Download Statistics and Probability with Applications Honors

THE SCHOOL DISTRICT OF LEE COUNTY
Academic Plan
Probability & Statistics with Applications Honors (1210300)
1-1
Introduction to Statistics
1-2
Descriptive Statistics
1-3
Correlation and Regression
2-1
Probability
2-2 & 2-3
Discrete Probability
2-2 & 2-3
Discrete Probability Cont. & Normal
Distribution
3-1
Normal Distribution Continued
3-2
Confidence Intervals
3-3
Hypothesis Testing with One Sample
4-1
Hypothesis Testing with Two Samples
4-2
Chi-Test and F-Distribution
4-3
Projects and Enrichment
The purpose of this course is to enable students to develop and apply knowledge of statistics and probability to design experiments, collect and analyze data, and reach appropriate
inferences and conclusions. Probability and Statistics is a study to introduce the basic concepts of statistics, the foundation of which lies in probability theory. This course provides an
understanding of the kinds of regularity that occur in random functions and also provides experiences in associating mathematical models with phenomena in the real world. Topics
include averages, measures of variation, frequency distributions, probability functions associated with random variables, binomial distributions, sampling, the normal curve, and
statistical methods available for making decisions.
Unit 1: Introduction to Statistics
Students will explore, analyze data, and make use of graphical and numerical techniques to study patterns. Emphasis should be placed on interpreting information from graphical
and numerical displays and summaries such as frequency tables, histograms, and box plots. Data must be collected according to a well-developed plan if valid information on a
conjecture is to be obtained. This plan includes clarifying the question and deciding upon a method of data collection and an analysis.
Unit 2: Probability & Probability Distribution
In earlier grades, students define, evaluate, and compare functions, and use them to model relationships between quantities. In this unit, student will be able to describe the
essential rules of probability and solve simple, business-related probability problems, differentiate between discrete and continuous variables and interpret discrete probability
distributions, calculate the expected value, variance, and standard deviation of discrete probability distributions.
Unit 3: Statistical Inference: Confidence Intervals and Hypothesis Testing
Statistical inference means drawing conclusions based on data. The unit begins with calculating and interpreting confidence intervals and then moves into hypothesis testing to test a
claim. Students will learn how to draw conclusions about a population based on the data obtained from a sample chosen from it.
Unit 4: Performance tasks and Enrichment
In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and practice the application of all three to “real world” situations. Performancebased learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are
meaningful and engaging to students. The unit includes projects which incorporated statistical concepts and applying them to an investigative question.
Page 1 of 23
Updated: August 2, 2015
Course Curriculum Resources

ck12.org

TI 84 Statistics

Online Statistics Textbook

Learn Zillion Statistics

Reference Sheet: Formula, z-scores for normal
distribution, t-distribution, and Chi-Square
Professional Development






Page 2 of 19
Math Practices by Grade Level
Build Relationships: Teach More Than ‘Just Math’
Sorting Equations Video: Research shows that
formative assessments have a significant impact on
student learning gains. This video is just one
example of using formative assessment to inform
instruction.
CPALMS MFAS Training
Research around formative assessment shows that
students make greater learning gains when they are
accountable for their own learning and the learning
of their peers. The video, Facilitating Peer Learning,
is a good example of a math classroom where
students are engaged with one another.
Five “Key Strategies” for Effective Formative
Assessment
Helpful Websites

Teaching Channel: Videos and Best Practices
https://www.teachingchannel.org/

Illustrative Mathematics: Performance Tasks
https://www.illustrativemathematics.org/

Inside Mathematics: Videos and Best Practices
http://www.insidemathematics.org/

Khan Academy: Practice by Grade Level Standards
https://www.khanacademy.org/commoncore/map

Shmoop: Math videos
http://www.shmoop.com/video/math-videos
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
Academic Plan
1-1
Probability & Statistics with Applications Honors (1210300)
Big Idea: Introduction to Statistics
Standards
Math Content Standards
Suggested Literacy & English Language Standards
MAFS.912.S-IC.2: Make inferences and justify conclusions from sample surveys, experiments,
and observational studies
 MAFS.912.S.IC.2.3: Recognize the purposes of and differences among sample surveys,
experiments, and observational studies; explain how randomization relates to each
LAFS.1112.RST.2.4: Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to
grades 11–12 texts and topics.
LAFS.1112.RST.1.3: Follow precisely a complex multistep
procedure when carrying out experiments, taking measurements,
or performing technical tasks; analyze the specific results based on
explanations in the text.
ELD.K12.ELL.AC.1: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Mathematics.
Suggested Mathematical Practice Standards
MAFS.K12.MP.1.1: Make sense of problems and persevere
in solving them.
MAFS.K12.MP.4.1: Model with mathematics.
Essential Outcome Question(s)
How can the properties of data be communicated to illuminate important features?
Aligned Learning Goals

Define and use vocabulary associated with statistics, including statistics, individual,
variable, quantitative variable, qualitative variable, population data, sample data,
parameter, statistic, levels of measurement: nominal, ordinal, integral, ratio

Describe methods of data collection in a census, sample survey, experiment, and
observational study

Identify an appropriate method of solution for a given problem setting
Page 3 of 19
District Adopted
Materials
Supplemental
Resources
Greek Alphabet
Strategies for
Differentiation
Interpreting
Statistics
Interactivate:
Interpreting
Categorical &
Quantitative Data
Lessons
Updated: June 9, 2016

Distinguish between statistics and parameters

Distinguish between the different types of data

Evaluate reports and identify bias
Formative Assessment Options:
Page 4 of 19
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
Academic Plan
1-2
Probability & Statistics with Applications Honors (1210300)
Big Idea: Descriptive Statistics
Standards
Math Content Standards
Suggested Literacy & English Language Standards
MAFS.912.S-ID.1: Summarize, represent, and interpret data on a single count or
measurement variable
 MAFS.912.S-ID.1.1: Represent data with plots on the real number line (dot
plots, histograms, and box plots).
 MAFS.912.S-ID.1.2: 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.
 MAFS.912.S-ID.1.3: Interpret differences in shape, center, and spread in the context of
the data sets, accounting for possible effects of extreme data points (outliers).
 MAFS.912.S-ID.1.4: 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.
MAFS.912.S-ID.2: Summarize, represent, and interpret data on two categorical and
quantitative variables
 MAFS.912.S-ID.2.5: Summarize categorical data for two categories in two-way frequency
tables. Interpret relative frequencies in the context of the data (including joint, marginal,
and conditional relative frequencies). Recognize possible associations and trends in the
data.
LAFS.1112.RST.2.4: Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades
11-12 texts and topics.
ELD.K12.ELL.SI.1: English language learners communicate for
social and instructional purposes within the school setting.
Suggested Mathematical Practice Standards
MAFS.K12.MP.3.1: Construct viable arguments and critique the
reasoning of others.
MAFS.K12.MP.7.1: Look for and make use of structure.
Essential Outcome Question(s)
How can you use statistical data to represent a graphical display?
Aligned Learning Goals


Use and define vocabulary associated with statistics, including Frequency,
frequency distribution, class: width, lower limit, upper limit, frequency, midpoint,
end boundaries, histogram, distribution: symmetrical, uniform, bimodal, skew ness,
outlier, dot plot, stem and leaf display, back-to-back stem plot, measures of central
tendency
Construct frequency distributions for qualitative and quantitative data, bar graphs,
histograms, dot plots, and stem-and-left plots
Page 5 of 19
District Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation
Video: Constructing
box-and-whisker
Human Box And
Whisker Plot
Video: Constructing
stem and leaf plots
Handfuls of Fruit
Loops/Cheerios
Activity
Video: Constructing
stem and leaf plots
Video: Standard
Updated: June 9, 2016

Calculate and interpret joint, marginal, and conditional relative frequencies

Analyze numerical characteristics of univariate data sets to describe patterns and
departures from patterns, using mean, median, mode, variance, standard deviation,
interquartile range, range, and outliers

Analyze graphical displays of univariate data, including dot plots, stem plots, and
histograms, to identify and describe patterns and departures from patterns, using central
tendency, spread, clusters, gaps, and outliers. Appropriate technology will be used to
create graphical displays

Interpret and explain the meaning of relative frequencies in the context of a problem

Compare distributions of quantitative data using dot plots, box plot, and histograms

Describe the overall pattern (shape, center and spread) of a distribution and identify
outliers
Deviation
Formative Assessment Options:
Representing Data: Using Box Plots
Page 6 of 19
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
Academic Plan
1-3
Probability & Statistics with Applications Honors (1210300)
Big Idea: Descriptive Statistics
Standards
Math Content Standards
Suggested Literacy & English Language Standards
MAFS.912.S-ID.2: Summarize, represent, and interpret data on two categorical and
quantitative variables
 MAFS.912.S.ID.2.6: 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, and exponential models.
b. Informally assess the fit of a function by plotting and analyzing residuals.
c. Fit a linear function for a scatter plot that suggests a linear association.
MAFS.912.S-ID.3: Interpret linear models
 MAFS.912.S.ID.3.7: Interpret the slope (rate of change) and the intercept (constant term)
of a linear model in the context of the data
 MAFS.912.S.ID.3.8: Compute (using technology) and interpret the correlation coefficient
of a linear fit.★
 MAFS.912.S.ID.3.9: Distinguish between correlation and causation.★
LAFS.910.SL.2.4: Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization,
development, substance, and style are appropriate to
purpose, audience, and task.
ELD.K12.ELL.AC.1: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Mathematics.
Suggested Mathematical Practice Standards
MAFS.K12.MP.2.1: Reason abstractly and quantitatively.
MAFS.K12.MP.7.1: Look for and make use of structure.
Essential Outcome Question(s)
How are the relationships between two quantitative variables used to make predictions?
Aligned Learning Goals

Create a scatterplot to display the relationship between two quantitative variables

Use a scatter diagram to visually estimate the degree of linear correlation of two random
variables

Compute the correlation coefficient and analyze the strength of the linear relationship
between two random variables

Interpret correlation

Determine least-squares criterion and find the equation of the least-squares line
Page 7 of 19
District Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation
Correlation and
Regression Notes
Updated: June 9, 2016

Determine the coefficient of determination

Describe what the coefficient of determination in regards to the explained variation
of y in a random sample of data pairs (x, y)

Calculate the slope and y-intercept of the least-squares regression line from the means
and standard deviations of x and y and their correlation

Explain why correlation does not imply causation
Formative Assessment Options:
Regression Assessment
Page 8 of 19
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
2-1
Academic Plan
Probability & Statistics with Applications Honors (1210300)
Big Idea: Probability
Standards
Math Content Standards
MAFS.912.S-IC.1: Understand and evaluate random processes underlying statistical
experiments
 MAFS.912.S.IC.1.2: 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?
MAFS.912.S-CP.1: Understand independence and conditional probability and use them
to interpret data
 MAFS.912.S.CP.1.1: Describe events as subsets of a sample space (the set of
outcomes) using characteristics (or categories) of the outcomes, or as unions,
intersections, or complements of other events (“or,” “and,” “not”).
 MAFS.912.S.CP.1.2: 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.
 MAFS.912.S.CP.1.3: Understand the conditional probability of A given B as P(A and
B)/P(B), and interpret independence of A and B as saying that the conditional probability
of A given B is the same as the probability of A, and the conditional probability of B given
A is the same as the probability of B.
 MAFS.912.S.CP.1.4: Construct and interpret two-way frequency tables of data when two
categories are associated with each object being classified. Use the two-way table as a
sample space to decide if events are independent and to approximate conditional
probabilities. For example, collect data from a random sample of students in your school
on their favorite subject among math, science, and English. Estimate the probability that a
randomly selected student from your school will favor science given that the student is in
tenth grade. Do the same for other subjects and compare the results.
 MAFS.912.S.CP.1.5: Recognize and explain the concepts of conditional probability and
independence in everyday language and everyday situations. For example, compare the
chance of having lung cancer if you are a smoker with the chance of being a smoker if you
have lung cancer.
MAFS.912.S-CP.2: Use the rules of probability to compute probabilities of compound
events in a uniform probability model
Page 9 of 19
Suggested Literacy & English Language Standards
LAFS.1112.RST.3.7: Integrate and evaluate multiple sources of
information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a
question or solve a problem.
ELD.K12.ELL.AC.1: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Mathematics.
Suggested Mathematical Practice Standards
MAFS.K12.MP.1.1: Make sense of problems and persevere in
solving them.
MAFS.K12.MP.2.1: Reason abstractly and quantitatively.
MAFS.K12.MP.3.1: Construct viable arguments and critique the
reasoning of others.
Updated: June 9, 2016




MAFS.912.S.CP.2.6: Find the conditional probability of A given B as the fraction of B’s
outcomes that also belong to A, and interpret the answer in terms of the model.
MAFS.912.S.CP.2.7: Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B),
and interpret the answer in terms of the model
MAFS.912.S.CP.2.8: 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.
MAFS.912.S.CP.2.9: Use permutations and combinations to compute probabilities of
compound events and solve problems.
Essential Outcome Question(s)
In what ways does one event impact the probability of another event occurring?
Aligned Learning Goals

Define and use vocabulary, including multiplication rule of counting, tree diagram,
permutation rule, combination rule, Independent and dependent events, A|B, conditional
probability, multiplication rules A and B, mutually exclusive events, addition rules A or B,
Probability of A, P(A), relative frequency, law of large numbers, equally likely outcomes,
statistical experiments, simple event, sample space, complement of event A
District Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation
Classical
Probability
Set Theory/Venn
Diagrams
Tree
Diagram
Math is Fun:
Probability
Video:
Fundamental
Counting
Principle

Find probabilities (relative frequency and theoretical), including conditional probabilities
for events that are either dependent or independent, by applying the Law of Large
Numbers concept, the addition rule, and the multiplication rule
Conditional
Probability

Identify and describe two or more events as complementary, dependent, independent,
and/or mutually exclusive
Sample Space in
Probability

Analyze numerical characteristics of univariate data sets to describe patterns and
departures from patterns, using mean, median, mode, variance, standard deviation,
interquartile range, range, and outliers
Math Academy: Are
You Game?
Formative Assessment Options:
Can You Roll Your Tongue?
Page 10 of 19
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
2-2
Academic Plan
Probability & Statistics with Applications Honors (1210300)
Big Idea: Discrete Probability
Standards
Math Content Standards
Suggested Literacy & English Language Standards
MAFS.912.S-MD.1: Calculate expected values and use them to solve problems
 MAFS.912.S-MD.1.1: Define a random variable for a quantity of interest by assigning
a numerical value to each event in a sample space; graph the corresponding
probability distribution using the same graphical displays as for data distributions
 MAFS: 912.S-MD.1.2: Calculate the expected value of a random variable; interpret it as
the mean of the probability distribution
 MAFS.912.S-MD.1.3: Develop a probability distribution for a random variable defined for a
sample space in which theoretical probabilities can be calculated; find the expected value.
For example, find the theoretical probability distribution for the number of correct answers
obtained by guessing on all five questions of a multiple-choice test where each question has
four choices, and find the expected grade under various grading schemes.
 MAFS.912.S-MD.1.4: Develop a probability distribution for a random variable defined for
a sample space in which probabilities are assigned empirically; find the expected value.
For example, find a current data distribution on the number of TV sets per household in the
United States, and calculate the expected number of sets per household. How many TV
sets would you expect to find in 100 randomly selected households?
MAFS.912.S-MD.2: Use probability to evaluate outcomes of decisions
 MAFS.912.S-MD.2.5: Weigh the possible outcomes of a decision by assigning
probabilities to payoff values and finding expected values.
a. Find the expected payoff for a game of chance. For example, find the expected
winnings from a state lottery ticket or a game at a fast-food restaurant.
b. Evaluate and compare strategies on the basis of expected values. For example,
compare a high-deductible versus a low-deductible automobile insurance policy using
various, but reasonable, chances of having a minor or a major accident.
LAFS.1112.WHST.1.1: Write arguments focused on disciplinespecific content.
a. Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization
that logically sequences the claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant data and evidence for each
while pointing out the strengths and limitations of both
claim(s) and counterclaims in a discipline-appropriate form
that anticipates the audiences knowledge level, concerns,
values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax
to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or section that follows from
or supports the argument presented.
Suggested Mathematical Practice Standards
MAFS.K12.MP.1.1: Make sense of problems and persevere in
solving them.
MAFS.K12.MP.4.1: Model with mathematics.
Essential Outcome Question(s)
How will the shape, center, and variability of a probability distribution enable you to make decisions?
Page 11 of 19
Updated: June 9, 2016
Aligned Learning Goals

District Adopted
Materials
Supplemental
Resources
Define a random variable for a quantity
DASL: Data Files
and Stories
Strategies for
Differentiation
Lessons:
Experimental
Design

Identify the random variable of an experiment and create a table to display each outcome
and its corresponding probability

Identify the random variable of an experiment and make a histogram for the probability
distribution where the outcome is the independent variable and the probability is the
dependent variable
ck12:
Discrete Probability

Calculate the expected value of a random variable
M&M Activities

Interpret the expected value as the mean of a probability distribution

Define the random variable in a problem situation and construct a probability distribution
table for the possible values of the random variable

Calculate the expected value using the formula (𝑥)=Σ(𝑥𝑖𝑃𝑖)

Pose a question which can be answered using the expected value of a probability
distribution and create an appropriate product to summarize the process and report the
findings
Chocolicious
Formative Assessment Options:
Page 12 of 19
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
Academic Plan
2-3
Probability & Statistics with Applications Honors (1210300)
Big Idea: Discrete Probability Continued and Normal Distribution
Standards
Math Content Standards
Suggested Literacy & English Language Standards
MAFS.912.S-ID.1: Summarize, represent, and interpret data on a single count or
measurement variable
 MAFS.912.S-ID.1.3: Interpret differences in shape, center, and spread in the context of
the data sets, accounting for possible effects of extreme data points (outliers).
 MAFS.912.S-ID.1.4: 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.
MAFS.912.S-IC.1: Understand and evaluate random processes underlying statistical
experiments
 MAFS.912.S-IC.1.1: Understand statistics as a process for making inferences about
population parameters based on a random sample from that population.
MAFS.912.S-IC.2: Make inferences and justify conclusions from sample surveys, experiments,
and observational studies
 MAFS.912.S-IC.2.6: Evaluate reports based on data.
LAFS.1112.WHST.3.9: Draw evidence from informational texts to
support analysis, reflection, and research.
ELD.K12.ELL.AC.1: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Mathematics.
Suggested Mathematical Practice Standards
MAFS.K12.MP.4.1: Model with mathematics.
Essential Outcome Question(s)
How will the shape, center, and variability of a probability distribution enable decision making?
How does applying the properties of the normal distribution in appropriate situations help to make inferences about a data set?
Aligned Learning Goals

Distinguish among the distribution of a population, the distribution of a sample, and the
sampling distribution of a statistic

Interpret graphs of normal probability distributions

Analyze the relationship between sample size and the variability of statistics
District Adopted
Materials
Supplemental
Resources
Distracted Driving
Statistics
Strategies for
Differentiation
Ck12:
Discrete
Probability
Formative Assessment Options:
Page 13 of 19
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
Academic Plan
3-1
Probability & Statistics with Applications Honors (1210300)
Big Idea: Normal Distribution
Standards
Math Content Standards
Suggested Literacy & English Language Standards
MAFS.912.S-ID.1: Summarize, represent, and interpret data on a single count or
measurement variable
 MAFS.912.S-ID.1.3: Interpret differences in shape, center, and spread in the context of
the data sets, accounting for possible effects of extreme data points (outliers).
 MAFS.912.S-ID.1.4: 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.
MAFS.912.S-IC.1: Understand and evaluate random processes underlying statistical
experiments
 MAFS.912.S-IC.1.1: Understand statistics as a process for making inferences
about population parameters based on a random sample.
LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
ELD.K12.ELL.S1.1: English language learners communicate for
social and instructional purposes within the school setting.
Suggested Mathematical Practice Standards
MAFS.K12.MP.3.1: Construct viable arguments and critique the
reasoning of others.
MAFS.K12.MP.4.1: Model with mathematics.
Essential Outcome Question(s)
How do you apply the properties of the normal distribution in appropriate situations in order to make inferences about a data set?
Aligned Learning Goals

Distinguish among the distribution of a population, the distribution of a sample, and the
sampling distribution of a statistic

Interpret graphs of normal probability distributions

Analyze the relationship between sample size and the variability of statistics
District Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation
Formative Assessment Options:
Discrete Probability Assessment
Page 14 of 19
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
Academic Plan
3-2
Probability & Statistics with Applications Honors (1210300)
Big Idea: Confidence Intervals
Standards
Math Content Standards
Suggested Literacy & English Language Standards
MAFS.912.S-IC.1: Understand and evaluate random processes underlying statistical
experiments
 MAFS.912.S-IC.1.1: Understand statistics as a process for making inferences
about population parameters based on a random sample from that population.
MAFS.912.S-IC.2: Make inferences and justify conclusions from sample surveys,
experiments, and observational studies
 MAFS.912.S-IC.2.4: 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.
MAFS.912.S-IC.2.5: Use data from a randomized experiment to compare two
treatments; use simulations to decide if differences between parameters are
significant.
LAFS.910.SL.1.1: Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the
topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
b. Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on
key issues, presentation of alternate views), clear goals
and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion;
and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize
points of agreement and disagreement, and, when
warranted, qualify or justify their own views and
understanding and make new connections in light of the
evidence and reasoning presented.
Suggested Mathematical Practice Standards
MAFS.K12.MP.5.1: Use appropriate tools strategically.
MAFS.K12.MP.6.1: Attend to precision.
Essential Outcome Question(s)
How can a population best be described when it is so large?
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Updated: June 9, 2016
Aligned Learning Goals

District Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation
Define and use vocabulary associated with statistics, including maximal margin of
error, confidence level, critical values, point estimate, confidence interval, confidence
for µ, sample size, Student t-variable, degrees of freedom, critical t-value, Point
estimate for p, confidence interval for p, margin of error, sample size.
Confidence
Interval
Khan:
Margin of Error

Given data from a large sample, find and interpret point estimates and confidence
intervals for parameters; parameters include proportion and mean, difference
between two proportions, and difference between two means (independent and
paired)
C onfi denc e
I nt er v al
C alc ulator
Lessons:
Two-way Frequency
Table; Conditional
Distribution; Chisquare Test

Identify properties of a t-distribution and apply t-distributions to single-sample and
two- sample (independent and matched pairs) t-procedures, using tables or graphing
calculators.

Apply and interpret the logic of a hypothesis-testing procedure; tests include large
sample tests for proportion, mean, difference between two proportions, and difference
between two means (independent and paired) and Chi-squared tests for goodness of fit,
homogeneity of proportions, and independence
Multivariate
Categorical
Relationships
Grouping
Qualitative Data;
Frequency Table
Two-way frequency
table; probability;
joint probability;
marginal
probability;
conditional
probability
Formative Assessment Options:

2 Sample Confidence Interval
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
Free Response Questions
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
Academic Plan
3-3
Probability & Statistics with Applications Honors (1210300)
Big Idea: Hypothesis Testing with One Sample
Standards
Math Content Standards
Suggested Literacy & English Language Standards
MAFS.912.S-IC.2: Make inferences and justify conclusions from sample surveys, experiments,
and observational studies
 MAFS.912.S-IC.2.4: 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.


MAFS.912.S-IC.2.5: Use data from a randomized experiment to compare two treatments;
use simulations to decide if differences between parameters are significant.
MAFS.912.S-IC.2.6: Evaluate reports based on data.
LAFS.910.SL.1.2: Integrate multiple sources of information
presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of
each source.
ELD.K12.ELL.S1.1: English language learners communicate for
social and instructional purposes within the school setting.
Suggested Mathematical Practice Standards
MAFS.K12.MP.1.1: Make sense of problems and persevere in
solving them.
Essential Outcome Question(s)
When you must act on incomplete (sample) information, how do you decide whether to accept or reject a proposal?
Aligned Learning Goals
District Adopted
Materials
Supplemental
Resources

Define a random variable, compute µ and σ for a discrete random variable
Chapter Outline

Calculate and interpret the P-value of a statistical test

Construct a statistical test for µ whether σ is known or unknown
Hypothesis
Testing: One
Sample

Apply and interpret the logic of a hypothesis-testing procedure. Tests will include
large sample tests for proportion, mean, difference between two proportions, and
difference between two means (independent and paired) and Chi-squared tests for
goodness of fit, homogeneity of proportions, and independence
Strategies for
Differentiation
TI-84 (Confidence
Intervals)
TI-Nspire
(Confidence
Intervals)
Hypothesis
testing
Hypothesis Testing
Formative Assessment Options:
Page 17 of 19
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
Academic Plan
4-1
Probability & Statistics with Applications Honors (1210300)
Big Idea: Hypothesis Testing with Two Samples
Standards
Math Content Standards
Suggested Literacy & English Language Standards
MAFS.912.S-IC.2: Make inferences and justify conclusions from sample surveys, experiments,
and observational studies
 MAFS.912.S-IC.2.4: 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.


MAFS.912.S-IC.2.5: Use data from a randomized experiment to compare two treatments;
use simulations to decide if differences between parameters are significant.
MAFS.912.S-IC.2.6: Evaluate reports based on data.
LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
LAFS.1112.RST.2.4: Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades
1112 texts and topics.
Suggested Mathematical Practice Standards
MAFS.K12.MP.3.1: Construct viable arguments and critique the
reasoning of others.
Essential Outcome Question(s)
When acting on incomplete (sample) information, how do you decide whether to accept or reject a proposal when given two samples?
Aligned Learning Goals

Define a random variable, compute µ and σ for a discrete random variable

Calculate and interpret the P-value of a statistical test

Construct a statistical test for µ whether σ is known or unknown
District Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation
Chapter Outline
Formative Assessment Options:
Page 18 of 19
Updated: June 9, 2016
THE SCHOOL DISTRICT OF LEE COUNTY
Academic Plan
4-2
Probability & Statistics with Applications Honors (1210300)
Big Idea: Chi-square and f-distribution
Standards
Math Content Standards
Suggested Literacy & English Language Standards
MAFS.912.S-IC.2: Make inferences and justify conclusions from sample surveys, experiments,
and observational studies
 MAFS.912.S.IC.2.3: Recognize the purposes of and differences among sample surveys,
experiments, and observational studies; explain how randomization relates to each
MAFS.912.S-IC.2: Make inferences and justify conclusions from sample surveys,
experiments, and observational studies
 MAFS.912.S-IC.2.4: 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.
 MAFS.912.S-IC.2.5: Use data from a randomized experiment to compare two
treatments; use simulations to decide if differences between parameters are significant.
 MAFS.912.S-IC.2.6: Evaluate reports based on data.
LAFS.910.SL.1.1: Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and
persuasively.
c. Propel conversations by posing and responding to
questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and
conclusions.
ELD.K12.ELL.S1.1: English language learners communicate for
social and instructional purposes within the school setting.
Suggested Mathematical Practice Standards
MAFS.K12.MP.2.1: Reason abstractly and quantitatively.
Essential Outcome Question(s)
How do you apply Chi-square or f-distribution to determine if a frequency distribution fits a claim?
Aligned Learning Goals

Identify the distinction between surveys, experiments and observational studies

Determine what types of questions can/cannot be answered by surveys, experiments and
observational studies
District Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation
Chi- Test
Formative Assessment Options:
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Updated: June 9, 2016