Common Core: Statistics & Probability
7.SP.C7b
Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely … Read More “7.SP.C7b”
October 1, 20187.SP.C8
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
October 1, 20187.SP.C8a
Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
October 1, 20187.SP.C8b
Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.
October 1, 20187.SP.C8c
Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?
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.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.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