NC Math 4 ● Unpacked Contents

For the new Standard Course of Study that will be effective in all North Carolina schools in the 2020-21 School Year.

This document is designed to help North Carolina educators teach the NC Math 4 Standard Course of Study. NCDPI staff are continually updating
and improving these tools to better serve teachers and districts.

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The purpose of this document is to increase student achievement by ensuring educators understand the expectations of the new standards. This
document may also be used to facilitate discussion among teachers and curriculum staff and to encourage coherence in the sequence, pacing, and units
of study for grade-level curricula. This document, along with on-going professional development, is one of many resources used to understand and teach
the NC SCOS.

What is in the document?

This document includes a detailed clarification of each standard in the grade level along with a sample of questions or directions that may be used during
the instructional sequence to determine whether students are meeting the learning objective outlined by the standard. These items are included to
support classroom instruction and are not intended to reflect summative assessment items. The examples included may not fully address the scope of
the standard. The document also includes a table of contents of the standards organized by domain with hyperlinks to assist in navigating the electronic
version of this instructional support tool.

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Link to: North Carolina Mathematics Standards
 NC Math 4 Standards
Standards for Mathematical Practice
Number and Quantity Algebra and Functions Statistics and Probability
NC.M4.N.1 Apply properties and NC.M4.AF.1 Apply properties of function NC.M4.SP.1 Create statistical
operations with complex numbers. composition to build new functions from investigations to make sense of real-
NC.M4.N.1.1 existing functions. world phenomena.
NC.M4.N.1.2 NC.M4.AF.1.1 NC.M4.SP.1.1
NC.M4.AF.1.2 NC.M4.SP.1.2
NC.M4.N.2 Apply properties and NC.M4.SP.1.3
operations with matrices and vectors. NC.M4.AF.2 Apply properties of NC.M4.SP.1.4
NC.M4.N.2.1 trigonometry to solve problems.
NC.M4.N.2.2 NC.M4.AF.2.1 NC.M4.SP.2 Apply informal and formal
NC.M4.AF.2.2 statistical inference to make sense of,
NC.M4.AF.2.3 and make decisions in, meaningful real-
world contexts.
NC.M4.AF.3 Apply the properties and NC.M4.SP.2.1
key features of logarithmic functions. NC.M4.SP.2.2
NC.M4.AF.3.1 NC.M4.SP.2.3
NC.M4.AF.3.2
NC.M4.AF.3.3 NC.M4.SP.3 Apply probability
distributions in making decisions in
NC.M4.AF.4 Understand the properties uncertainty.
and key features of piecewise functions. NC.M4.SP.3.1
NC.M4.AF.4.1 NC.M4.SP.3.2
NC.M4.AF.4.2 NC.M4.SP.3.3
NC.M4.SP.3.4
NC.M4.AF.5 Understand how to model
functions with regression.
NC.M4.AF.5.1
NC.M4.AF.5.2

NC Math 4 Unpacking - Revised June 2022 2

 Standards for Mathematical Practice

Practice Explanation
1. Make sense of In NC Math 4, students solve real world problems using their knowledge of numbers, functions, and algebra. Students seek the
problems and meaning of a problem and look for efficient ways to represent and solve it. They may check their thinking by asking themselves,
persevere in solving “What is the most efficient way to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?”
them. Students also consider the reasonableness of intermediate results while applying processes to solve complex equations.
2. Reason abstractly and In NC Math 4, students use algebraic, tabular, and graphical representations to reason about mathematical and real world contexts.
quantitatively. They examine patterns in their processes. Students contextualize to understand the meaning of the number or variable as related
to the problem. They mathematize problem situations to manipulate symbolic representations by applying properties of operations.
3. Construct viable In NC Math 4, students construct arguments using verbal or written explanations accompanied by expressions, equations,
arguments and functions, graphs, and tables. They further refine their mathematical communication skills through mathematical discussions in
critique the reasoning which they critically evaluate their own thinking and the thinking of other students. They construct arguments to defend functions
of others. they have created to model contextual situations. They pose questions like “How did you get that?”, “Why is that true?” “Does that
always work?” They explain their thinking to others and respond to others’ thinking.
4. Model with In NC Math 4, students model problem situations symbolically, graphically, tabularly, and contextually. Students form expressions,
mathematics. generate functions, equations, or inequalities from real world contexts and connect symbolic and graphical representations.
Students determine whether the model and the constraints they have constructed makes sense given the context of the problem.
5. Use appropriate tools In NC Math 4, students consider available tools when solving mathematical problems and decide when particular tools might be
strategically. helpful. It is assumed that students will have access to graphing technologies (e.g, graphing calculator, Desmos) and
spreadsheets. Students should examine results produced using technology to determine if the solution makes sense and be aware
of issues that may arise when selecting an appropriate scale for a graph or mode to evaluate an expression. Students should also
recognize when solving a problem by-hand is more efficient than a technology-assisted approach.
6. Attend to precision. In NC Math 4, students use clear and precise language in their discussions with others and in their own reasoning. Students are
aware of the effects of rounding on a solution. They recognize the importance and meaning of the symbols they use. They attend to
units when solving real-world problems and appropriately label and interpret axes in graphs.
7. Look for and make Students routinely seek patterns or structures to model and solve problems. In NC Math 4, students’ reason about the solution and
use of structure. determine whether a simplified form is helpful for interpreting or using the result. Students are able to recognize key features of the
graph of a function from its algebraic structure that may include asymptotes, end behavior, zeroes, amplitude, or period.
8. Look for and express In NC Math 4, students use repeated reasoning to make generalizations about patterns and structures. By using repeated
regularity in repeated reasoning students are able to synthesize processes. For example, when examining a sequence of values students are able to
reasoning. develop a recursive function rule by identifying the repeated operations.
9. Use strategies and In NC Math 4, students solve real world problems using their knowledge of numbers, functions, and algebra. Students seek the
procedures flexibly. meaning of a problem and look for efficient ways to represent and solve it. They may check their thinking by asking themselves,
“What is the most efficient way to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?”
Students also consider the reasonableness of intermediate results while applying processes to solve complex equations.
10. Reflect on mistakes In NC Math 4, students use algebraic, tabular, and graphical representations to reason about mathematical and real-world
and misconceptions. contexts. They examine patterns in their processes. Students contextualize to understand the meaning of the number or variable
as related to the problem. They mathematize problem situations to manipulate symbolic representations by applying properties of
operations.
Return to: Standards

NC Math 4 Unpacking - Revised June 2022 3

 Number and Quantity

NC.M4.N.1 Apply properties and operations with complex numbers.

NC.M4.N.1.1 Execute procedures to add and subtract complex numbers.
Clarification Checking for Understanding
In NC Math 2 students use the quadratic formula to identify whether there Indicator: Evaluate the following expressions:
are complex solutions to a quadratic equation. They express these a. (5 + 7𝑖𝑖) + (−2 + 3𝑖𝑖)
complex solutions using i. NC Math 2 students have also learned that all b. (9 − 𝑖𝑖) − (4 + 6𝑖𝑖)
real numbers are complex numbers (NC.M2.N-CN.1). c. (4 − 𝑖𝑖√2) − (3 + 𝑖𝑖√2) + 8𝑖𝑖
Answers: a. 3 + 10𝑖𝑖, b. 5 − 7𝑖𝑖 c. 1 + (8 − 2√2)𝑖𝑖
In NC Math 4, students use properties to add and subtract complex
numbers. They should recognize that the sum or difference of two
complex numbers will result in another complex number.
Please note the sum and difference algorithms refer to adding and
subtracting, respectively, the like terms, combining the real parts and
combining the imaginary parts.

Return to: Standards

NC.M4.N.1 Apply properties and operations with complex numbers.

NC.M4.N.1.2 Execute procedures to multiply complex numbers.
Clarification Checking for Understanding
In Math 1, students multiply two binomial expressions like (𝑥𝑥 + 2)(𝑥𝑥 + 3) Indicator: Evaluate the following expressions:
to produce a polynomial, 𝑥𝑥 2 + 5𝑥𝑥 + 6. Students also rewrite expressions a. 2𝑖𝑖(13 − 9𝑖𝑖)
that involve complex numbers as described in M4.N.1.1. b. (3 + 4𝑖𝑖)(8 − 5𝑖𝑖)
In NC Math 4, students are expected to be able to multiply two complex c. 2(2 + 4𝑖𝑖)(−3 + 𝑖𝑖)
numbers with and without technology. d. −3(2𝑖𝑖 + 1) ⋅ (5𝑖𝑖)
To multiply two complex numbers, you expand the product as you would Answers: a. 18 + 26𝑖𝑖, b. 44 + 17𝑖𝑖 c. −20 − 20𝑖𝑖, d. 30 − 15𝑖𝑖
with polynomials.

Return to: Standards

NC.M4.N.2 Apply properties and operations with matrices and vectors.

NC.M4.N.2.1 Execute procedures of addition, subtraction, multiplication, and scalar multiplication on matrices.
Clarification Checking for Understanding
This standard represents students’ first exposure to matrices in Indicator: Without the aid of technology, what is element 𝑒𝑒23 of the
mathematics; however, students have been exposed to arrays in previous product of 𝐺𝐺 ⋅ 𝐻𝐻?
grades and mathematics courses. Students will understand that the 𝐻𝐻 = �
7 −1 0.5
� 𝐺𝐺 = �
3 2
�
structure (rows and columns) of a matrix determines how matrices can be −5 −3.5 4 5 0.5
Answer: 4.5
combined through addition, subtraction, and multiplication (including
scalar multiplication) and use that structure to perform the aforementioned
operations with matrices. This understanding includes when operations
NC Math 4 Unpacking - Revised June 2022 4
on matrices cannot be completed. Students are not expected to solve −4 7 2 −5 8
Indicator: 𝐴𝐴 = � �, 𝐵𝐵 = � �, 𝐶𝐶 = � �
matrix equations. 1 3 0 6 4

Given the matrices A, B, and C above, evaluate the following

expressions:
a. 𝐴𝐴 + 𝐵𝐵 b. 𝐵𝐵 − 𝐴𝐴 c. 𝐴𝐴 ⋅ 𝐶𝐶

d. 3𝐵𝐵 + 2𝐴𝐴 e. 𝐵𝐵 ⋅ 𝐴𝐴

Answers:

a. b. c. d. e.
Return to: Standards

NC.M4.N.2 Apply properties and operations with matrices and vectors.

NC.M4.N.2.2 Execute procedures of addition, subtraction, and scalar multiplication on vectors.
Clarification Checking for Understanding
Students have not previously learned how to add and subtract vectors. Indicator: Given the vectors u, v, and w above, evaluate the
In NC Math 4, students will recognize the following expressions:
component form of a vector as 𝒗𝒗 = < 𝑣𝑣𝑥𝑥, 𝑣𝑣𝑦𝑦 > 𝒖𝒖 =< 3,7 > 𝒗𝒗 =< 4, −5 > 𝒘𝒘 =< −2,9 >
where 𝑣𝑣𝑥𝑥 and 𝑣𝑣𝑦𝑦 represent the horizontal and
vertical components, respectively. Additionally, a. 𝒘𝒘 + 𝒗𝒗 b. 𝒗𝒗 − 𝒖𝒖
students will recognize that a vector in standard
position has its initial point at the origin with a c. 8𝒘𝒘 d. 3𝒖𝒖 − 2𝒗𝒗
terminal point that represents the components of Answers:
the vector.
a. b. c. d.
Students should also be familiar with three different methods for adding
and subtracting vectors: Indicator: Given vector GH and vector GF with an angle of 60
● Adding vectors end-to-end - positioning the vectors (without degrees between them, find the magnitude of the resultant vector.
changing their magnitudes and directions) so that the initial point
of one vector coincides with the terminal point of the other vector
● Adding/subtracting corresponding components - add or subtract Answer:
the corresponding components
● Using the parallelogram rule - a graphical method used for:
○ addition of two vectors,
○ subtraction of two vectors, and
○ resolution of a vector into two components in arbitrary
directions. 𝑥𝑥 2 = 172 + 282 − 2(17)(28) ∙ cos(120)
𝑥𝑥 = 39.36

NC Math 4 Unpacking - Revised June 2022 5

Students should understand the process of finding the sum/difference of
two vectors using any of the methods mentioned. They are not expected
to know the name of the methods.

Students will also apply the properties when multiplying a vector by a

scalar.

Students are not expected to execute procedures for vectors beyond 2-

dimensional vectors.
Return to: Standards

NC Math 4 Unpacking - Revised June 2022 6

 Algebra and Functions

NC.M4.AF.1 Apply properties of function composition to build new functions from existing functions.
NC.M4.AF.1.1 Execute algebraic procedures to compose two functions.
Clarification Checking for Understanding
Students will extend their understanding of function notation and Indicator: Find (𝑓𝑓 ∘ 𝑔𝑔)(𝑥𝑥) if 𝑓𝑓(𝑥𝑥) = −6𝑥𝑥 + 11 and 𝑔𝑔(𝑥𝑥) = 3𝑥𝑥 − 5.
evaluating functions to working with compositions of two functions. This Answer: −18𝑥𝑥 + 41
includes evaluating a composition of functions for specific values in the
domain. Students will understand that the net effect of 𝑓𝑓 ∘ 𝑔𝑔 is 𝑎𝑎 → 𝑔𝑔(𝑎𝑎) → Indicator: Given the two functions,
𝑓𝑓(𝑔𝑔(𝑎𝑎)) for any real value, 𝑎𝑎. Students understand that 𝑎𝑎 is in the domain 𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 − 3 and 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 2 + 1, find the following:
of 𝑔𝑔 and that 𝑔𝑔(𝑎𝑎) is in the domain of 𝑓𝑓. There is no limit as to the type of a. 𝑓𝑓(𝑔𝑔(𝑥𝑥)) b. 𝑔𝑔(𝑓𝑓(𝑥𝑥))
functions to be used when composing functions.
c. (𝑓𝑓 ∘ 𝑓𝑓)(𝑥𝑥) d. (𝑔𝑔 ∘ 𝑔𝑔)(𝑥𝑥)
In problems involving roots in the denominator, it is not necessary to
Answers: a. 2𝑥𝑥 2 − 1, b.4𝑥𝑥 2 − 12𝑥𝑥 + 10, c. 4𝑥𝑥 − 9, d. 𝑥𝑥 4 + 2𝑥𝑥 2 + 2
rationalize the denominator.
1
Indicator: Given 𝑓𝑓(𝑥𝑥) = 2 and 𝑔𝑔(𝑥𝑥) = √𝑥𝑥 + 1. Find 𝑓𝑓(𝑔𝑔(𝑥𝑥)) and
𝑥𝑥 +4
𝑔𝑔(𝑓𝑓(𝑥𝑥)).
1 𝑥𝑥 2 +5
Answers:𝑓𝑓�𝑔𝑔(𝑥𝑥)� = 2 and 𝑔𝑔�𝑓𝑓(𝑥𝑥)� = �
�√𝑥𝑥+1� +4 𝑥𝑥 2 +4

Return to: Standards

NC.M4.AF.1 Apply properties of function composition to build new functions from existing functions.
NC.M4.AF.1.2 Execute a procedure to determine the value of a composite function at a given value when the functions are in algebraic, graphical, or tabular
representations.
Clarification Checking for Understanding
Students have already evaluated functions for specific values in the Indicator:
domain, given a function in algebraic, graphical, or tabular form. Building
𝑥𝑥 -2 -1 0 1 2 3 4 5
upon this skill, students will now apply it to compositions of functions in a
variety of representations; this includes functions presented in two 𝑓𝑓(𝑥𝑥) 5 2 1 2 5 10 17 26
different representations.

For example, given the graph of the quadratic 𝑥𝑥 -2 -1 0 1 2 3 4 5

function 𝑔𝑔(𝑥𝑥) and the algebraic representation of
the linear function 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 − 1 students can 𝑔𝑔(𝑥𝑥) -1 1 3 5 7 9 11 13
evaluate 𝑓𝑓(𝑔𝑔(4)) by finding the corresponding y-
value (2) in 𝑔𝑔(𝑥𝑥) and then evaluating 𝑓𝑓(2). So
𝑓𝑓(𝑔𝑔(4)) = 3(2) − 1 = 5. Given the two functions above, find the following:
a. 𝑓𝑓(𝑔𝑔(−2)) b. 𝑔𝑔(𝑓𝑓(2)) c. (𝑓𝑓 ∘ 𝑔𝑔)(1) d. (𝑔𝑔 ∘ 𝑓𝑓)(−1)
There is no limit as to the type of functions to be
Answers: a. 2, b. 13, c. 26, d. 7
used when composing functions.
NC Math 4 Unpacking - Revised June 2022 7
 Indicator: Given the two functions, 𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 − 3 and 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 2 +
1, find the following with the given values:
a. 𝑓𝑓(𝑔𝑔(1)) b. 𝑔𝑔(𝑓𝑓(−1)) c. (𝑓𝑓 ∘ 𝑓𝑓)(−3) d. (𝑔𝑔 ∘ 𝑔𝑔)(0)
Answers: a. 1, b. 26, c. -21, d. 2

Indicator: Given the two functions below, find the following:

a. 𝑓𝑓(𝑔𝑔(−2)) b. 𝑔𝑔(𝑓𝑓(2)) c. (𝑓𝑓 ∘ 𝑔𝑔)(−4) d. (𝑔𝑔 ∘ 𝑓𝑓)(1)

Answers: a. -2, b. 0.5, c. 2, d. 1

Return to: Standards

NC.M4.AF.2 Apply properties of trigonometry to solve problems.

NC.M4.AF.2.1 Translate trigonometric expressions using the reciprocal and Pythagorean identities.
Clarification Checking for Understanding
Grade 8 students study the Pythagorean theorem to find the length of one Indicator: Rewrite the following trigonometric expression as a single
side of a right triangle given the lengths of two sides. In Math 2 students trigonometric function: 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 − 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 ⋅ 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡
learn right triangle trigonometry and are familiar with trigonometric ratios. Answer: 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐
However, this is the first time that students will encounter trigonometric
identities. In NC Math 4, students will use algebraic reasoning to rewrite
trigonometric expressions in simplified equivalent forms using the
reciprocal and Pythagorean identities.
Return to: Standards

NC Math 4 Unpacking - Revised June 2022 8

NC.M4.AF.2 Apply properties of trigonometry to solve problems.
NC.M4.AF.2.2 Implement the Law of Sines and the Law of Cosines to solve problems.
Clarification Checking for Understanding
Students have previously worked with finding the missing sides and Indicator: A plane is flying from city D to city B, which is 115 miles
angles of right triangles using the Pythagorean Theorem and by applying due north. After flying 45 miles, the pilot must change course and fly
the trigonometric ratios, respectively. Students will use the Law of Sines 15° west of north to avoid a thunderstorm.
and the Law of Cosines to find unknown measurements in right and non- a. If the pilot remains on this course for 25 miles, how far will
right triangles. They should be able to: the plane be from city B?
● Distinguish between situations that require the Law of Sines (ASA, b. How many degrees will the pilot need to turn to the right to fly
AAS, SSA) and situations that require the Law of Cosines (SAS, directly to city B?
SSS); Answers:
● represent real world problems with diagrams of non-right triangles a. 𝑐𝑐 ≈ 46.3 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚,
and use them to solve for unknown side lengths and angle b. 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑜𝑜𝑜𝑜 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝐴𝐴 ≈ 157.02∘
measures;
● Solve for missing side lengths and angles using Law of Sines and Indicator: Two fire towers are 21
Law of Cosines. miles apart. Tower B is due East of
Tower A. The rangers at Tower A
Note: The ambiguous case for oblique triangles is NOT an expectation in spot a fire at 43°north of east. The
NC Math 4. rangers at Tower B spot the same
fire 31° north of west. How far is
Tower B from the fire?

Answer: 𝑥𝑥 ≈ 14.899 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚

Return to: Standards

NC.M4.AF.2 Apply properties of trigonometry to solve problems.

NC.M4.AF.2.3 Interpret key features (amplitude, period, phase shift, vertical shifts, midline, domain, range) of models using sine and cosine functions in terms
of a context.
Clarification Checking for Understanding
This standard is an extension of standards in NC Math 3 which addressed Indicator: The depth of water near a boat dock is collected by a
the key features and parameters of the sine function. This standard buoy. The data shows that the water level reached 11 ft. during high
extends to the key features of the cosine function. Additionally, phase shift tide at 2:00 am and a level of 8 ft. during low tide at 9:00 am. The
for trigonometric functions is a new concept in NC Math 4. It is appropriate depth can be modeled by a sinusoidal function.
to make sure that students understand the relationship between the sine a. How deep will the water be at noon?
and cosine functions in relation to their key features. Students will be b. For approximately what times will the water level be less than
required to determine the meaning of variables and coefficients of 9 ft?
trigonometric models and translate between different representational
�
forms of trigonometric models (i.e., graphs, tables, and algebraic formats). Answers: a. 𝑓𝑓(𝑥𝑥) = 1.5𝑠𝑠𝑠𝑠𝑠𝑠( (𝑥𝑥 + 1.5)) + 9.5, 𝑓𝑓(12) = 9.17𝑓𝑓𝑓𝑓, b.
7
Approximately 6:00 am to 12:00am, repeats every 14 hours.

NC Math 4 Unpacking - Revised June 2022 9

The standard for sine and cosine functions:
𝑓𝑓(𝑥𝑥) = 𝑎𝑎 𝑠𝑠𝑠𝑠𝑠𝑠 (𝑏𝑏(𝑥𝑥 + 𝑐𝑐)) + 𝑑𝑑 and 𝑔𝑔(𝑥𝑥) = 𝑎𝑎 𝑐𝑐𝑐𝑐𝑐𝑐 (𝑏𝑏(𝑥𝑥 + 𝑐𝑐)) + 𝑑𝑑, where a, b, c
and d are constants.

Return to: Standards

NC.M4.AF.3 Apply the properties and key features of logarithmic functions.

NC.M4.AF.3.1 Execute properties of logarithms to rewrite expressions and solve equations algebraically.
Clarification Checking for Understanding
In NC Math 3, students recognized the inverse relationship between Indicator: Solve 𝑙𝑙𝑙𝑙𝑙𝑙(𝑥𝑥 − 3) + 𝑙𝑙𝑙𝑙𝑙𝑙(𝑥𝑥 + 4) = 2𝑙𝑙𝑙𝑙𝑙𝑙3.
exponential and logarithmic functions. They also translated between −1+√85
exponential and logarithmic forms of equations. Answer:
2
≈ 4.11
In NC Math 4, students will build upon their understanding of the
properties of exponents when applying the properties of logarithms. This
standard requires students to procedurally rewrite logarithmic expressions
to solve logarithmic equations, including natural logs and e.

Return to: Standards

NC.M4.AF.3 Apply the properties and key features of logarithmic functions.

NC.M4.AF.3.2 Implement properties of logarithms to solve equations in contextual situations.
Clarification Checking for Understanding
This standard requires students to use the skills developed in 𝑟𝑟 𝑛𝑛𝑛𝑛
Indicator: The formula 𝐴𝐴 = 𝑃𝑃 �1 + � describes the accumulated
NC.M4.AF.3.1 to solve logarithmic equations that are based on contextual 𝑛𝑛
situations. Students should be able to determine when it is appropriate to value, A, of a sum of money, P, the principal, after t years at annual
apply logarithmic properties when presented with a problem based in a percentage rate r (in decimal form) compounded n times a year.
contextual situation; this may include creating an exponential equation and How long will it take $50,000 to grow to $900,000 at 20% annual
then solving the equation using properties of logarithms. interest compounded quarterly?
Students should be familiar with all logarithms, including natural logs.
Answer:≈ 14.8 𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦

NC Math 4 Unpacking - Revised June 2022 10

 Indicator: The Smiths are saving for their son’s college education. If
they deposit $12,000 in an account bearing 6.4% interest
compounded continuously, how much will be in the account when
Evan goes to college in 12 years?

Answer: $25,865.41
Return to: Standard

NC.M4.AF.3 Apply the properties and key features of logarithmic functions.

NC.M4.AF.3.3 Interpret key features of a logarithmic function using multiple representations.
Clarification Checking for Understanding
In NC.M3, students develop an understanding of a logarithm through its Indicator: Given the function 𝑓𝑓(𝑥𝑥) = 𝑙𝑙𝑙𝑙𝑙𝑙3 𝑥𝑥 − 1 , describe the key
inverse relationship with exponents. They also recognize that each features. Include domain and range, intercepts, intervals of increasing
constant and coefficient in a log equation or function represents a key or decreasing, and end behavior.
feature of the function. Additionally in NC.M3.F-IF.7, students analyze the Answer:
key features of piecewise, absolute value, polynomial, exponential, domain: (0, ∞) range: (−∞, ∞)
rational, and trigonometric functions using different representations.
x-intercept: 3 y-intercept: ⊘
In NC Math 4, students will need to understand and interpret the key
features (intercepts, end behavior, domain, range, and intervals where increasing: (0, ∞) decreasing: ⊘
the function is increasing and decreasing) of log functions.
EB(L): 𝑥𝑥 → 0; 𝑦𝑦 → ∞ EB(L): 𝑥𝑥 → ∞; 𝑦𝑦 → ∞

Indicator: Given the logarithmic function

on the right, describe the key features.
Include domain and range, intercepts,
intervals of increasing or decreasing, and
end behavior.

Answer:

domain: (−3, ∞) range: (−∞, ∞)

x-intercept: (−2,0) y-intercept:(0,2)

increasing: (0, ∞) decreasing: ⊘

EB(L): 𝑥𝑥 → −3; 𝑦𝑦 → ∞ EB(L): 𝑥𝑥 → ∞; 𝑦𝑦 → ∞

Return to: Standards

NC Math 4 Unpacking - Revised June 2022 11

NC.M4.AF.4 Understand the properties and key features of piecewise functions.
NC.M4.AF.4.1 Translate between algebraic and graphical representations of piecewise functions (linear, exponential, quadratic, polynomial, square root).
Clarification Checking for Understanding
This standard builds upon the interpreting functions (IF) standards from Indicator: Create a piecewise-defined
Math 1–3, where students have graphed functions given in algebraic form function for the graph to the right.
and written equations for graphical forms of functions. In NC Math 3, Answer:
students analyzed the key features of piecewise-defined functions. They
also interpret and evaluate piecewise functions.

In NC Math 4, students will write algebraic representations of piecewise

defined functions given in graphical form and graph algebraic
representations of piecewise-defined functions.

Indicator: Graph the following

function and determine the domain
and range of the function.

Answer: (Graph to the right.)

Domain: All real numbers
Range:
[−6, −2) ∪ [0, ∞)

Return to: Standards

NC.M4.AF.4 Understand the properties and key features of piecewise functions.

NC.M4.AF.4.2 Construct piecewise functions to model a contextual situation.
Clarification Checking for Understanding
This standard requires students to write piecewise functions based on Indicator: Write the rule for a piecewise function that models the
real-world context. Students understand that each part of the given context following situation, the data plan for a smart phone costs $35 for 5
may represent a different function type and understand that the domain for gigabytes of data and it costs $10 extra for each additional gigabyte
each piece is restricted by the context of the problem. of data used.
Answer:

NC Math 4 Unpacking - Revised June 2022 12

 Indicator: A certain county has a tax code, where 10% tax is paid
on all income up to the first $10,000, a 15% tax is paid for any
income over $10,000 and up to $25,000, and a tax rate of 25% is
paid on all income over $25,000. Find a piecewise function to
calculate the total tax 𝑇𝑇(𝑥𝑥) on an income of 𝒙𝒙 dollars.
Answer:

Return to: Standards

NC.M4.AF.5 Understand how to model functions with regression.

NC.M4.AF.5.1 Construct regression models of linear, quadratic, exponential, logarithmic, & sinusoidal functions of bivariate data using technology to model
data and solve problems.
Clarification Checking for Understanding
Students have previously worked with scatter plots and lines of best fit in Indicator:
8th grade. In NC Math 1, students have done linear and exponential a. Analyze the scatterplot
regression using technology. They have also examined residual plots to of the cost of a 30-
determine linearity. second advertisement
for the Super Bowl from
1967-2011. Describe the
In NC Math 4, students will also construct regression models for quadratic,
patterns in the data.
logarithmic and sinusoidal functions of bivariate data. Additionally, b. Calculate a quadratic
students will be able to use regression models to solve real-world and regression model for x
mathematical problems. years after 1967.
c. Based on your model,
what is the predicted
cost of a 30-sec.
advertisement in 2007?
How accurate is your
prediction model’s cost
compared to the actual
cost?
d. Based on your model,
what is the predicted
cost for a 30-sec. advertisement in 2020?

NC Math 4 Unpacking - Revised June 2022 13

 Answer:
a. The scatterplot is positive and
nonlinear. The cost of a 30-
second advertisement increases
as the years increase.
b. 𝑦𝑦 = 1.916𝑥𝑥 2 − 15.510𝑥𝑥 +
104.408, x=years since 1967
and y=predicted cost of a 30-
second advertisement.
c. In 2007, the predicted cost was
roughly $2,550,000. This is fairly
close to the actual recorded cost
which was $2,600,000.
d. In 2020, the predicted cost is approximately $4,660,000.
Data obtained from: https://www.businessinsider.com/cost-super-bowl-ads-through-the-years-
2011-2
Return to: Standards

NC Math 4 Unpacking - Revised June 2022 14

NC.M4.AF.5 Understand how to model functions with regression.
NC.M4.AF.5.2 Compare residuals and residual plots of non-linear models to assess the goodness-of-fit of the model.
Clarification Checking for Understanding
In NC Math 1, students created scatter plots of data and determined Indicator: Answer the following questions
whether a linear model was appropriate based on the residual plot. Does the wealth of a country influence its citizens’ life expectancy?
Do you live longer in countries
In NC Math 4, students will apply knowledge from Math 1 about that have more money?
interpolating and extrapolating and validity of predictions. They will a. Describe the relationship
now closely analyze the residual plots of non-linear models to
between the Gross
determine the goodness-of-fit of a selected non-linear model.
Students will understand that a residual plot with no discernable Domestic Product per
pattern indicates the selected model is a good fit for the data set. Capita for a country and
its Life Expectancy. What
trends do you notice?
b. What type of function
might model this well?
c. Using your calculator
regression tools or
statistical software,
calculate a model for the
data. Compare the
residual plots as well.
Record the model
equation that best fits the
data AND sketch the
residual plot.
d. If Canada has a GDP per
capita of $48,100, what
would you predict to be
their Life Expectancy?
Look up how accurate this
is based on today’s life
expectancy information on
the World Factbook.

NC Math 4 Unpacking - Revised June 2022 15

 Answers:
a. The scatter plot is positive and
nonlinear. As GDP increases, so
does life expectancy. The life
expectancy is increasing, but at a
decreasing rate.
b. A logarithmic function might model
this scatterplot the best.
c. The best model found was a
logarithmic one. The regression
equation is 𝑦𝑦 = 11.77 + 6.40𝑙𝑙𝑙𝑙(𝑥𝑥)
where x=GDP and y=predicted life
expectancy.
*This residual plot shows that there
is more variation in the residuals for
lower GDPs than higher GDPs.
d. Canada: 𝑦𝑦 = 11.77 +
6.40𝑙𝑙𝑙𝑙(48100) = 80.8 𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦
According to World Factbook (in
2018), the life expectancy for people
in Canada is 82 years. The predicted
value is fairly close to the actual life
expectancy data for Canada.

Return to: Standards

NC Math 4 Unpacking - Revised June 2022 16

 Statistics and Probability

NC.M4.SP.1 Create statistical investigations to make sense of real-world phenomena.

NC.M4.SP.1.1 Construct statistical questions to guide explorations of data in context.
Clarification Checking for Understanding
Students were first introduced to statistical questions in 6th grade. They Formative check: Determine if the question is a statistical question.
recognize statistical questions as questions that anticipate variability. The a. How has the number of live births changed over the last 30
focus in NC.6.SP.1 is on the recognition of statistical questions and their years?
distinction from non-statistical questions. b. How many votes did the candidate that won Student Body
President receive?
The GAISE Report for Statistics outlines a four-step process for problem- c. How do the heights of basketball players from two rival high
solving as students engage in statistical inquiry: schools compare?
1. Formulating a statistical question that anticipates variability and Answers: a, Yes, b. No, c. Yes
can be answered by data.
2. Designing and implementing a plan that collects appropriate data. Indicator: The prom committee is planning the Junior/Senior prom
3. Analyzing the data by graphical and/or numerical methods. for this year. The committee wants to make sure that they honor the
4. Interpreting the analysis in the context of the original question. preferences of students in both the junior and senior class. Write a
statistical question that can help the committee to determine the
This standard will focus on the first step of the statistical problem-solving student’s music preferences.
process as students construct statistical questions that “anticipate an
answer based on data that vary”. Possible answers: What type of music is most popular among students at
our school? How do the favorite types of music differ between classes?

Return to: Standards

NC.M4.SP.1 Create statistical investigations to make sense of real-world phenomena.

NC.M4.SP.1.2 Design sample surveys and comparative experiments using sampling methods to collect and analyze data to answer a statistical question.
Clarification Checking for Understanding
Students have experience with a variety of data collection and analysis Indicator: The prom committee is planning the Junior/Senior prom
tools (numerical summaries and graphical displays) based on the type of for this year. The committee wants to make sure that they honor the
data collected (qualitative or quantitative). In NC Math 3, students preferences of students in both the junior and senior class.
investigate different methods of data collection (surveys, experiments, a. Describe how you would collect data to answer the question:
observations, etc.), study design and data analysis techniques to best “What type of music is most popular among students at our
answer a statistical question. school?”
b. Describe your plan to analyze the data.
In NC.7.SP.1, students understand sampling and its usefulness in drawing
inferences about a population under investigation. Possible answers: a) Survey or questionnaire; the question will have 5
main choices (r&b, rock, rap, country or other) b) A bar graph will be used
In NC Math 4, students will develop their understanding of sampling to compare preferences; a table could also be created comparing favorite
music type to class (junior or senior) to determine preferences by class.
methods that are both biased and unbiased in relation to surveys and
comparative experiments.

NC Math 4 Unpacking - Revised June 2022 17

As stated in NC.M4.SP.1.1, the GAISE Report for Statistics outlines a Indicator: An agricultural
four-step process for problem-solving as students engage in statistical researcher is investigating the
inquiry. effectiveness of three different
1. Formulating a statistical question that anticipates variability and brands of weed killer, brands X, Y,
can be answered by data. & Z. He has set up an area of
weeds in a 4 by 4 zone as shown
2. Designing and implementing a plan that collects appropriate data.
below. Describe how he can create
3. Analyzing the data by graphical and/or numerical methods. an experiment to compare the
4. Interpreting the analysis in the context of the original question. effectiveness of the weed killers.

This standard will focus on the second and third steps of the problem-
solving process as students will design surveys and comparative Answer: The researcher can
experiments to plan the collection and analysis of the data stemming from number the zones 1-16, put the
the original statistical question. numbers in a hat, and then randomly choose out 3 zones to be assigned to
brand X weed killer. Then randomly choose another 3 numbers to assign
Students will now combine their understanding of how to construct the zones to brand Y. Again randomly choose another 3 numbers to assign
the zones to brand Z. The last remaining 3 zones will be left alone as a
statistical questions and different sampling methods to create surveys and
control and no weed killer will be assigned. The researcher will compare
design experiments to answer statistical questions. the amount of weeds killed in the zones to see which brand is the most
effective.
Given a real-world context, students can design an experiment based on
random sampling to investigate the phenomenon. Students also
understand unbiased probability sampling methods (e.g. SRS, stratified,
cluster, systematic, multistage) and use appropriate methods when
designing experiments or conducting surveys. Likewise, they are aware of
biased sampling methods and avoid them when collecting data.

Return to: Standards

NC Math 4 Unpacking - Revised June 2022 18

NC.M4.SP.1 Create statistical investigations to make sense of real-world phenomena.
NC.M4.SP.1.3 Organize large datasets of real-world contexts (i.e. datasets that include 3 or more measures and have sample sizes >200) using technology
(e.g., spreadsheets, dynamic data analysis tools) to determine: types of variables in the data set, possible outcomes for each variable,
statistical questions that could be asked of the data, and types of numerical and graphical summaries could be used to make sense of the data.
Clarification Checking for Understanding
Up until this point, students have worked with relatively small data sets so Indicator: Use the random sampler at the census@school
that they better understand the tools used for statistical analysis. Most (https://ww2.amstat.org/censusatschool/index.cfm) to draw a sample
statistical phenomena are based on real-world data which can include of 250 students from NC. First use technology to explore what
relatively larger data sets. variables are in the data set.
a. Create a statistical question you could investigate using the
Building on the understanding that more sampling may yield more data set.
accurate results, students will now work with larger data sets and multiple b. Use technology to create appropriate visualizations of the
measures. This will require the use of technology that has the capacity to data that help you to investigate the question you posed.
efficiently output summary measurements and create graphical displays of c. Use technology to find appropriate descriptive statistics to
data for very large data sets. This may include, but is not limited to, help you to investigate the question you posed.
statistical software, spreadsheets, and online analytical tools:
● Spreadsheet software, such as Google Sheets and Microsoft Excel
can be used at the very minimum.
● CODAP is a free open-source software for data analysis.
● Cause Web also has a variety of data collection and analysis tools
listed on their site.

Return to: Standards

NC Math 4 Unpacking - Revised June 2022 19

NC.M4.SP.1 Create statistical investigations to make sense of real-world phenomena.
NC.M4.SP.1.4 Interpret non-standard data visualizations from the media or scientific papers to make sense of real-world phenomena.
Clarification Checking for Understanding
Exploratory data analysis includes the analysis of graphical displays of Indicator:
data. Traditionally, students have worked with “typical” statistical
graphs…dot plots, line plots, box plots, histograms and scatter plots.
However, these graphical displays are not widely used when examining
real-world phenomena intended for the general public. For example, the
following map was used to track the spread of the Coronavirus in the
United States at the beginning of the pandemic.

Students understand the display, what information it conveys and how to • What do you notice?
translate the information into another form (e.g. a table, another graph, • What do you wonder?
etc.). What are you curious about that comes from what you notice in the graph?
• What might be going on in this graph?
Write a catchy headline that captures the graph’s main idea. If your
A useful resource is the New York Times’ What’s Going On in This Graph?
headline makes a claim, explain what you noticed that supports your claim.

Return to: Standards

NC Math 4 Unpacking - Revised June 2022 20

NC.M4.SP.2 Apply informal and formal statistical inference to make sense of, and make decisions in, meaningful real-world contexts.
NC.M4.SP.2.1 Design a simulation to make a sampling distribution that can be used in making informal statistical inferences.
Clarification Checking for Understanding
Formal statistical inference is new to students in NC Math 4. Students Indicator: Collect the heights of all the students in your math class
were briefly introduced to simulation in the middle grades (7.SP.2). They measured in centimeters. Also record each student’s sex. Find the
understand that random sampling (or simulated samples) can be used to average height of males in your class and of females.
gauge variation and to make statistical inferences. Students also a. Would you expect to get the same average heights if you
understand the difference between a statistic and a parameter and how collect height and sex data from another class in your
statistics are used to estimate population parameters. school?
b. How could you simulate collecting height data from 100
This standard explicitly has students design a simulation and use the classes with 25 students in them using the sample you
information to create a sampling distribution to make informal inferences. collected from your class?
Students will understand that a sampling distribution is a graph of a
statistic generated from multiple samples of the same size from the
population of interest (see figure below).
Carry out your simulation for the height of females and approximate
what the average height of females is based on your sample. The
Center for Disease Control reported the average height of women
ages 20 and over in 2015-2016 to be 161.5 cm (source:
https://www.cdc.gov/nchs/data/nhsr/nhsr122-508.pdf).
c. How likely is it to get the average height of women reported
by the CDC given your sample?
d. Explain why you might be seeing the results you are seeing,
including some of the limitations in making inferences from
your sample.

Students understand that sampling distributions can be created by

collecting sample means or sample proportions.

Return to: Standards

NC Math 4 Unpacking - Revised June 2022 21

NC.M4.SP.2 Apply informal and formal statistical inference to make sense of, and make decisions in, meaningful real-world contexts.
NC.M4.SP.2.2 Construct confidence intervals of population proportions in the context of the data.
Clarification Checking for Understanding
Students have worked with statistical measurements for center and Indicator: Devise and carry out a plan to investigate, “what
variability. They have graphed data and analyzed summary statistics. proportion of students at your school plan on going to a college or
Students understand that the sampling distribution of the sample university after graduating.” After collecting your data create a 95%
proportions takes on the shape of the normal distribution for larger sample confidence interval of the proportion of students reporting planning
sizes and as the number of samples from the population increases. on attending a college or university after graduating and interpret
what that interval tells you relative to the statistical question under
Yates, Moore, and Starnes (2002) state that “a confidence interval uses investigation.
sample data to estimate an unknown population parameter with an Possible answer: Create a survey to determine the post-secondary plans of
indication of how accurate the estimate is and of how confident we are that all students in your school. It is impossible to do a consensus because
the result is correct.” Students will understand the connection between there are 1300 students in your school, and you do not have the resources
repeated sampling and the construction of the confidence interval. or the time to get information from all of them. Since you want to make sure
that you capture a representation of all students in the school, you decide
to do stratified sampling by grade level. You ask students to complete your
𝑝𝑝(1−𝑝𝑝) survey during grade level assemblies organized by the administration and
Students will use 𝑝𝑝̂ ± 𝑧𝑧 ∗ � to construct the confidence interval;
𝑛𝑛 you collect the surveys. After collecting the surveys, you find that 29 of the
students understand all constants and coefficients of the formula and can 75 students completing the survey indicate that they’re going to college or
interpret confidence intervals in the context of the problem. Students also university after graduating.
understand the conditions by which it is appropriate to use a sample to 𝑛𝑛 = 75; 𝑝𝑝̂ = .39 𝑧𝑧 ∗= 1.96
construct a confidence interval for a given sample. 𝑛𝑛 ⋅ 10 = 75 ⋅ 10 = 750; 750 < 1300
𝑛𝑛 ⋅ 𝑝𝑝 = 75(.39) = 29.25; 𝑛𝑛 ⋅ (1 − 𝑝𝑝) = 75(.61) = 53.25
Students in NC Math 4 will construct confidence intervals for population 𝑝𝑝(1−𝑝𝑝) (.39)(.61)
proportions only. 𝑝𝑝̂ ± 𝑧𝑧 ∗ � ----> . 39 ± (1.96)� ; 0.39 ± .1104
𝑛𝑛 75
We are 95% confident that the percent of students going to college or
In NC Math 4, calculation of the margin of error becomes formalized; university after high school from this school lies between 28% and 50%.
extending from informal understanding based on simulation in NC Math 3.

Return to: Standards

NC Math 4 Unpacking - Revised June 2022 22

NC.M4.SP.2 Apply informal and formal statistical inference to make sense of, and make decisions in, meaningful real-world contexts.
NC.M4.SP.2.3 Implement a one proportion z-test to determine if an observed proportion is significantly different from a hypothesized proportion.
Clarification Checking for Understanding
Hypothesis testing is the use of statistics to determine the probability that Indicator: According the CDC the relative frequency of males born
a given hypothesis is true. Students understand hypothesis testing as a in the U.S. is .512 (source:
formal statistical procedure for determining the true population parameter; https://www.cdc.gov/nchs/data/nvsr/nvsr53/nvsr53_20.pdf)
in this case students will be determining the probability that a sample In a random sample of 200 babies born in North Carolina 120 were
proportion is the true population proportion based on a one-proportion z- males.
test. a. Is this unusual?
b. Is 120 out of 200 babies significantly different than the
In order to fully understand the process of hypothesis testing, students proportion that the CDC reports?
should engage in the entire process and relate each step to the context of
the problem. A basic process includes the following steps: Answers:
Step 1: State the null and alternative hypotheses using symbols and in the a. 𝑝𝑝̂ = .60;This is not unusual because there can be a lot of variation in
context of the problem. individual samples.
b. S1: 𝐻𝐻0 : 𝑝𝑝 = .512 (51.2% 𝑜𝑜𝑜𝑜 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 𝑖𝑖𝑖𝑖 𝑡𝑡ℎ𝑒𝑒 𝑈𝑈𝑈𝑈 𝑎𝑎𝑎𝑎𝑎𝑎 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚);
𝐻𝐻0 : 𝑝𝑝 = 𝑝𝑝0 𝐻𝐻� : 𝑝𝑝
𝐻𝐻� : 𝑝𝑝 ≠ 𝑝𝑝0 or 𝐻𝐻� : 𝑝𝑝 < 𝑝𝑝0 or 𝐻𝐻� : 𝑝𝑝 > 𝑝𝑝0 ≠ .512 (𝑡𝑡ℎ𝑒𝑒 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑜𝑜𝑜𝑜 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 𝑖𝑖𝑖𝑖 𝑡𝑡ℎ𝑒𝑒 𝑈𝑈𝑈𝑈 𝑖𝑖𝑖𝑖 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠ℎ𝑖𝑖𝑖𝑖𝑖𝑖 𝑜𝑜𝑜𝑜ℎ𝑒𝑒𝑒𝑒 𝑡𝑡ℎ𝑎𝑎𝑎𝑎 51.2
Step 2: Verify the conditions of the inference procedure (one-proportion z- S2: 200(.512) = 102.4; 102.4 ≥ 10and 200(.488) = 97.6; 97.6 ≥ 10
test). S3: 𝑧𝑧 =
.6−.512
=
.088
= 2.49; 𝑝𝑝 = .0128
.0353
If 𝑛𝑛𝑝𝑝0 ≥ 10and 𝑛𝑛(1 − 𝑝𝑝0 ) ≥ 10, then we can use the normal �
.512(.488)
200
distribution S4: . 0128 ≤ .05, so we reject the null hypothesis; There is enough evidence
Step 3: Carry out the procedure by hand or using technology. Find the z- to say that the proportion of males born in the US is something different
statistic and the corresponding p-value in the z-table. than what the CDC reports.
𝑝𝑝̂ − 𝑝𝑝0
𝑧𝑧 =
�𝑝𝑝0 (1 − 𝑝𝑝0 )
𝑛𝑛
Step 4: Interpret the results in the context of the problem; stating whether
to reject or to fail to reject the null hypothesis. Measure statistical
significance against a predetermined significance level (0.05 unless
otherwise stated).
● If 𝑝𝑝 − 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 ≤ 𝛼𝛼; reject H0: the difference between the proportions
is statistically significant.
● If 𝑝𝑝 − 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 > 𝛼𝛼;fail to reject H0: the difference between the
proportions is NOT statistically significant.

Return to: Standards

NC Math 4 Unpacking - Revised June 2022 23

NC.M4.SP.3 Apply probability distributions in making decisions in uncertainty.
NC.M4.SP.3.1 Implement discrete probability distributions to model random phenomena and make decisions (e.g., expected value of playing a game, etc.).
Clarification Checking for Understanding
Discrete probability distributions are based on discrete random Indicator: The NC lottery has a game called pick 3 which involves
variables, where there is a finite number of possible outcomes. picking three numbers in exact order. It costs a dollar to play and if
you win you get $500. What is the expected value of playing this
A discrete probability distribution lists each outcome and its associated game many times in the long run? Is it a wise investment to play the
probability. Students can create a probability distribution table listing each NC pick 3 in the long run?
outcome and their probabilities. Answer:
Possible Outcome -$1 +$499
Students understand that a probability distribution can be used to find the Probability 999 1
expected value or average weighted outcome of discrete random
variables. They also understand expected value in determining fairness of 1000 1000
a game. 999 1
Expected Value = −1( ) + 499( ) = −0.50
1000 1000
A probability histogram is a graphical In the long run, a player is expected to lose $0.50 per play. Since the
display that graphs each outcome on the expected value is less than zero, the game isn’t fair.
horizontal axis and its probability on the
vertical axis.
For example, the probability histogram on
the right represents the sum of the rolls of
2 six-sided dice and the probability of
obtaining each sum. The probabilities in a
discrete probability distribution should add
to 1.

Return to: Standards

NC.M4.SP.3 Apply probability distributions in making decisions in uncertainty.

NC.M4.SP.3.2 Implement the binomial distribution to model situations and make decisions.
Clarification Checking for Understanding
Students understand the four main criteria for a binomial setting: Indicator: A test has 10 multiple choice questions each of which has
1. A fixed number of observations, n. four choices and only one right answer. A student decides to use a
2. Each observation (n) is independent. spinner with four equivalent sectors on it to randomly choose which
3. Each observation falls into one of two possible categories, known answer to pick for each question. What is the likelihood the students
as success or failure. get the following number of questions correct?
4. The probability of success (p) is the same for each observation. a. 5
b. 10
Students also understand that the distribution of the count of X successes c. At least 5
in the binomial setting is called the binomial distribution with parameters n d. No more than 2
e. Between 7 and 9, inclusive
Answers: a. 0.058, b. 0.0000009, c. 0.078, d. 0.244, e. 0.0035
NC Math 4 Unpacking - Revised June 2022 24
and p where n represents the number of observations and p represents
the probability of success; abbreviated as 𝑋𝑋 is 𝐵𝐵(𝑛𝑛, 𝑝𝑝).

Students understand that when n is large, the distribution of X is

normal,𝑁𝑁(𝑛𝑛𝑛𝑛, �𝑛𝑛𝑛𝑛(1 − 𝑝𝑝))and the normal approximation can be used
when n and p satisfy the following conditions: 1) 𝑛𝑛𝑛𝑛 ≥ 10and 𝑛𝑛(1 − 𝑝𝑝) ≥
10.

*Technology use is at the discretion of the teacher.

Return to: Standards

NC.M4.SP.3 Apply probability distributions in making decisions in uncertainty.

NC.M4.SP.3.3 Recognize from simulations of sampling distributions of sample means and proportions that a normal distribution can be used as an
approximate model in certain situations.
Clarification Checking for Understanding
Students understand that a sampling distribution is a graphical display of a Indicator: In a recent NPR/Ipsos poll of 1,007 U.S. adults conducted
𝜇𝜇statistic for sample data. They also understand that the sampling March 21-22, 2019 “78% of Americans support schools teaching
distribution is a probability distribution that is obtained from the collection about climate change” (source: https://www.ipsos.com/en-us/news-
of a large number of samples of the same size. It represents a wide range polls/four-five-parents-want-schools-teach-about-climate-change-04-
of possible outcomes of a statistic for a given population. 22-2019).
a. How could you simulate a sampling distribution of sample
Students understand that there is less variability in larger sample sizes proportions based on this information?
than in smaller sample sizes (less than 30). So, the sampling distribution b. If we assume this sample is representative of the people of
becomes more like the normal distribution as sample size increases and the United States, what probability distribution could be used
more samples are drawn. to approximate the sampling distribution?
c. Discuss what information you are relying on to make this
Students understand that they can use the normal approximation, conclusion.
𝑝𝑝(1−𝑝𝑝)
𝑁𝑁(𝑝𝑝, � ), for the probability distribution of sample proportions when: Answers: a. Collect 100 samples of n=50 and create a sampling distribution
𝑛𝑛
of the sample proportions and estimate the center, shape, and spread of
1) The population is at least 10 times as larger as the sample the sampling distribution. b. A normal distribution with a mean 𝑢𝑢� = .78and
2) 𝑛𝑛𝑛𝑛 > 10and 𝑛𝑛(1 − 𝑝𝑝) > 10
𝑝𝑝(1−𝑝𝑝)
standard deviation 𝜎𝜎𝑝𝑝� = � = .013; c. The US population is larger
𝑛𝑛
Students understand that they can use the normal approximation,
𝜎𝜎 than 10,070 and 1007(.78) ≥ 10 𝑎𝑎𝑎𝑎𝑎𝑎 1007(.22) ≥ 10. So, the normal
𝑁𝑁(𝜇𝜇, ), for the probability distribution of sample means when the
√𝑛𝑛 approximation can be used.
population is at least 10 times as larger as the sample

Return to: Standards

NC Math 4 Unpacking - Revised June 2022 25

NC.M4.SP.3 Apply probability distributions in making decisions in uncertainty.
NC.M4.SP.3.4 Implement the normal distribution as a probability distribution to determine the likelihood of events occurring.
Clarification Checking for Understanding
Students know when it is appropriate to use the normal distribution and Indicator: During the production of a new part for a turbine, parts
how to determine probabilities using the normal distribution. They also must be tested and assessed for quality control. The mean of this
know how to find an observation from a given probability based on an new part should be 1.4 cm with a standard deviation of 0.006 cm.
assumption of the normal distribution. a. What is the probability that one of the new parts produced
will be over 1.412 cm long?
Students understand that the normal curve is a density curve, where the b. What is the probability that one of the new parts produced
area under the curve is exactly one and above the horizontal axis. will be under 1.395 cm long?
Answers: a. 0.025, b. 0.2023
Students understand the empirical (68-95-99.7) rule and how it applies to
the normal curve.

Students know that the standard normal distribution 𝑁𝑁(𝜇𝜇, 𝜎𝜎)has mean,
𝜇𝜇,and standard deviation, 𝜎𝜎.

Students understand z-scores and know how to find the standardized

𝑥𝑥−𝜇𝜇
value of x using 𝑧𝑧 = , where z represents the distance that a value is
𝜎𝜎
from the mean, 𝜇𝜇, in standard deviation, 𝜎𝜎, units.
Return to: Standards

NC Math 4 Unpacking - Revised June 2022 26