios, rates, and proportions. C3 ||
 * ** Number and Operations ** ||  || 6-2.1 Understand whole-number percentages through 100.  B2

<span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> ** South Carolina **** Academic Standards for Mathematics 2007 for Grades 6-8 **
 * ** Grade Level ** ||  || ** Grade 6 ** ||   || ** Grade 7 ** ||   || ** Grade 8 ** ||

The student will demonstrate through the mathematical processes an understanding of writing, interpreting, and using mathematical expressions, equations, and inequalities. ||  || **Standard 7-3:** The student will demonstrate through the mathematical processes an understanding of proportional relationships. ||  || **Standard 8-3:** The student will demonstrate through the mathematical processes an understanding of equations, inequalities, and linear functions. ||
 * ||  || **Standard 6-3:**

6-3.2 Apply order of operations to simplify whole-number expressions. C3 6-3.3 Represent algebraic relationships with variables in expressions, simple equations, and simple inequalities. B2 6-3.4 Use the commutative, associative, and distributive properties to show that two expressions are equivalent. C3 6-3.5 Use inverse operations to solve one-step equations that have whole-number solutions and variables with whole-number coefficients. C3 ||  || 7-3.1 Analyze geometric patterns and pattern relationships. B4 7-3.2 Analyze tables and graphs to describe the rate of change between and among quantities. B4 7-3.3 Understand slope as a constant rate of change. A2 7-3.4 Use inverse operations to solve two-step equations and two-step inequalities. C3 7-3.5 Represent on a number line the solution of a two-step inequality. C2 7-3.6 Represent proportional relationships with graphs, tables, and equations. B2 7-3.7 Classify relationships as either directly proportional, inversely proportional, or nonproportional. B2 ||  || 8-3.1 Translate among verbal, graphic, tabular, and algebraic representations of linear functions. B2 8-3.2 Represent algebraic relationships with equations and inequalities. B2 8-3.3 Use commutative, associative, and distributive properties to examine the equivalence of a variety of algebraic expressions. C3 8-3.4 Apply procedures to solve multistep equations. C3 8-3.5 Classify relationships between two variables in graphs, tables, and/or equations as either linear or nonlinear. B2 8-3.6 Identify the coordinates of the //x-// and //y-//intercepts of a linear equation from a graph, equation, and/or table. C1 8-3.7 Identify the slope of a linear equation from a graph, equation, and/or table. C1 ||
 * ** Algebra ** ||  || 6-3.1 Analyze numeric and algebraic patterns and pattern relationships. B4

<span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> ** South Carolina **** Academic Standards for Mathematics 2007 for Grades 6-8 **


 * ** Grade Level ** ||  || ** Grade 6 ** ||   || ** Grade 7 ** ||   || ** Grade 8 ** ||

The student will demonstrate through the mathematical processes an understanding of shape, location, and movement within a coordinate system; similarity, complementary, and supplementary angles; and the relationship between line and rotational symmetry. ||  || **Standard 7-4: ** The student will demonstrate through the mathematical processes an understanding of proportional reasoning, tessellations, the use of geometric properties to make deductive arguments. the results of the intersection of geometric shapes in a plane, and the relationships among angles formed when a transversal intersects two parallel lines. ||  || **Standard 8-4:** The student will demonstrate through the mathematical processes an understanding of the Pythagorean theorem; the use of ordered pairs, equations, intercepts, and intersections to locate points and lines in a coordinate plane; and the effect of a dilation in a coordinate plane. ||
 * ||  || **Standard 6-4:**

6-4.2 Apply strategies and procedures to find the coordinates of the missing vertex of a square, rectangle, or right triangle when given the coordinates of the polygon’s other vertices. C3 6-4.3 Generalize the relationship between line symmetry and rotational symmetry for two-dimensional shapes. B2 6-4.4 Construct two-dimensional shapes with line or rotational symmetry. B6 6-4.5 Identify the transformation(s) used to move a polygon from one location to another in the coordinate plane. A1 6-4.6 Explain how transformations affect the location of the original polygon in the coordinate plane. B2 6-4.7 Compare the angles, side lengths, and perimeters of similar shapes. B2 6-4.8 Classify shapes as similar. B2 6-4.9 Classify pairs of angles as either complementary or supplementary. B2 ||  || 7-4.1 Analyze geometric properties and the relationships among the properties of triangles, congruence, similarity, and transformations to make deductive arguments. B4 7-4.2 Explain the results of the intersection of two or more geometric shapes in a plane. B2 7-4.3 Illustrate the cross section of a solid. C2 7-4.4 Translate between two- and three-dimensional representations of compound figures. B2 7-4.5 Analyze the congruent and supplementary relationships—specifically, alternate interior, alternate exterior, corresponding, and adjacent—of the angles formed by parallel lines and a transversal. B4 7-4.6 Compare the areas of similar shapes and the areas of congruent shapes. B2 7-4.7 Explain the proportional relationship among attributes of similar shapes. B2 7-4.8 Apply proportional reasoning to find missing attributes of similar shapes. C3 7-4.9 Create tessellations with transformations. B6 7-4.10 Explain the relationship of the angle measurements among shapes that tessellate. B2 ||  || 8-4.1 Apply the Pythagorean theorem. B3 8-4.2 Use ordered pairs, equations, intercepts, and intersections to locate points and lines in a coordinate plane. C3 8-4.3 Apply a dilation to a square, rectangle, or right triangle in a coordinate plane. C3 8-4.4 Analyze the effect of a dilation on a square, rectangle, or right triangle in a coordinate plane. B4 ||
 * ** Geometry ** ||  || 6-4.1 Represent with ordered pairs of integers the location of points in a coordinate grid. C2

<span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> ** South Carolina **** Academic Standards for Mathematics 2007 for Grades 6-8 **


 * ** Grade Level ** ||  || ** Grade 6 ** ||   || ** Grade 7 ** ||   || ** Grade 8 ** ||

The student will demonstrate through the mathematical processes an understanding of surface area; the perimeter and area of irregular shapes; the relationships among the circumference, diameter, and radius of a circle; the use of proportions to determine unit rates; and the use of scale to determine distance. ||  || **Standard 7-5:** The student will demonstrate through the mathematical processes an understanding of how to use ratio and proportion to solve problems involving scale factors and rates and how to use one-step unit analysis to convert between and within the U.S. Customary System and the metric system. ||  || **Standard 8-5:** The student will demonstrate through the mathematical processes an understanding of the proportionality of similar figures; the necessary levels of accuracy and precision in measurement; the use of formulas to determine circumference, perimeter, area, and volume; and the use of conversions within and between the U.S. Customary System and the metric system. ||
 * ||  || **Standard 6-5:**

6-5.2 Apply strategies and formulas with an approximation of //pi// (3.14, or ) to find the circumference and area of a circle. C3 6-5.3 Generate strategies to determine the surface area of a rectangular prism and a cylinder. B6 6-5.4 Apply strategies and procedures to estimate the perimeters and areas of irregular shapes. C3 6-5.5 Apply strategies and procedures of combining and subdividing to find the perimeters and areas of irregular shapes. C3 6-5.6 Use proportions to determine unit rates. C3 6-5.7 Use a scale to determine distance. C3 ||  || 7-5.1 Use ratio and proportion to solve problems involving scale factors and rates. C3 7-5.2 Apply strategies and formulas to determine the surface area and volume of the three-dimensional shapes prism, pyramid, and cylinder. C3 7-5.3 Generate strategies to determine the perimeters and areas of trapezoids. B6 7-5.4 Recall equivalencies associated with length, mass and weight, and liquid volume: 1 square yard = 9 square feet, 1 cubic meter = 1 million cubic centimeters, 1 kilometer =  mile, 1 inch = 2.54 centimeters; 2.2 kilograms = 1 pound; and 1.06 quarts = 1 liter. A1 7-5.5 Use one-step unit analysis to convert between and within the U .S. Customary System and the metric system. C3 ||  || 8-5.1 Use proportional reasoning and the properties of similar shapes to determine the length of a missing side. C3 8-5.2 Explain the effect on the area of two-dimensional shapes and on the volume of three-dimensional shapes when one or more of the dimensions are changed. B2 8-5.3 Apply strategies and formulas to determine the volume of the three-dimensional shapes cone and sphere. C3 8-5.4 Apply formulas to determine the exact (//pi)// circumference and area of a circle. C3 8-5.5 Apply formulas to determine the perimeters and areas of trapezoids. C3 8-5.6 Analyze a variety of measurement situations to determine the necessary level of accuracy and precision. B4 8-5.7 Use multistep unit analysis to convert between and within U.S. Customary System and the metric system. C3 ||
 * ** Measurement ** ||  || 6-5.1 Explain the relationships among the circumference, diameter, and radius of a circle. B2

<span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> ** South Carolina **** Academic Standards for Mathematics 2007 for Grades 6-8 **


 * ** Grade Level ** ||  || ** Grade 6 ** ||   || ** Grade 7 ** ||   || ** Grade 8 ** ||

The student will demonstrate through the mathematical processes an understanding of the relationships within one population or sample. ||  || **Standard 7-6:** The student will demonstrate through the mathematical processes an understanding of the relationships between two populations or samples. ||  || **Standard 8-6:** The student will demonstrate through the mathematical processes an understanding of the relationships between two variables within one population or sample. ||
 * ||  || **Standard 6-6:**

6-6.2 Organize data in frequency tables, histograms, or stem-and-leaf plots as appropriate. B4 6-6.3 Analyze which measure of central tendency (mean, median, or mode) is the most appropriate for a given purpose. B4 6-6.4 Use theoretical probability to determine the sample space and probability for one- and two-stage events such as tree diagrams, models, lists, charts, and pictures. C3 6-6.5 Apply procedures to calculate the probability of complementary events. C3 ||  || 7-6.1 Predict the characteristics of two populations based on the analysis of sample data. B2 7-6.2 Organize data in box plots or circle graphs as appropriate. B4 7-6.3 Apply procedures to calculate the interquartile range. C3 7-6.4 Interpret the interquartile range for data. B2 7-6.5 Apply procedures to calculate the probability of mutually exclusive simple or compound events. C3 7-6.6 Interpret the probability of mutually exclusive simple or compound events. B2 7-6.7 Differentiate between experimental and theoretical probability of the same event. A4 7-6.8 Use the fundamental counting principle to determine the number of possible outcomes for a multistage event. C3 ||  || 8-6.1 Generalize the relationship between two sets of data by using scatterplots and lines of best fit. B2 8-6.2 Organize data in matrices or scatterplots as appropriate. B4 8-6.3 Use theoretical and experimental probability to make inferences and convincing arguments about an event or events. B3 8-6.4 Apply procedures to calculate the probability of two dependent events. C3 8-6.5 Interpret the probability for two dependent events. B2 8-6.6 Apply procedures to compute the odds of a given event. C3 8-6.7 Analyze probability using area models. B4 8-6.8 Interpret graphic and tabular data representations by using range and the measures of central tendency (mean, median, and mode). B2 ||
 * ** Data Analysis and Probability ** ||  || 6-6.1 Predict the characteristics of one population based on the analysis of sample data. B2

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