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John R. Kasich, Governor Paolo DeMaria, Superintendent of Public Instruction Standard Number Original Standard Key: Red shows added words. Purple shows a footnote/content focus. Words that have been deleted are not shown in the New Standard column. * indicates modeling. G means the word is now in the glossary. + shows an advanced course or pathway. Revised Standard Rationale or Action Standards/ Courses Impacted STATISTICS AND PROBABILITY S.CP.2 Understand independence and conditional probability and use them to interpret data. S.CP.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.* Clarity Understand independence and conditional probability and use them to interpret data. S.CP.2 Understand that two events A and B are independent if and only if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.* S.CP.8 Use the rules of probability to compute probabilities of compound events in a uniform probability model. (+) S.CP.8 Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.* Use the rules of probability to compute probabilities of compound events in a uniform probability model. S.CP.8 Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.* Grade level appropriateness Removed (+) S.CP.9 Use the rules of probability to compute probabilities of compound events in a uniform probability model. (+) S.CP.9 Use permutations and combinations to compute probabilities of compound events and solve problems.* Use the rules of probability to compute probabilities of compound events in a uniform probability model. S.CP.9 Use permutations and combinations to compute probabilities of compound events and solve problems.* Grade level appropriateness Removed (+) S.IC.5 Make inferences and justify conclusions from sample surveys, experiments, and observational studies. S.IC.5 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. S.IC.5 Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between sample statistics are statistically significant.* Content error Conceptual Category: Statistics and Probability(HS)-DRAFT 1 7/7/2016 John R. Kasich, Governor Paolo DeMaria, Superintendent of Public Instruction Key: Red shows added words. Purple shows a footnote/content focus. Words that have been deleted are not shown in the New Standard column. * indicates modeling. G means the word is now in the glossary. + shows an advanced course or pathway. Standard Number Original Standard Revised Standard S.ID.1 Summarize, represent, and interpret data on a single count or measurement variable. S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).* Clarity Summarize, represent, and interpret data on a single count or measurement variable. S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots) in the context of real-world applications using the GAISE model.* S.ID.2 Summarize, represent, and interpret data on a single count or measurement variable. S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.* Summarize, represent, and interpret data on a single count or measurement variable. S.ID.2 In the context of real-world applications and the GAISE model, use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (mean absolute deviation, interquartile range, standard deviation) of two or more different data sets. * Clarity Vertical alignment S.ID.3 Summarize, represent, and interpret data on a single count or measurement variable. S.ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).* Summarize, represent, and interpret data on a single count or measurement variable. S.ID.3 In the context of real-world applications and the GAISE model, interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). * Clarity Conceptual Category: Statistics and Probability(HS)-DRAFT 2 Rationale or Action Standards/ Courses Impacted 7/7/2016 John R. Kasich, Governor Paolo DeMaria, Superintendent of Public Instruction Key: Red shows added words. Purple shows a footnote/content focus. Words that have been deleted are not shown in the New Standard column. * indicates modeling. G means the word is now in the glossary. + shows an advanced course or pathway. Standard Number Original Standard Revised Standard Rationale or Action S.ID.6 Summarize, represent, and interpret data on two categorical and quantitative variables. S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.* a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. b. Informally assess the fit of a function by plotting and analyzing residuals. c. Fit a linear function for a scatterplot that suggests a linear association. Summarize, represent and interpret data on two categories and quantitative variables S.ID.6 Represent data on two quantitative variables on a scatter plot and describe how the variables are related.* a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. (A2, M3) i. Limit to linear models. (A1, M1) b. (+) Informally assess the fit of a function by plotting and analyzing residuals. c. Fit a linear function for a scatterplot that suggests a linear association. (A1, M1) Clarity Grade level appropriateness Clarity by course S.ID.8 Clarity Interpret linear models. Interpret linear models. S.ID.8 Compute (using technology) and interpret S.ID.8 Interpret and compute the correlation coefficient of a Grade level appropriateness the correlation coefficient of a linear fit.* linear model.* a. Interpret the correlation coefficient of a linear fit. b. (+) Compute (using technology) the correlation coefficient of a linear fit. S.ID.9 Interpret linear models. S.ID.9 Distinguish between correlation and causation.* Conceptual Category: Statistics and Probability(HS)-DRAFT No change Grade level appropriateness 3 Standards/ Courses Impacted Moved to Algebra 2/Math 3 7/7/2016 John R. Kasich, Governor Paolo DeMaria, Superintendent of Public Instruction Standard Number Original Standard S.MD.6 No change Use probability to evaluate outcomes of decisions. (+) S.MD.6 Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).* Grade level appropriateness Vertical alignment S.MD.7 No change Use probability to evaluate outcomes of decisions. (+) S.MD.7 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).* Grade level Moved to 4th appropriateness course Vertical alignment Conceptual Category: Statistics and Probability(HS)-DRAFT Revised Standard Key: Red shows added words. Purple shows a footnote/content focus. Words that have been deleted are not shown in the New Standard column. * indicates modeling. G means the word is now in the glossary. + shows an advanced course or pathway. 4 Rationale or Action Standards/ Courses Impacted Moved to 4th course 7/7/2016