Standard #: MAFS.912.S-IC.2.3 (Archived Standard)


This document was generated on CPALMS - www.cpalms.org



Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. ★


General Information

Subject Area: Mathematics
Grade: 912
Domain-Subdomain: Statistics & Probability: Making Inferences & Justifying Conclusions
Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. (Algebra 2 - Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Date Adopted or Revised: 02/14
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived

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Related Resources

Lesson Plans

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Gr 9-12 Adaptations in Everglades Ecosystems, Lesson 3: Crossing Lines

Students will be able to explain the concepts of ecotone and edge effect and describe how the edge effect relates to biological diversity in a watershed.

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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

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This purpose of this lesson is to enhance students' understanding of the research question that is really being addressed by experiments, observational studies and research. Through the use of a very simple question about which brand of soda that students prefer, the discussion allows the teacher and students to dig deeper into the idea that what you think a study is asking may not really be what is being found. Students will actually do an experiment, observational study and survey with only a superficial examination of the research question. (They are doing a quick TASTE TEST.) It is only after the activity that the students will try to decide precisely what they were researching and to whom this study can be generalized.

Perspectives Video: Professional/Enthusiast

Name Description
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Problem-Solving Tasks

Name Description
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This task challenges students to describe parameter of interest for the given context, and design a sample survey.

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The purpose of this task is to assess (1) ability to distinguish between an observational study and an experiment and (2) understanding of the role of random assignment to experimental groups in an experiment.

Text Resources

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This informational text resource is intended to support reading in the content area. This article describes the important process used when setting up trials for statistical investigation. The article explains each parameter that is needed to calculate the sample size, then provides examples and illustrates the process. This article will enhance an upper level math course's study of statistics after significance levels and basic inferential statistics concepts have been taught.

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Video/Audio/Animation

Name Description
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Student Resources

Problem-Solving Task

Name Description
Words and Music II:

The purpose of this task is to assess (1) ability to distinguish between an observational study and an experiment and (2) understanding of the role of random assignment to experimental groups in an experiment.



Parent Resources

Problem-Solving Task

Name Description
Words and Music II:

The purpose of this task is to assess (1) ability to distinguish between an observational study and an experiment and (2) understanding of the role of random assignment to experimental groups in an experiment.



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