In this lesson, students interpret the mean of a set of data set as a "typical" value, as well as compare and contrast two small data sets that have the same mean but different amounts of variability.

This lesson unit is intended to help teachers assess how well students are able to: make sense of a real life situation and decide what math to apply to the problem; understand and calculate the conditional probability of an event A, given an event B, and interpret the answer in terms of a model; represent events as a subset of a sample space using tables, tree diagrams, and Venn diagrams; and interpret the results and communicate their reasoning clearly.

This lesson unit is intended to help teachers assess how well students are able to: Understand conditional probability; represent events as a subset of a sample space using tables and tree diagrams; and communicate their reasoning clearly.

This lesson unit is intended to help teachers assess how well students understand conditional probability, and, in particular, to help teachers identify and assist students who have the following difficulties: representing events as a subset of a sample space using tables and tree diagrams; and understanding when conditional probabilities are equal for particular and general situations.

In this lesson, students organize bivariate categorical data into a two-way table. Students calculate row and column relative frequencies and interpret them in context.

In this lesson, students determine the possible outcomes for simple chance experiments. Given a description of a simple chance experiment, students determine the sample space for the experiment. Given a description of a chance experiment and an event, students determine for which outcomes in the sample space the event will occur. Students distinguish between chance experiments with equally likely outcomes and chance experiments for which the outcomes are not equally likely.

This lesson unit is intended to help teachers assess how well students: are able to use frequency graphs to identify a range of measures and make sense of this data in a real-world context; and understand that a large number of data points allow a frequency graph to be approximated by a continuous distribution.

This lesson unit is intended to help teachers assess how well students are able to interpret data using frequency graphs and box plots. In particular this unit aims to identify and help students who have difficulty figuring out the data points and spread of data from frequency graphs and box plots. It is advisable to use the lesson: Representing Data 1: Frequency Graphs, before this one.

In this lesson, students demonstrate their understanding of interpreting frequency graphs that use grouped data and their associated box plots.

In this lesson, students calculate the mean, median, mode, and range from a frequency chart and use frequency chart to describe a possible data set, given information on the mean, median, mode, and range.

In this lesson, students understand the term sampling variability in the context of estimating a population proportion. Students know that increasing the sample size decreases sampling variability.

In this lesson, students construct scatter plots. Students use scatter plots to investigate relationships. Students understand the distinction between a statistical relationship and a cause-and-effect relationship.

In this lesson, students understand that how a sample is selected is important if the goal is to generalize from the sample to a larger population. Students understand that random selection from a population tends to produce samples that are representative of the population.

In this lesson, students select a random sample from a population. Students begin to develop an understanding of sampling variability.

In this lesson, students select a random sample from a population. Given a description of a population, students design a plan for selecting a random sample from that population.

In this lesson, students construct a statistical question and a plan to collect data to answer the question. Students are given a statistical question and use data to construct appropriate graphical and numerical summaries. Students also use graphical and numerical summaries to answer a statistical question.

This is an open source textbook that was created through Rice University. It has been peer reviewed, and is open for corrections when provided by users since it is electronic, and doesn't require reprinting for each update.

In this lesson, students informally fit a straight line to data displayed in a scatter plot. Students make predictions based on the graph of a line that has been fit to data.