MAT-HS.S-CP.01
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(CP) Domain: Conditional Probability and the Rules of Probability
Cluster: Understand independence and conditional probability and use them to interpret data.
MAT-HS.S-CP.01 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the out comes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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Proficiency Scale
| Score |
|
Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-CP.02
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(CP) Domain: Conditional Probability and the Rules of Probability
Cluster: Understand independence and conditional probability and use them to interpret data.
MAT-HS.S-CP.02 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.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-CP.03
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(CP) Domain: Conditional Probability and the Rules of Probability
Cluster: Understand independence and conditional probability and use them to interpret data.
MAT-HS.S-CP.03 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.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-CP.04
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(CP) Domain: Conditional Probability and the Rules of Probability
Cluster: Understand independence and conditional probability and use them to interpret data.
MAT-HS.S-CP.04 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 ma th, 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. |
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-CP.05
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(CP) Domain: Conditional Probability and the Rules of Probability
Cluster: Understand independence and conditional probability and use them to interpret data.
MAT-HS.S-CP.05 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. |
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-CP.06
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(CP) Domain: Conditional Probability and the Rules of Probability
Cluster: Use the rules of probability to compute probabilities of compound events in a
uniform probability model.
MAT-HS.S-CP.06 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.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-CP.07
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(CP) Domain: Conditional Probability and the Rules of Probability
Cluster: Use the rules of probability to compute probabilities of compound events in a
uniform probability model.
MAT-HS.S-CP.07 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.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-CP.08
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(CP) Domain: Conditional Probability and the Rules of Probability
Cluster: Use the rules of probability to compute probabilities of compound events in a
uniform probability model.
MAT-HS.S-CP.08 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 interpre t the answer in terms of the model.
- a. Substandard
- b. Substandard
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-CP.09
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(CP) Domain: Conditional Probability and the Rules of Probability
Cluster: Use the rules of probability to compute probabilities of compound events in a
uniform probability model.
MAT-HS.S-CP.09 Use permutations and combinations to compute probabilities of compound events and solve problems.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-IC.01
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(IC) Domain: Making Inferences and Justifying Conclusions
Cluster: Understand and evaluate random processes underlying statistical experiments
MAT-HS.S-IC.01 Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
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Student Learning Targets:
Knowledge Targets
- I can explain the meaning of the labels of a graph.
- I can explain the need for an appropriate scale/interval for the given data.
- I can identify data points.
- I can recognize the strength of a correlation (strong vs weak).
- I can define correlation; positive correlation, negative correlation, and no correlation.
Reasoning Targets
- I can determine when a line is appropriate on a graph (example scatter plot vs. a distance-time graph).
- I can interpret a circle graph and how the parts relate to each other and to the whole.
- I can interpret a bar graph and describe the relationship between the parts.
- I can determine the correlation between two variables.
- I can explain how to make inferences about a population based on a sample of that population.
Skills (Performance) Targets
- I can provide a written interpretation of graphical information.
- I can answer questions about a given graph.
- I can answer questions about a given set of data.
Product Targets
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Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-IC.02
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(IC) Domain: Making Inferences and Justifying Conclusions
Cluster: Understand and evaluate random processes underlying statistical experiments
MAT-HS.S-IC.02 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? |
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-IC.03
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(IC) Domain: Making Inferences and Justifying Conclusions
Cluster: Understand and evaluate random processes underlying statistical experiments
MAT-HS.S-IC.03 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
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Student Learning Targets:
Knowledge Targets
- I can identify situations as sample survey, experiment, or observational study and discuss the appropriateness of each one’s use in contexts with limiting factors.
Reasoning Targets
Skills (Performance) Targets
- I can design or evaluate sample surveys, experiments and observational studies with randomization and discuss the importance of randomization in these processes.
Product Targets
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Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-IC.04
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MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(IC) Domain: Making Inferences and Justifying Conclusions
Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
MAT-HS.S-IC.04 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.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
- I can sample means and sample proportions to estimate population values.
- I can conduct simulations of random sampling to gather sample means and sample proportions, explain what the results mean about variability in a population, and use results to calculate margins of error for these estimates.
Product Targets
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Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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MAT-HS.S-IC.05
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(IC) Domain: Making Inferences and Justifying Conclusions
Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
MAT-HS.S-IC.05 Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
- I can use simulations to generate data simulating application of two treatments and use results to evaluate significant differences.
- I can evaluate effectiveness and differences in two treatments based on data from randomized experiments and explain in context.
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-IC.06
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(IC) Domain: Making Inferences and Justifying Conclusions
Cluster: Evaluate reports based on data.
MAT-HS.S-IC.06 Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
- I can draw conclusions about a situation being modeled.
- I can evaluate reports based on data.
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-ID.01
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(ID) Domain: Interpreting Categorical and Quantitative Data
Cluster: Summarize, represent, and interpret data on a single count or measurement variable
MAT-HS.S-ID.01 Represent data with plots on the real number line (dot plots, histograms, and box plots).
|
Student Learning Targets:
Knowledge Targets
- I can choose an appropriate display to represent a set of data.
Reasoning Targets
- I can analyze a set of data.
Skills (Performance) Targets
- I can collect an appropriate set of data.
Product Targets
- I can construct a graph to represent a set of data.
- I can construct dot plots, histograms and box plots on a real number line.
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
Web
|
|
Vocab
- dot plot
- histogram
- box plot
|
|
|
MAT-HS.S-ID.02
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(ID) Domain: Interpreting Categorical and Quantitative Data
Cluster: Summarize, represent, and interpret data on a single count or measurement variable
MAT-HS.S-ID.02 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.
|
Student Learning Targets:
Knowledge Targets
- I can use the correct measure of center and spread to describe a distribution that is symmetric or skewed.
Reasoning Targets
- I can compare two or more different data sets using the center and spread of each.
Skills (Performance) Targets
- I can describe a distribution using center and spread.
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
Web
|
|
Vocab
- skewed distribution
- symmetric distribution
- interquartile range
- standard deviation
|
|
|
MAT-HS.S-ID.03
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(ID) Domain: Interpreting Categorical and Quantitative Data
Cluster: Summarize, represent, and interpret data on a single count or measurement variable
MAT-HS.S-ID.03 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
|
Student Learning Targets:
Knowledge Targets
- I can identify outliers (extreme data points) and their effects on data sets.
Reasoning Targets
Skills (Performance) Targets
- I can interpret differences in different data sets in context.
- I can interpret differences due to possible effects of outliers.
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-ID.04
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(ID) Domain: Interpreting Categorical and Quantitative Data
Cluster: Summarize, represent, and interpret data on a single count or measurement variable
MAT-HS.S-ID.04 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.
|
Student Learning Targets:
Knowledge Targets
- I can identify whether data sets are approximately normal.
Reasoning Targets
Skills (Performance) Targets
- I can use the mean and standard deviation to fit the data set to a normal distribution where appropriate.
- I can use calculators, spreadsheets, and tables to estimate areas under the normal curve.
- I can interpret areas under a normal curve in context
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-ID.05
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(ID) Domain: Interpreting Categorical and Quantitative Data
Cluster: Summarize, represent, and interpret data on a single count or measurement variable
MAT-HS.S-ID.05 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.
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
- I can analyze a set of data.
- I can recognize associations and trends in data from a two-way table.
Skills (Performance) Targets
- I can collect an appropriate set of data.
- I can interpret joint, marginal, and relative frequencies in context.
Product Targets
- I can construct a graph to represent a set of data.
- I can create a two-way table from two categorical variables and read values from two-way tables.
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
| Web |
|
Vocab
- two-way frequency table
- joint frequency
- marginal frequency
- relative frequency
|
|
|
MAT-HS.S-ID.06
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(ID) Domain: Interpreting Categorical and Quantitative Data
Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables
MAT-HS.S-ID.06 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.
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
- I can categorize data as linear, exponential, quadratic or neither.
- I can categorize data as linear or non-linear.
Skills (Performance) Targets
- I can describe the form, strength and direction of the relationship.
- I can use algebraic methods or technology to fit the data to a linear, exponential or quadratic function and use the function to predict values.
- I can explain the meaning of slope and y-intercept (linear model) or the meaning of the growth rate and y-intercept (exponential model) or the meaning of the coefficients (quadratic model) in context.
- I can calculate a residual.
- I can use algebraic methods or technology to fit the data to a linear function.
- I can use the function to predict values.
Product Targets
- I can create a scatter plot from two quantitative variables.
- I can create and analyze a residual plot.
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
Web
|
|
Vocab
- scatter plot
- residual
- residual plot
|
|
|
MAT-HS.S-ID.07
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(ID) Domain: Interpreting Categorical and Quantitative Data
Cluster: Interpret linear models
MAT-HS.S-ID.07 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
|
Student Learning Targets:
Knowledge Targets
- I can identify Cartesian coordinate system.
- I can define slope.
- I can recall slope intercept, point-slope, and standard form.
- I know the midpoint and slope formula.
Reasoning Targets
- I can explain the meaning of the slope and y-intercept in context.
Skills (Performance) Targets
- I can find slope give Cartesian coordinates, graph, or equation.
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
The student:
- can explain the meaning of the slope of a linear model in context
- can explain the y-intercept of a linear model in context
- can use a trend line and line of best fit to make predictions
The student exhibits no major errors or omissions.
|
Use the following table to estimate the heart rate prior to jogging and after jogging for 16 minutes. Explain why your answer makes sense.  |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
There are no major errors or omissions regarding the simpler details and processes as the student:
The student can:
- can recognize and recall terminology such as:
- equation, slope, y-intercept
- can graph a linear model, but can not interpret the results
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
|
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-ID.08
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(ID) Domain: Interpreting Categorical and Quantitative Data
Cluster: Interpret linear models
MAT-HS.S-ID.08 Compute (using technology) and interpret the correlation coefficient of a linear fit.
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
- I can use a calculator or computer to find the correlation coefficient for a linear association.
- I can interpret the meaning of the correlation coefficient in the context of the data.
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-ID.09
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(ID) Domain: Interpreting Categorical and Quantitative Data
Cluster: Interpret linear models
MAT-HS.S-ID.09 Distinguish between correlation and causation.
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
- I can explain the difference between correlation and causation.
Skills (Performance) Targets
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-MD.01
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(MD) Domain: Using Probability to Make Decisions
Cluster: Calculate expected values and use them to solve problems.
MAT-HS.S-MD.01 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.
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-MD.02
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(MD) Domain: Using Probability to Make Decisions
Cluster: Calculate expected values and use them to solve problems.
MAT-HS.S-MD.02 Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-MD.03
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(MD) Domain: Using Probability to Make Decisions
Cluster: Calculate expected values and use them to solve problems.
MAT-HS.S-MD.03 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. |
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-MD.04
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(MD) Domain: Using Probability to Make Decisions
Cluster: Calculate expected values and use them to solve problems.
MAT-HS.S-MD.04 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 expect ed number of sets per household. How many TV sets would you expect to find in 100 randomly selected households? |
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-MD.05
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(MD) Domain: Using Probability to Make Decisions
Cluster: Use probability to evaluate outcomes of decisions.
MAT-HS.S-MD.05 Use probability to evaluate outcomes of decisions
- 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.
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-MD.06
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(MD) Domain: Using Probability to Make Decisions
Cluster: Use probability to evaluate outcomes of decisions
MAT-HS.S-MD.06 Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
- I can use expected values to compare long term benefits of several situations.
Skills (Performance) Targets
- I can use expected values to help make good decisions.
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
|
|
MAT-HS.S-MD.07
|
MAT-HS Targeted Standards
(S) Concept: Statistics and Probability
(MD) Domain: Using Probability to Make Decisions
Cluster: Use probability to evaluate outcomes of decisions
MAT-HS.S-MD.07 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
- I can use probability concepts to analyze decisions made and strategies used in real-life situations.
Product Targets
|
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
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