Search Results

You are looking at 1 - 10 of 11 items for :

  • "CCSS.Math.Content.HSS-ID.A.4" x
  • Refine by Access: All content x
Clear All
Restricted access

Margaret Cibes and James Greenwood

Students analyze items from the media to answer mathematical questions related to the article. The mathematics in these clips includes interpretation of graphs, computing percentages, making conjectures, and analyzing data. The first clip concerns college admission, a relevant topic for many students.

Restricted access

Mimi Corcoran

Sampling experiments with different types of beads give students a memorable hands-on experience.

Restricted access

Tanja Van Hecke

By examining pricing for insurance for a moped, students can explore the theory of systems of inequalities and the topic of distributions in statistics. Fair systems for determining the premium (taking into account cautious and reckless drivers) are considered.

Restricted access

Michael Dempsey

When understood and applied appropriately, mathematics is both beautiful and powerful. As a result, students are sometimes tempted to extend that power beyond appropriate limits. In teaching statistics at both the high school and college level, I have found that one of students' biggest struggles is applying their understanding of probability to make appropriate inferences.

Restricted access

James R. Kett

The author uses Autograph, a powerful software program, to illustrate sampling distributions and to demonstrate the central limit theorem.

Restricted access

Paul Laumakis

Students bring the real world into the classroom by studying speeding data collected on two Pennsylvania highways.

Restricted access

Kelly Cline, Jean McGivney-Burelle, and Holly Zullo

Voting in the classroom can engage students and promote discussion. All you need is a good set of questions.

Restricted access

Readers comment on published articles or offer their own ideas.

Restricted access

Hollylynne S. Lee, Tina T. Starling, and Marggie D. Gonzalez

Research shows that students often struggle with understanding empirical sampling distributions. Using hands-on and technology models and simulations of problems generated by real data help students begin to make connections between repeated sampling, sample size, distribution, variation, and center. A task to assist teachers in implementing research-based strategies is included.

Restricted access

George J. Roy, Jennifer A. Eli, Hendrix Leslie, and LuAnn Graul

During World War II, the Allied Forces were concerned with the monthly production of tires, tanks, and other military equipment in Germany (Flaspohler and Dinkheller 1999; Ruggles and Brodie 1947). Knowing these production totals was important for international security. To determine military production, the Allied Forces in England recruited individuals from a wide range of educational and occupational backgrounds to help analyze serial numbers found on military equipment and to analyze secret codes (Pioneer Productions 2014). We used this historical context to challenge a class of twenty-six seventh-grade students to imagine themselves as one of these codebreaking analysts while studying random samples and learning to draw inferences about a population (CCSSI 2010).