Math: Statistics: Data Interpretation and Probability Active component (content knowledge) learner outcomes Develop ability to: Represent data in a variety of ways (e.g., scatter plot, line graph and two-way table) Organize and display data using appropriate methods to detect patterns and departures from patterns. Identify and explain misleading uses of data Recognize when arguments based on data confuse correlation with causation.
Math: Statistics: Data Interpretation and Probability Active component (content knowledge) learner outcomes Develop ability to: Represent data in a variety of ways (e.g., scatter plot, line graph and two-way table) Organize and display data using appropriate methods to detect patterns and departures from patterns. Identify and explain misleading uses of data Recognize when arguments based on data confuse correlation with causation.
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Math: Statistics: Data Interpretation and Probability Active component (content knowledge) learner outcomes Develop ability to: Represent data in a variety of ways (e.g., scatter plot, line graph and two-way table) Organize and display data using appropriate methods to detect patterns and departures from patterns. Identify and explain misleading uses of data Recognize when arguments based on data confuse correlation with causation.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online from Scribd
Math: Statistics: Data Interpretation and Probability
Active component (content knowledge) Learner outcomes
Comprehend Develop ability to: • Curve-fitting techniques (e.g., median-fit line and • Represent data in a variety of ways (e.g., scatter plot, line regression line) for various applications graph and two-way table) and select the most appropriate • Characteristics of the Gaussian normal distribution • Use statistical summaries data (e.g., stand deviation, range and mode) • Organize and display data using appropriate methods to detect patterns and departures from patterns • Read and interpret tables, charts and graphs • Compute and explain summary statistics for distributions of data including measure of center and spread • Compare data sets using graphs and summary statistics • Create scatter plots, analyze patterns and describe relationships in paired data • Evaluate reports based on data published in the media by considering the source of data, the design of the study, and the way the data are analyzed and displayed • Identify and explain misleading uses of data • Recognize when arguments based on data confuse correlation with causation • Explain the impact of sampling methods, bias and the phrasing of questions asked during data collection and the conclusions that can rightfully be made • Design simple experiments of investigations to collect data to answer questions of interest • Explain the difference between randomized experiment and observational studies • Calculates simple probabilities, explain, and apply their concepts
○ How probability quantifies the likelihood that an evetn
occurs in terms of numbers ○ How the relative frequency of a specified outcome of an event can be used to estimate the probability of the outcome ○ How the law of large numbers can be applied in simple examples College Readiness Standards 22083259 9/15/2009 ○ Conditional probability and independent events to calculate simple probabilities ○ To practical situations to make informed decisions
(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)
College Readiness Standards 22083259
9/15/2009 Standards for Success (S4S) Math: Statistics: Data Interpretation and Probability Successful students: A. Apply concept of statistics and data analysis in the social sciences and natural sciences
Cognitive Strategies Emphasized
• Habits of the mind such as: ○ Time management – budgeting time to complete reading tasks ○ Understanding expectations of readings ○ Academic persistence • Critical thinking skills such as: ○ Ability to discuss materials in-depth by asking engaging questions ○ Problem solving • Understanding the connection between reading comprehension skills and disciplines: writing, speaking and research • Self-analysis – learning from constructive criticism and feedback • Developing comfort with ambiguity of readings and assignments
Bibliography Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass.
Conley, D. T. (2003). Understanding University Success: A Project of the Association of American
Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research.
Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness.