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Statistics and Probability PDF

This document provides a student learning objective and standards for 11th grade statistics and probability. It describes skills students should master at different achievement levels, including understanding data distributions, calculating probabilities of independent events, and interpreting graphical representations of data. The document recommends next steps and online resources educators can use to help students strengthen skills in areas like creating box plots, histograms, and line plots using real-world data scenarios.

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Inday Oremor
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52 views1 page

Statistics and Probability PDF

This document provides a student learning objective and standards for 11th grade statistics and probability. It describes skills students should master at different achievement levels, including understanding data distributions, calculating probabilities of independent events, and interpreting graphical representations of data. The document recommends next steps and online resources educators can use to help students strengthen skills in areas like creating box plots, histograms, and line plots using real-world data scenarios.

Uploaded by

Inday Oremor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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GRADE 11 Statistics and Probability

Student Learning Objective: Students will summarize, represent and interpret data.

ABOVE STANDARD

Students are working to solidify the following skills: Educator-recommended next-steps and Digital Library resources

 Understand how to create box plots and use data Instructional next-steps include, helping students to:
to calculate the 5-number summary
 Display data in a box plot using real world scenarios and student-
 Calculate the probability of multiple independent collected data. Digital Library Examples: Representing Data with
events and understand inclusion/exclusion Box Plots, Human Box and Whisker Plot
principal
 Use Venn diagrams and two-way tables to display data. Digital
 Determine the effect of the addition of an outlier to Library Example: Displaying Bivariate Categorical Data
the center and spread of data
 Discuss how outliers affect measures of central tendency. Digital
 Given a situation, determine data distribution Library Example: Measures of Central Tendency
based on standard deviation

AT/NEAR STANDARD

Students are working to solidify the following skills: Educator-recommended next-steps and Digital Library resources

 Select or construct a histogram based on given Instructional next-steps include, helping students to:
data
 Apply real-world scenarios to create histograms using class data.
 Given a graphical representation: determine the y Digital Library Examples: Height Histogram; Comparing Data Sets in
value for a given x; interpret the meaning of the Jump Heights
slope in context; understand a line of best fit
 Make connections and predictions using line of best fit. Digital
 Determine the effect of additional data to the Library Examples: Breaking Spaghetti; Cup Stacking
measures of center
 Discuss how additional data affects measures of central tendency.
 Conceptual understanding of standard deviation, Digital Library Example: Measures of Central Tendency
IQR, 5-number summary, and skew
 Calculate multiple types of probability

BELOW STANDARD

Students are working to solidify the following skills: Educator-recommended next-steps and Digital Library resources

 Given a set of data, select the corresponding data Instructional next-steps include, helping students to:
display
 Use real-world data to create a histogram. Digital Library Example:
 Given a set of data, construct a line plot Height Histogram
 Represent data using displays on a real number  Visualize data by using a real-life, physical representation to create
line a dot-plot. Digital Library Example: Living Dot Plot

Digital Library resources are meant to be used in conjunction with an educator’s curriculum, and to serve as a jumping-off point for instruction. Educators are
encouraged to consider their particular classroom context and culture when selecting resources, and to adapt the resources to best fit their students’ needs.

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