Download MMData

yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project

Document related concepts

Least squares wikipedia , lookup

Data assimilation wikipedia , lookup

Data & Probability
Math Methods II
Common Core State
Interpreting categorical and quantitative data S-ID
Data on a single count or measurement variable
Statistics & Probability
Data on two categorical and quantitative variables
Interpret linear models
Making inferences and justifying conclusions S-IC
Evaluate random processes underlying statistical experiments
Sample surveys, experiments and observational studies
Conditional probability & rules of probability S-CP
Use independence & conditional probability to interpret data
Compute probabilities of compound events in uniform model
Use probability to make decisions S-MD
Calculate expected values and use to solve problems
Hot Dog Eating Contest
QuickTime™ and a
are needed to see this picture.
What questions do you have?
Hot Dog Eating Contest
In 2004, Takeru Kobayashi set the world record
for hot dog eating with 53.5 dogs in 12 minutes.
He broke his record in 2012 by eating 69 hot
dogs in 10 minutes.
Create a table in Core Math: Data Analysis of
how many hot dogs he eats in total per minute.
Core Math
Movable line--estimate regression
Least Squares
Model line
Confidence Bands (95%, 99%)
Models: exponential, power, logarithmic, cubic
The Blood Drive
• In the United States, approximately 10% of the
population has type B blood. A person with type B
blood can donate blood to a person with type B or type
AB and can receive from a person with type B or type
O blood.
• There is a shortage of type B blood so you are going
to run a blood drive. What is the probability that you
will get at least 4 type B blood donors if 20 come to the
blood drive in one day?
Data analysis tool
Frequencies, histograms, mean, median, box
Fathom is more comprehensive
Final Class: Lead
1. Problem: Identify a problem that lends itself to discussion.
Allow 5 minutes to complete/try the problem or let us know ahead.
2. Differentiation: For students who get through the problem more
quickly, be ready with an extension of the problem.
3. Anticipation: what issues are there with students’ thinking with
this problem? Cite an entry in the Encyclopedia of Algebraic
Thinking or one article (consider using Google Scholar and/or
ERIC). Explain what you will be looking for as your students
discuss this problem.
4. Objective(s): State what you hope to achieve. SWBT…
Final Class: Lead
5. Standard(s): State at least one content Common Core State Standard
and Mathematical Practice that you are addressing with this discussion
6. Math Practices for Discussion: Use math practices as you lead us in
conversation about the problem. You have 10-15 minutes for discussion.
a. Anticipating students’ solutions
b. Monitoring student work on the task
c. Selecting approaches and students to share them
d. Sequencing students’ presentations purposefully
e. Connecting students’ approaches and the underlying mathematics
7. Reflection: Turn in the problem, citation and explanation of