Mathematics Standards
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Arithmetic with Polynomials and Rational Expressions
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Creating Equations
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Interpreting Categorical and Quantitative Data
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Linear, Quadratic, and Exponential Models
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Making Inferences and Justifying Conclusions
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Ratios and Proportional Relationships
Results
Showing 101 - 110 of 121 Standards
Standard Identifier: S-IC.6
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Algebra II
Conceptual Category:
Statistics and Probability
Cluster:
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Evaluate reports based on data. *
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Evaluate reports based on data. *
Standard Identifier: S-IC.6
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Math III
Conceptual Category:
Statistics and Probability
Cluster:
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Evaluate reports based on data. *
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Evaluate reports based on data. *
Standard Identifier: S-ID.4
Grade Range:
9–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Algebra II
Conceptual Category:
Statistics and Probability
Cluster:
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. *
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. *
Standard Identifier: S-ID.4
Grade Range:
9–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Math III
Conceptual Category:
Statistics and Probability
Cluster:
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. *
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. *
Standard Identifier: S-IC.1
Grade Range:
10–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Statistics and Probability
Conceptual Category:
Statistics and Probability
Cluster:
Understand and evaluate random processes underlying statistical experiments.
Standard:
Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *
Understand and evaluate random processes underlying statistical experiments.
Standard:
Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *
Standard Identifier: S-IC.2
Grade Range:
10–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Statistics and Probability
Conceptual Category:
Statistics and Probability
Cluster:
Understand and evaluate random processes underlying statistical experiments.
Standard:
Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *
Understand and evaluate random processes underlying statistical experiments.
Standard:
Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *
Standard Identifier: S-IC.3
Grade Range:
10–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Statistics and Probability
Conceptual Category:
Statistics and Probability
Cluster:
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. *
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. *
Standard Identifier: S-IC.4
Grade Range:
10–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Statistics and Probability
Conceptual Category:
Statistics and Probability
Cluster:
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. *
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. *
Standard Identifier: S-IC.5
Grade Range:
10–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Statistics and Probability
Conceptual Category:
Statistics and Probability
Cluster:
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. *
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. *
Standard Identifier: S-IC.6
Grade Range:
10–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Statistics and Probability
Conceptual Category:
Statistics and Probability
Cluster:
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Evaluate reports based on data. *
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Evaluate reports based on data. *
Showing 101 - 110 of 121 Standards
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