Common Core: Statistics & Probability
7.SP.A1
Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
October 1, 20187.SP.A2
Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the … Read More “7.SP.A2”
October 1, 20187.SP.B3
Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the … Read More “7.SP.B3”
October 1, 20187.SP.B4
Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
October 1, 20187.SP.C5
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates … Read More “7.SP.C5”
October 1, 20186.SP.B5b
Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
October 1, 20186.SP.B5c
Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
October 1, 20186.SP.B5d
Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
October 1, 20186.SP.A1
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
October 1, 20186.SP.A2
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
October 1, 20186.SP.A3
Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
October 1, 20186.SP.B4
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
October 1, 2018