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Stats Intro + Learning Objectives (Math 3)

This document provides an overview of statistics as a subject area. It discusses how statistics blends aspects of mathematics, social sciences, business, medicine and the natural sciences. It also notes that statistics can be used to prove many things, even the truth, and that statistical literacy is important for being an informed citizen. The document lists several learning outcomes for understanding key statistical concepts and techniques.

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86 views2 pages

Stats Intro + Learning Objectives (Math 3)

This document provides an overview of statistics as a subject area. It discusses how statistics blends aspects of mathematics, social sciences, business, medicine and the natural sciences. It also notes that statistics can be used to prove many things, even the truth, and that statistical literacy is important for being an informed citizen. The document lists several learning outcomes for understanding key statistical concepts and techniques.

Uploaded by

makunjap
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MATH 3 Statistics

Torture numbers and they'll confess to anything. 


~Gregg Easterbrook

The study of statistics blends the rigor, calculations


and deductive thinking of mathematics, the real-world
examples and problems of the social sciences, the
decision-making needs of business and medicine and the
laboratory method and experimental procedures of the
natural sciences.
- The College Board, Advanced Placement Program,
Teacher’s Guide AP
Statistics

Statistics can be made to prove anything - even the truth.  ~Author


Unknown

Among leaders of industry, business, government and


education, almost everyone agrees that some knowledge of
statistics is necessary to be an informed citizen or a
productive worker. Numbers are regularly used and
misused to justify opinions on public policy.
Quantitative information is the basis for decision-
making in virtually every job within business and
industry. Many academic programs at the college level
include statistics as a requirement.
- The College Board, Advanced Placement Program,
Teacher’s Guide AP
Statistics

While the individual man is an insoluble puzzle, in the aggregate he


becomes a mathematical certainty.  You can, for example, never
foretell what any one man will be up to, but you can say with precision
what an average number will be up to.  Individuals vary, but
percentages remain constant.  So says the statistician.  ~Arthur Conan
Doyle

The death of one man is a tragedy.  The death of millions is a statistic. 


~Joe Stalin, comment to Churchill at Potsdam, 1945

“She may look at it because it has pictures…”


This is what Florence Nightingale said about a book of statistics that she
had sent to Queen Victoria

Education is what survives when what has been learned has been
forgotten.
B. F. Skinner
In ten years’ time you might have forgotten, for example, how the standard deviation of a set of data is
calculated, but in everything you study at school there is some important understanding that can
endure….please keep the following essential questions in mind and think about them as you work through this
unit.
Essential Questions
How does statistics impact positively on our lives?
Is it important to be statistically literate?
“There are three kinds of lies: lies, damned lies and statistics” (Benjamin Disraeli, 1804-1881,
British Prime Minister). This is a very famous and controversial quote. Why can he say this?

If you’re not statistically-literate, you’re vulnerable to manipulation by governments, corporations


and the media. How could you defend or oppose this statement?
Learning Outcomes for this Unit
This is what you’re expected to know, understand and be able to do by the end of this unit. Think about what you’ve
already learned and tick boxes in the confidence log below to help you judge what you need to focus on in this unit (maybe
everything, that’s ok).

Learning outcome Very confident Confident but need to Not confident


review it
Explains the concepts of population and
sample
Identifies discrete and continuous
variables
Interprets frequency tables (grouped
and ungrouped)
Constructs frequency tables (grouped
and ungrouped)
Uses the terms mid-interval value,
class/interval width, upper and lower
class/interval boundaries
Interprets frequency histograms
Constructs frequency histograms
Interprets stem and leaf diagrams
Constructs stem and leaf diagrams
Interprets cumulative frequency graphs
Uses the terms quartiles and percentiles
to describe the distribution of a data set
Uses a cumulative frequency graph to
find quartiles, percentiles and median
Finds and interprets these measures of
central tendency: mean, median and
mode (from a raw data set, a grouped or
ungrouped frequency table or
histogram)

Finds and interprets these measures of


dispersion: range, interquartile range,
variance and standard deviation (from a
raw data set, a table or cumulative
frequency curve)
Interprets box and whisker plots
Constructs box and whisker plots
Knows and applies the relationship
between the sample mean and the
population mean
Constructs and interprets scatter
diagrams
Draws line of best fit by eye and uses it
to make predictions
Explains and uses the concept of
correlation
Interprets positive, negative and zero
correlations
Explains the effects of outliers on r and
the regression line
Uses the TI83 calculator to produce the
statistical diagrams and measures
mentioned above

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