Unit: STATISTICS Suggested Order: 8 of 8 Suggested Time: 5 days on semester schedule (90-minute classes) Rationale: This unit, Statistics, is more flexible in the pacing, than the other suggested units. Statistics can be taught as a stand-alone unit, since there is less integration and connection between standards. However, it is suggested that you do not break up the coherency of units that have intentionally been suggested to be taught in a certain order. (i.e - do not teach this unit between Reasoning with Geometry and Trigonometric Functions) Major Work Standards Learning Intentions Success Criteria NC.M3.S-IC.1 A. Understand statistics as a A1. I can distinguish between a sample (statistic) and a population (parameter). NC.M3.S-IC.3 process of making inferences A2. I can describe how to select a random sample from a given population. about a population (parameter) A3. I can explain the purposes and the differences of sample surveys, based on results from a random observational studies, and experiments, including how randomization applies sample (statistic). to each. A4. I can distinguish between sample surveys, observational studies, and Acknowledge the role of experiments. randomization in using sample A5. I can determine how results of a statistical study can be generalized to surveys, experiments, and make conclusions about a population based on the sample. observational studies to collect data and understand the limitations of generalizing results to populations (related to randomization). NC.M3.S-IC.4 B. Understand simulation is useful B1. I can use data from a sample survey to estimate a population mean or NC.M3.S-IC.5 for using data to make decisions. proportion with a margin of error.
Unit: STATISTICS Suggested Order: 8 of 8 Suggested Time: 5 days on semester schedule (90-minute classes) Rationale: This unit, Statistics, is more flexible in the pacing, than the other suggested units. Statistics can be taught as a stand-alone unit, since there is less integration and connection between standards. However, it is suggested that you do not break up the coherency of units that have intentionally been suggested to be taught in a certain order. (i.e - do not teach this unit between Reasoning with Geometry and Trigonometric Functions) Major Work Standards Learning Intentions Success Criteria NC.M3.S-IC.1 NC.M3.S-IC.3 A. Understand statistics as a process of making inferences about a population (parameter) based on results from a random sample (statistic). Acknowledge the role of randomization in using sample surveys, experiments, and observational studies to collect data and understand the limitations of generalizing results to populations (related to randomization). A1. I can distinguish between a sample (statistic) and a population (parameter). A2. I can describe how to select a random sample from a given population. A3. I can explain the purposes and the differences of sample surveys, observational studies, and experiments, including how randomization applies to each. A4. I can distinguish between sample surveys, observational studies, and experiments. A5. I can determine how results of a statistical study can be generalized to make conclusions about a population based on the sample. NC.M3.S-IC.4 NC.M3.S-IC.5 B. Understand simulation is useful for using data to make decisions. B1. I can use data from a sample survey to estimate a population mean or proportion with a margin of error.