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Mathematics - Secondary Curriculum Secondary Mathematics III
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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.6

Evaluate reports based on data.

  • 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.
  • 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.
  • 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.
  • Unexpected Answers
    This lesson shows students some unexpected outcomes to probability problems and shows how fairness in games is not always as it seems.
  • Words and Music II
    The purpose of this task is to assess (1) ability to distinguish between an observational study and an experiment and (2) understanding of the role of random assignment to experimental groups in an experiment.

UEN logo - 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.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.