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"Use probabilities to make fair decisions."

Schoolpoly activity.

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Misleading with Statistics project required you to use data to determine if reports were misleading.

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probability activity with cup, spinner, pennies, marbles, dice: we looked at the theoretical vs. experiemental probabilities

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S.IC.6 evaluating each other's Dice wiki's

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S.IC.6 evaluating each other's Dice wiki's

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used cups, dice, etc... to explore simulation and probability.

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S-ID.1

S-ID.2

S-ID.3

S-ID.

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Fathom with Census at Schools Data for linear regression, correlation, residuals, standard deviation and other summary statistics.

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S-IC.2 Simulating to see if dice were fair - we assumed dice were fair - was our data consistent with that?
S-MD.4 Finding empirical probabilities

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Comparing Standard Deviation Assessment

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Jump rope task and Census at School Data - displayed scatterplots, calculated MOC's, explored variability, and outliers.

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jump rope activity, noticing trends in data

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Except: 2.)Interpret Linear Models correlation and causation

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Except: 2.)Interpret Linear Models correlation and causation

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Except:                         1.)Conditional Probability and the Rules of Probability.... 

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Except:                         1.)Conditional Probability and the Rules of Probability.... 

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• 7.SP.4. Use  measures of	center	and	measures of	variability	for	numerical	
data from random	samples	to	draw informal comparative	inferences about	two	populations. 

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• 7.SP.4. Use  measures of	center	and	measures of	variability	for	numerical	
data from random	samples	to	draw informal comparative	inferences about	two	populations. 

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Census@School:

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Introduce probability with tangible tools (dice, coins) etc before introducing probability software.

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When constructing task for midway projects, Jim Bohan introduced the spaghetti noodle as a tool to use for regression

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Census at school data connects to summarizing/ graphing data, using random sampling, investigating patterns in bivariate data...

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Census at school data connects to summarizing/ graphing data, using random sampling, investigating patterns in bivariate data...

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7.SP.6.Approximate the probability of a chance event by collecting data on the chance process that produce sit and observing its long runrelativefrequency,andpredicttheapproximaterelativefrequencygiventheprobability.

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7.SP.6.Approximate the probability of a chance event by collecting data on the chance process that produce sit and observing its long runrelativefrequency,andpredicttheapproximaterelativefrequencygiventheprobability.

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Rolling dice, flipping coins, flipping cups, selecting marbles

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Used hands on materials to explore probability models

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Middle School

6.SP.1 Writing statistical ?s

6.SP.2 Statistical ?s & distributions

6.SP.3 Measures of center with single number

6.SP.4 Display numerical data

6.SP.5 Summarizing numerical data sets

7.SP.1 Representative samples- relevant to our geographical region

7.SP.2 Using data from random sample to draw inferences; how confident we were in our results

7.SP.3 Visual overlap in distributions

7.SP.4 Informal comparative inferences about samples

8.SP.1 Scatter plots to look at data

High School

S-ID.1 Representing data (plots)

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"Recognize a statistical question as one that anticipates variability in thedata related to the question and accounts for it in the answers."

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"Recognize a statistical question as one that anticipates variability in thedata related to the question and accounts for it in the answers."

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*creating questions for jump rope data

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S-MD.3.(+) Develop a probability distribution for a random variable defined for asample space in which theoretical probabilities can be calculated; find theexpected value.

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S-MD.3.(+) Develop a probability distribution for a random variable defined for asample space in which theoretical probabilities can be calculated; find theexpected value.

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You gave us funny dice and I'm still bitter... (this would probably fit in S-MD2 as well)

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jump rope data used to point out mathematical vs statistical questions

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7.sp2. "Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples of the same size to gauge the variation in estimates or predictions."

US Census at School activities.

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7.SP.6.
Approximate the probability of a chance event by collecting data on the chance
process that produces it and observing its long-run relative frequency, and
predict the approximate relative frequency given the probability.

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7.SP.6.
Approximate the probability of a chance event by collecting data on the chance
process that produces it and observing its long-run relative frequency, and
predict the approximate relative frequency given the probability.

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Test the "fairness" of the die companies by collecting a large sample

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6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

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6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

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Multiple measures of center activity, balancing point, fair share, ...

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When each group had different materials (dice, coins, marbles, etc.) we had to create probability distributions based on our empirical results. S-MD4

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When each group had different materials (dice, coins, marbles, etc.) we had to create probability distributions based on our empirical results. S-MD4