Updating search results...

# 11 Results

View
Selected filters:
• CCSS.Math.Content.6.SP.A.1 - Recognize a statistical question as one that anticipates variability i...
• CCSS.Math.Content.6.SP.A.1 - Recognize a statistical question as one that anticipates variability i...
Unrestricted Use
CC BY
Rating
0.0 stars

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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Which of the following are statistical questions? (A statistical question is one that can be answered by collecting data and where there will be variab...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
09/08/2013
Unrestricted Use
CC BY
Rating
0.0 stars

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.

Subject:
Mathematics
Statistics and Probability
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
08/06/2015
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

The students will use ACC basketball statistics to practice the process of converting fractions to decimals then to percents and will learn how to create and edit a spreadsheet. They will then use this spreadsheet to analyze their data. This unit is done during the basketball season which takes approximately 15 weeks from the middle of November to the middle of March. Teachers must have Clarisworks to open the sample spreadsheet in the lesson, but may recreate it in another spreadsheet program.

Subject:
Mathematics
Statistics and Probability
Material Type:
Lesson Plan
Provider:
University of North Carolina at Chapel Hill School of Education
Provider Set:
LEARN NC Lesson Plans
Author:
Susan Dougherty
07/14/2000
Unrestricted Use
CC BY
Rating
0.0 stars

Statistics is the study of variability. Students who understand statistics need to be able to identify and pose questions that can be answered by data that vary. The purpose of this task is to provide questions related to a particular context (a jar of buttons) so that students can identify which are statistical questions. The task also provides students with an opportunity to write a statistical question that pertains to the context.

Subject:
Mathematics
Statistics and Probability
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
10/19/2012
Educational Use
Rating
0.0 stars

Students randomly select jelly beans (or other candy) that represent genes for several human traits such as tongue-rolling ability and eye color. Then, working in pairs (preferably of mixed gender), students randomly choose new pairs of jelly beans from those corresponding to their own genotypes. The new pairs are placed on toothpicks to represent the chromosomes of the couple's offspring. Finally, students compare genotypes and phenotypes of parents and offspring for all the "couples" in the class. In particular, they look to see if there are cases where parents and offspring share the exact same genotype and/or phenotype, and consider how the results would differ if they repeated the simulation using more than four traits.

Subject:
Applied Science
Engineering
Genetics
Life Science
Material Type:
Activity/Lab
Lesson Plan
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Mary R. Hebrank
09/26/2008
Conditional Remix & Share Permitted
CC BY-NC
Rating
0.0 stars
Rating
0.0 stars
Subject:
Mathematics
Material Type:
Full Course
Provider:
Pearson
10/06/2016
Conditional Remix & Share Permitted
CC BY-NC
Rating
0.0 stars

Distributions and Variability

Type of Unit: Project

Prior Knowledge

Students should be able to:

Represent and interpret data using a line plot.
Understand other visual representations of data.

Lesson Flow

Students begin the unit by discussing what constitutes a statistical question. In order to answer statistical questions, data must be gathered in a consistent and accurate manner and then analyzed using appropriate tools.

Students learn different tools for analyzing data, including:

Measures of center: mean (average), median, mode
Measures of spread: mean absolute deviation, lower and upper extremes, lower and upper quartile, interquartile range
Visual representations: line plot, box plot, histogram

These tools are compared and contrasted to better understand the benefits and limitations of each. Analyzing different data sets using these tools will develop an understanding for which ones are the most appropriate to interpret the given data.

To demonstrate their understanding of the concepts, students will work on a project for the duration of the unit. The project will involve identifying an appropriate statistical question, collecting data, analyzing data, and presenting the results. It will serve as the final assessment.

Subject:
Mathematics
Statistics and Probability
Material Type:
Unit of Study
Provider:
Pearson
Conditional Remix & Share Permitted
CC BY-NC
Rating
0.0 stars

Subject:
Statistics and Probability
Material Type:
Lesson Plan
09/21/2015
Conditional Remix & Share Permitted
CC BY-NC
Rating
0.0 stars

Students write statistical questions that can be used to find information about a typical sixth grade student. Then, the class works together to informally plan how to find the typical arm span of a student in their class.Key ConceptsStatistical thinking, in large part, must deal with variability; statistical problem solving and decision making depend on understanding, explaining, and quantifying the variability in the data.“How tall is a sixth grader?” is a statistical question because all sixth graders are not the same height—there is variability.Goals and Learning ObjectivesUnderstand what a statistical question is.Realize there is variability in data and understand why.Describe informally the range, median, and mode of a set of data.

Subject:
Statistics and Probability
Material Type:
Lesson Plan
09/21/2015
Only Sharing Permitted
CC BY-NC-ND
Rating
0.0 stars

This lesson unit is intended to help you assess how well students are able to: Calculate the mean, median, mode, and range from a frequency chart; and to use a frequency chart to describe a possible data set, given information on the mean, median, mode, and range.

Subject:
Education
Mathematics
Physical Science
Physics
Material Type:
Activity/Lab
Assessment
Lesson Plan
Provider:
Shell Center for Mathematical Education
Provider Set:
Mathematics Assessment Project (MAP)
Author:
Shell Center Team
01/17/2013
Unrestricted Use
CC BY
Rating
0.0 stars

The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.  Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

Subject:
Mathematics
Material Type:
Teaching/Learning Strategy
Author:
Mark Freed