Mathematics Standards
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Conditional Probability and the Rules of Probability
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Interpreting Categorical and Quantitative Data
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Interpreting Functions
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Number and Operations in Base Ten
Results
Showing 71 - 80 of 142 Standards
Standard Identifier: S-ID.6.c
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Math I
Conceptual Category:
Statistics and Probability
Cluster:
Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.]
Standard:
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Fit a linear function for a scatter plot that suggests a linear association. *
Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.]
Standard:
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Fit a linear function for a scatter plot that suggests a linear association. *
Standard Identifier: S-ID.6.c
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Algebra I
Conceptual Category:
Statistics and Probability
Cluster:
Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.]
Standard:
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Fit a linear function for a scatter plot that suggests a linear association. *
Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.]
Standard:
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Fit a linear function for a scatter plot that suggests a linear association. *
Standard Identifier: S-ID.7
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Algebra I
Conceptual Category:
Statistics and Probability
Cluster:
Interpret linear models.
Standard:
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. *
Interpret linear models.
Standard:
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. *
Standard Identifier: S-ID.7
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Math I
Conceptual Category:
Statistics and Probability
Cluster:
Interpret linear models.
Standard:
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. *
Interpret linear models.
Standard:
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. *
Standard Identifier: S-ID.8
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Math I
Conceptual Category:
Statistics and Probability
Cluster:
Interpret linear models.
Standard:
Compute (using technology) and interpret the correlation coefficient of a linear fit. *
Interpret linear models.
Standard:
Compute (using technology) and interpret the correlation coefficient of a linear fit. *
Standard Identifier: S-ID.8
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Algebra I
Conceptual Category:
Statistics and Probability
Cluster:
Interpret linear models.
Standard:
Compute (using technology) and interpret the correlation coefficient of a linear fit. *
Interpret linear models.
Standard:
Compute (using technology) and interpret the correlation coefficient of a linear fit. *
Standard Identifier: S-ID.9
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Algebra I
Conceptual Category:
Statistics and Probability
Cluster:
Interpret linear models.
Standard:
Distinguish between correlation and causation. *
Interpret linear models.
Standard:
Distinguish between correlation and causation. *
Standard Identifier: S-ID.9
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Math I
Conceptual Category:
Statistics and Probability
Cluster:
Interpret linear models.
Standard:
Distinguish between correlation and causation. *
Interpret linear models.
Standard:
Distinguish between correlation and causation. *
Standard Identifier: F-IF.4
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *
Standard Identifier: F-IF.5
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *
Showing 71 - 80 of 142 Standards
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