Mathematics Standards
Results
Showing 71 - 80 of 102 Standards
Standard Identifier: 8.NS.2
Grade:
8
Domain:
The Number System
Cluster:
Know that there are numbers that are not rational, and approximate them by rational numbers.
Standard:
Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g.,π^2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
Know that there are numbers that are not rational, and approximate them by rational numbers.
Standard:
Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g.,π^2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
Standard Identifier: S-IC.1
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Algebra II
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.1
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Math III
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:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Math III
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.2
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Algebra II
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:
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:
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.3
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:
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:
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:
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.4
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:
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:
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:
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. *
Showing 71 - 80 of 102 Standards
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