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).