 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).

Standard S.IC.4

Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

• 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.
• 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.
• 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.
• 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).
• 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. http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lindsey  Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.