# Using the State Curriculum: Mathematics, Grade 3

## State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

• Clarification of Indicator and/or Objective
Explanation and/or examples of indicator and/or objective
• Higher Order
Thinking Skills

Examples of questions at various levels of cognitive demand
• Sample Assessments
Items and annotated student responses as appropriate
• Public Release Items
Actual MSA items and annotated student responses as appropriate
 Algebra Geometry Measurement Statistics Probability Number Processes

## Standard 5.0 Knowledge of Probability

Students will use experimental methods or theoretical reasoning to determine probabilities to make predictions or solve problems about events whose outcomes involve random variation.

### Topic

A. Sample Space

#### Indicator

• 1. Identify possible outcomes
##### Objectives
1. Identify possible outcomes that make up the sample space for a given real life situation
2. Identify possible outcomes that make up the sample space for a given experiment such as: flipping a coin, spinning a spinner, and rolling a number cube

### Topic

B. Theoretical Probability

#### Indicator

##### Objective
1. Describe the probability of an event using words
###### Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004