| Code |
Description |
| MA.912.DP.5.1: | Distinguish between a population parameter and a sample statistic. |
| MA.912.DP.5.2: | Explain how random sampling produces data that is representative of a population. |
| MA.912.DP.5.3: | Compare and contrast sampling methods.Clarifications:
Clarification 1: Instruction includes understanding the connection between probability and sampling methods.
Clarification 2: Sampling methods include simple random, stratified, cluster, systematic, judgement, quota and convenience.
|
|
| MA.912.DP.5.4: | Generate multiple samples or simulated samples of the same size to measure the variation in estimates or predictions. |
| MA.912.DP.5.5: | Determine if a specific model is consistent within a given process by analyzing the data distribution from a data-generating process. |
| MA.912.DP.5.6: | Determine the appropriate design, survey, experiment or observational study, based on the purpose. Articulate the types of questions appropriate for each type of design. |
| MA.912.DP.5.7: | Compare and contrast surveys, experiments and observational studies.Clarifications:
Clarification 1: Instruction includes understanding how randomization relates to sample surveys, experiments and observational studies. |
|
| MA.912.DP.5.8: | Draw inferences about two populations using data and statistical analysis from two random samples. |
| MA.912.DP.5.9: | Compare two treatments using data from an experiment in which the treatments are assigned randomly.Clarifications:
Clarification 1: Instruction includes the understanding that if one wants to validate a causal relationship, then randomized assignment of treatment groups must occur. |
|
| MA.912.DP.5.10: | Determine whether differences between parameters are significant using simulations. |
| MA.912.DP.5.11: | Evaluate reports based on data from diverse media, print and digital resources by interpreting graphs and tables; evaluating data-based arguments; determining whether a valid sampling method was used; or interpreting provided statistics.Clarifications:
Clarification 1: Instruction includes determining whether or not data displays could be misleading. |
|
This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Texting and Standard Deviation: | This lesson uses texting to teach statistics. In the lesson, students will calculate the mean, median, and standard deviation. They will create a normal distribution using the mean and standard deviation and estimate population percentages. They will construct and interpret dot plots based on the data they collected. Students will also use similarities and differences in shape, center, and spread to determine who is better at texting, boys, or girls. |
| Comparing Standard Deviation: | Students will predict and compare standard deviation from a dot plot. Each data set is very different, with a small variation vs. a larger variation. The students are asked to interpret the standard deviation after calculating the range and mean of the each data set. |
| Close to the Crossbar with Standard Deviation: | The lesson will connect student's prior knowledge of measures of central tendency to standard deviation and variance. Students will learn how to calculate and analyze variance and standard deviation. With a partner, students will collect data from kicking a ball into a goal mark. Students will collect data and find the mean, then calculate standard deviation and variance, and compare the data between boys and girls. They will analyze the data distribution in terms of how many students are within certain numbers of standard deviations from the mean. |
| Bowling for Box Plots: | Students will learn about the effects of an outlier and interpret differences in shape, center, and spread using a bowling activity to gather data. The students will learn to score their games, report their scores, and collectively measure trends and spread by collaborating to create a box plot. They will analyze and compare box plots, and determine how much of an effect an extreme score (outlier) can have on the overall box plot of the data. |
| What's My Grade?: | "What's My Grade" is a lesson that will focus on a sample student's grades to demonstrate how a final grade is calculated as well as explore possible future grades. Students will create the distributions of each grade category using histograms. They will also analyze grades using mean and standard deviation. Students will use statistics to determine data distribution while comparing the center and spread of two or more different data sets. |
| How tall is an 8th grader?: | Ever wonder about the differences in heights between students in grade 8? In this lesson, students will use data they collect to create and analyze multiple box plots using 5-number summaries. Students will make inferences about how height and another category may or may not be related. |
| Plane Statistics: | This lesson starts with an activity to gather data using paper airplanes then progresses to using appropriate statistics to compare the center and spread of the data. Box plots are used in this application lesson of concepts and skills previously acquired. |
| The Distance a Coin Will Travel: | This lesson is a hands-on activity that will allow students to collect and display data about how far different coins will travel. The data collected is then used to construct double dot plots and double box plots. This activity helps to facilitate the statistical implications of data collection and the application of central tendency and variability in data collection. |
| Which is Better? Using Data to Make Choices: | Students use technology to analyze measures of center and variability in data. Data displays such as box plots, line plots, and histograms are used. The effects of outliers are taken into consideration when drawing conclusions. Students will cite evidence from the data to support their conclusions. |
| How many licks does it take to get to the center?: | Students will create different displays, line plots, histograms, and box plots from data collected about types of lollipops. The data will be analyzed and compared. Students will determine "Which lollipop takes the fewest number of licks to get to the center: a Tootsie Pop, a Blow Pop, or a Dum Dum?" |
| Birthday Party Decisions: | Students will create and compare four different boxplots to determine the best location for a birthday party. |
| In terms of soccer: Nike or Adidas?: | In this lesson, students calculate and interpret the standard deviation for two data sets. They will measure the air pressure for two types of soccer balls. This lesson can be used as a hands-on activity or completed without measuring using sample data. |
| Comparing Data Using Box Plots: | Students will use box plots to compare two or more sets of data. They will analyze data in context by comparing the box plots of two or more data sets. |
| Digging the Plots: | Students construct box plots and use the measure(s) of center and variability to make comparisons, interpret results, and draw conclusions about two populations. |
| Centers, Spreads, and Outliers: | The students will compare the effects of outliers on measures of center and spread within dot plots and box plots. |
| Should Statistics be Shapely?: | Students will Interpret differences in shape, center, and spread of a variety of data displays, accounting for possible effects of extreme data points.
Students will create a Human Box Plot using their data to master the standard and learning objectives, then complete interactive notes with the classroom teacher, a formative assessment, and later a summative assessment to show mastery. |
| Show Me the Money: | Students will create a statistical question and collect and analyze data using relative frequency tables. They will present their argument in hopes of earning a cash prize for their philanthropy. An iterative process of critique and refinement will take place. A student packet is included that guides all parts of the lesson. |
| The Cereal Prize Estimation: | How many boxes of cereal would you have to purchase to win all six prizes?
This lesson uses class data collected through simulations to allow students to answer this question. Students simulate purchasing cereal boxes and create a t-confidence interval with their data to determine how many boxes they can expect to buy. |
| Changing World Oceans - An Ocean Acidification Simulation: | This 5-day lesson introduces students to the phenomenon of ocean acidification, including processes involved and the importance it has on Earth ecosystems. It focuses on the atmosphere / hydrosphere interaction with respect to carbon dioxide. The lesson progresses from the introductory first day where student preconceptions and misconceptions are identified and addressed in an introductory lesson. The lab on the second day can be accomplished using non-specialized, inexpensive equipment or more sophisticated probeware. Day 3 is for data analysis and reflecting on the lab results and building process diagrams, and days 4 and 5 are time for writing the lab report. |
| Exploring Box plots: | This lesson involves real-world data situations. Students will use the data to create, explore, and compare the key components of a box plot. |
| The Debate: Who is a Better Baller?: | In this activity the students will use NBA statistics on Lebron James and Tim Duncan who were key players in the 2014 NBA Finals, to calculate, compare, and discuss mean, median, interquartile range, variance, and standard deviation. They will also construct and discuss box plots. |
| Who's Better?--Using Data to Determine: | This lesson is intended for use after students are able to construct data plots (histograms, line plots, box plots). Students are tasked with not only constructing data plots, but also matching data plots to data sets. In the summative assessment, students are given two data sets and asked to select which of three data plots (histogram, line plot, or box plot) would best be used to compare the data. After choosing and constructing their plot, students are then tasked with forming a conclusion based on the plots they have constructed. |
| Is It a Guess or Statistics?: | This lesson teaches random sampling which leads to making inferences about a larger group or population. Students will determine the best measure of center to use for a data set. Students will collect data, select a data display and then analyze the data. |
| Advantages and Disadvantages of Dot Plots, Histograms, and Box Plots: | Students will compare the advantages and disadvantages of dot plots, histograms, and box plots. During this lesson, students will review the statistical process and learn the characteristics of a statistical question; whether it be numerical or categorical. Students will apply the information learned in a project that involves real-world issues and make an analysis based on the data collected. |
| Inferences: | This lesson shows students how to conduct a survey and display their results. The lesson takes the students through:
- What is a statistical question?
- General population versus sample population.
- What is a hypothesis?
- What is a survey?
- How to make inferences.
|
| To The Limit: | "To The Limit" MEA has students identify several factors that can affect a population’s growth. Students will examine photos to list limiting factors and discuss their impact on populations. As a group they will develop a solution to minimize the impact of pollution on fish population.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| 5K and No More - Producing Data: | Can your school use $5000? What school doesn't?! Well, the money is available, but the student body must decide how the money will be spent!
5K and No More - Producing Data will enable students to fantasize about what they would do to improve their school if allowed to answer the question, "How would $5000 best be spent at your school?" The activity begins with students distinguishing the differences between a sample survey, an experiment, and an observational study through a pre-activity. After this, the students are given five (5) scenarios in which they must discuss the pros and cons of each. In life we want things to be fair, so students must constantly think about bias. The company in this MEA desires the most efficient and effective way to collect information from the students without having to talk to everyone ... who has that kind of time!
Now, just when the students have found the most efficient and effective way to get students to share their thoughts on where the money should go, more information is revealed about the High School. How do we account for the brains and the brawn, the perfect attendee and the most missed days, or for the goth or skater?
Your Savvy Statisticians in the making will figure it out and tell you ALL about it.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Generating Multiple Samples to Gauge Variation: | Students explore variation in random samples and use random samples to make generalizations about the population. |
| How Fast Do Objects Fall?: | Students will investigate falling objects with very low air friction. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
