# Posts tagged Math

## Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations.

## Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals.

## Standards for Mathematical Practice Introduction

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

## Inappropriate Data Usage

CC.9-12.S.ID.9 – Distinguish between correlation and causation.

## Scatter Plots

CC.9-12.S.ID.6a – Fit a function to the data; use functions fitted to data to solve problems in the context of the data.

## Using Measures of Central Tendency

CC.9-12.S.ID.2 & CC.9-12.S.ID.3 – Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

## Measures of Central Tendency and Spread for One Variable Data

CC.9-12.S.ID.2 – Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

## Measures of Central Tendencies

CC.9-12.S.ID.2 – Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

## Construct and Interpret a Cumulative Frequency Histogram

CC.9-12.S.ID.1 – Represent data with plots on the real number line (dot plots, histograms, and box plots).