Secondary Mathematics III

Strand: STATISTICS - Making Inferences and Justifying Conclusions (S.IC)

Understand and evaluate random processes underlying statistical experiments (Standard S.IC.1). Draw and justify conclusions from sample surveys, experiments, and observational studies. In earlier grades, students are introduced to different ways of collecting data and use graphical displays and summary statistics to make comparisons. These ideas are revisited with a focus on how the way in which data is collected determines the scope and nature of the conclusions that can be drawn from that data. The concept of statistical significance is developed informally through simulation as meaning a result that is unlikely to have occurred solely as a result of random selection in sampling or random assignment in an experiment. For S.IC.4, focus on the variability of results from experiments - that is, focus on statistics as a way of dealing with, not eliminating, inherent randomness (Standards S.IC.3-4, 6).
• Fire!, Probability, and Chaos
A simulated forest fire is the starting place to help students understand probability and graphing and graph interpretation, mean, and variance.
• Fred's Flare Formula
This task is intended to engage students into considering how margin of error can be estimated from examining the results of repeated simple random sampling.
• High blood pressure
The purpose of this task is to assess understanding of how study design dictates whether a conclusion of causation is warranted.
• Interpreting Statistics: A Case of Muddying the Waters
This lesson unit is intended to help educators assess how well students are able to interpret data and evaluate statistical summaries and critique someone else's interpretations of data and evaluations of statistical summaries.
• Introduction to the Materials (Math 3)
Introduction to the Materials in the Mathematics Three of the The MVP classroom experience begins by confronting students with an engaging task and then invites them to grapple with solving it. As students ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems.
• Lesson Starter: Solving Math Problems with a Team
Students will work in teams to solve mathematical problems; they listen to the reasoning of others and offer correction with supporting arguments; they modify their own arguments when corrected; they learn from mistakes and make repeated attempts at solving problems.
• Marbles
This activity helps the student understand randomness and probability by pulling marbles out of a bag.
• Margin of Error for Estimating a Population Mean
The purpose of this task is to illustrate the development of margin of error when estimating a population mean.
• Module 9: Statistics - Student Edition (Math 3)
The Mathematics Vision Project, Secondary Math Three Module 9, Statistics, begins with a learning cycle where students construct the concept of normal distributions, understanding the effect of modifying either the mean or standard deviation.
• Module 9: Statistics - Teacher Edition (Math 3)
The Mathematics Vision Project, Secondary Math Three Module 9, Statistics, begins with a learning cycle where students construct the concept of normal distributions, understanding the effect of modifying either the mean or standard deviation.
• Musical Preferences
The basic idea is for students to demonstrate that they know what it means for two variables to be associated.
• Probability: Playing with Fire
This lesson is designed to help students understand possible outcomes of a probability experiment.
• Replacement and Probability
This lesson will help students learn the difference between sampling with and without replacement.
This task is designed to help students understand statistics as a process for making inferences about population parameters based on a random sample from that population.
• Scratch 'n Win Blues
This task is intended to engage students in considering how margin of error can be estimated from examining the results of repeated simple random sampling.
• STATISTICS - Making Inferences and Justifying Conclusions (S.IC) - Sec Math III Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for the Secondary Mathematics III - Making Inferences and Justifying Conclusions (S.IC).
• Strict Parents
This task is designed to help students understand statistics as a process for making inferences about population parameters based on a random sample from that population.
• The Marble Jar
This task is designed as an instructional task to develop students understanding of how data from a random sample can be used to estimate a population proportion or percentage.
• Types of Statistical Studies
The purpose of this task is to provide students with experience distinguishing between the various types of statistical studies and to understand the purpose of random selection in surveys and observational studies vs. random assignment to treatments in experiments.