The task is intended to address standards regarding sample space, independence, probability distributions and permutations/combinations.
This task involving SAT scores requires students to calculate probability.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
The basic idea of this task is for students to demonstrate that they know what it means for two variables to be associated.
The purpose of this task is to give students experience in using simulation to determine if observed results are consistent with a given model (in this case, the Ňjust guessingÓ model). Part (i) also addresses the role of random assignment in the design of an experiment and assesses understanding of this concept.
This task involves two aspects of statistical reasoning: providing a probabilistic model for the situation at hand, and defining a way to collect data to determine whether or not the observed data is reasonably likely to occur under the chosen model. When guessing between two choices, there is no reason to suspect that one outcome is more likely than the other. Thus, a model that assumes the two outcomes to be equally likely (such as flipping a coin) is appropriate.
This task allows students to think about and discuss sampling methods.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
The purpose of this task is to have students complete normal distribution calculations and to use properties of normal distributions to draw conclusions. The task is designed to encourage students to communicate their findings in a narrative/report form in context Đ not just simply as a computed number.
The purpose of this task is to have students compute and interpret an expected value, and then use the information provided by the expected value to make a decision. The task is designed to encourage students to communicate their findings in a non-technical form in context.
The purpose of this task is to allow students to demonstrate an ability to construct boxplots and to use boxplots as the basis for comparing distributions. The solution should directly compare the center, spread, and shape of the two distributions and comment on the high outlier in the northbound data set.
Stebbins is a game about evolution. Students collect data as predators “eating” colored circles on a colored background, being careful to avoid the poisonous ones. Data analysis reveals how the population changes color over time, and can be used to illuminate a common misconception that individuals change in response to predation. Stebbins is modeled on a non-digital game-like simulation of natural selection created by evolutionary biologist G. Ledyard Stebbins.
In this task students design a plan to conduct a random sample of the students in their school to estimate the proportion of students who think their parents are strict.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
The purpose of this task is to assess ability to interpret the slope and intercept of the least squares regression line in context.
This task guides students by asking the series of specific questions and lets them explore the concepts of probability as a fraction of outcomes, and using two-way tables of data. The emphasis is on developing their understanding of conditional probability. The task could lead to extended class discussions about the chances of events happening, and differences between unconditional and conditional probabilities. Special emphasis should be put on understanding what the sample space is for each question.