In this lesson, students differentiate between a population and a sample. Students differentiate between a population characteristic and a sample statistic. Students investigate statistical questions that involve generalizing from a sample to a larger population.

In this lesson, students create a dot plot of a given data set. Students summarize a given data set using equal length intervals and construct a frequency table. Based on a frequency table, students describe the distribution.

In this lesson, students compare estimated probabilities to those predicted by a probability model.

In this lesson, students estimate probabilities by collecting data on an outcome of a chance experiment. Students use given data to estimate probabilities.

In this lesson, students use data from a random sample to estimate a population proportion.

This lesson unit addresses common misconceptions relating to probability of simple and compound events. The lesson will help you assess how well students understand concepts of: Equally likely events; randomness; and sample sizes.

In this lesson, students express the difference in sample means as a multiple of a measure of variability. Students understand that a difference in sample means provides evidence that the population means are different if the difference is larger than what would be expected as a result of sampling variability alone.

In this lesson, students define the center of a data distribution by a "fair share" value called the mean. Students connect the "fair share" concept with a mathematical formula for finding the mean.

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

In this lesson, students are given a frequency histogram to describe the data collected, including the number of responses, an estimate of the mean or median, and an estimate of the interquartile range (IQR) or the mean absolute deviation (MAD).

In this lesson, students construct a frequency histogram and recognize that the number of intervals may affect the shape of a histogram.

In this lesson, students use data from random samples to draw informal inferences about the difference in population means.

In this lesson, students match the graphical representations and numerical summaries of a distribution.

In this lesson, students give verbal descriptions of how y changes as x changes given the graph of a nonlinear function. Students draw nonlinear functions that are consistent with a verbal description of a nonlinear relationship.

This lesson unit is intended to help teachers assess how well students are able to: interpret data and evaluate statistical summaries; and critique someone elseŐs interpretations of data and evaluations of statistical summaries. The lesson also introduces students to the dangers of misapplying simple statistics in real-world contexts, and illustrates some of the common abuses of statistics and charts found in the media.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

In this lesson, students use estimated probabilities to judge whether a given probability model is plausible. Students will use estimated probabilities to make informed decisions.

In this lesson, students distinguish linear patterns from nonlinear patterns based on scatter plots. Students describe positive and negative trends in a scatter plot. Students identify and describe unusual features in scatter plots, such as clusters and outliers.

This lesson unit is intended to help you assess how well students are able to: Calculate the mean, median, mode, and range from a frequency chart; and to use a frequency chart to describe a possible data set, given information on the mean, median, mode, and range.