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.

Sampling Methods and Preventing Bias

CC.9-12.S.IC.1 – Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

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.