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Dallas School District |
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K-12 Curriculum |
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High School Mathematics - Probability and Statistics |
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Computation: Error/Estimations
The learner will be able to
explain the amount of error that is possible when using estimation in computation.
| Strand |
Source |
Activities |
| Computation |
PA: Academic Standards, January 16, 1999, Grade 11, p.4,2.2.11.D |
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Logic: Determine Validity
The learner will be able to
figure out the validity of an argument.
| Strand |
Source |
Activities |
| Logic |
PA: Academic Standards, January 16, 1999, Grade 11, p.7,2.4.11.C |
Classroom
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Logic: Create Argument
The learner will be able to
create valid arguments from given facts.
| Strand |
Source |
Activities |
| Logic |
PA: Academic Standards, January 16, 1999, Grade 11, p.7,2.4.11.B |
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Mathematical Concepts: Communication
The learner will be able to
apply symbols, mathematical terminology, standard notation, rules, graphing and other mathematical illustrations to communicate observations, predictions, ideas procedures, generalizations, and results.
| Strand |
Source |
Activities |
| Communication |
PA: Academic Standards, January 16, 1999, Grade 11, p.8,2.5.11.B |
Classroom
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Communication: Clearly
The learner will be able to
communicate mathematical procedures and results clearly, systematically, succinctly and accurately.
| Strand |
Source |
Activities |
| Communication |
PA: Academic Standards, January 16, 1999, Grade 11, p.8,2.5.11.C |
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Accuracy
The learner will be able to
realize the degree of accuracy necessary in calculations is dependent upon how the results are going to be used and the tools used to find the measurements.
| Strand |
Source |
Activities |
| Accuracy |
PA: Academic Standards, January 16, 1999, Grade 11, p.4,2.2.11.E |
Classroom
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Number Sense: Demonstrating
The learner will be able to
display a knowledge of number sense.
| Strand |
Source |
Activities |
| Number Sense |
PA: System of School Assessment, 1997, Grade 11, p.11,#1 week tested: 30. |
Classroom
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Estimation: Problem Solving
The learner will be able to
make estimations and/or round-off to obtain problem solutions where exact results are not necessary.
| Strand |
Source |
Activities |
| Estimation |
PA: Academic Standards, January 16, 1999, Grade 11, p.4,2.2.11.B |
Classroom
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Probability: Odds
The learner will be able to
understand the difference between odds and probability.
| Strand |
Source |
Activities |
| Probability |
PA: Academic Standards, January 16, 1999, Grade 11, p.11,2.7.11.A |
Classroom
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Probability of Events: Analyzing
The learner will be able to
analyze the probability of events to determine their dependence or independence, and study the probability of compound events.
| Strand |
Source |
Activities |
| Probability |
PA: System of School Assessment, 1997, Grade 11, p.12,#4 week tested: 30. |
Classroom
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Data: Statistical Measures
The learner will be able to
design and conduct an experiment using random sampling. Describe the data as an example of a distribution using statistical measures of center and spread. Organize and represent the results with graphs. (use standard deviation, variance and t-tests).
| Strand |
Source |
Activities |
| Data |
PA: Academic Standards, January 16, 1999, Grade 11, p.9,2.6.11.A |
Classroom
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Experiments: Questions
The learner will be able to
characterize questions of experimental design, control groups, treatment groups, cluster sampling and reliability.
| Strand |
Source |
Activities |
| Experiments |
PA: Academic Standards, January 16, 1999, Grade 11, p.10,2.6.11.G |
Classroom
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Data Analysis: Maximum/Minimum
The learner will be able to
interpret maximum and minimum values in problem scenarios.
| Strand |
Source |
Activities |
| Data Analysis |
PA: Academic Standards, January 16, 1999, Grade 11, p.19,2.11.11.B |
Classroom
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Probability Distribution: Normal Curve
The learner will be able to
explain (in non-specific terms) the normal curve and use its attributes in answering questions about data that is assumed to be normally distributed.
| Strand |
Source |
Activities |
| Probability Distribution |
PA: Academic Standards, January 16, 1999, Grade 11, p.10,2.6.11.I |
Classroom
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Data Management: Organize/Study
The learner will be able to
describe methods of data collection (e.g., Census, sample, survey, observational study).
| Strand |
Source |
Activities |
| Data Management |
PA: Academic Standards, January 16, 1999, Grade 11, p.9,2.6.11.B |
Classroom
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Probability/Statistics
The learner will be able to
form new ideas and compelling arguments that are founded in probability and statistics and judge the reasonableness of such arguments.
| Strand |
Source |
Activities |
| Probability/Statistics |
PA: Academic Standards, January 16, 1999, Grade 11, p.11,2.7.11.C |
Classroom
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Probability/Statistics: Use
The learner will be able to
simulate a probability distribution of an event (e.g., tossing a coin, rolling dice, using technology).
| Strand |
Source |
Activities |
| Probability/Statistics |
PA: Academic Standards, January 16, 1999, Grade 11, p.11,2.7.11.B |
Classroom
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Probability/Statistics: Problem Solving
The learner will be able to
understand and use basic probability and statistics concepts to solve both real-world and theoretical problems.
| Strand |
Source |
Activities |
| Probability/Statistics |
PA: System of School Assessment, 1997, Grade 11, p.12,#4 week tested: 30. |
Classroom
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Problem Solving: Events
The learner will be able to
define and distinguish between independent and dependent events.
| Strand |
Source |
Activities |
| Problem Solving |
PA: Academic Standards, January 16, 1999, Grade 11, p.11,2.7.11.E |
Classroom
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Graphing: Organize/Illustrate
The learner will be able to
design and conduct an experiment using random sampling. Describe the data as an example of a distribution using statistical measures of center and spread. Organize and represent the results with graphs. (use standard deviation, variance and t-tests).
| Strand |
Source |
Activities |
| Graphing |
PA: Academic Standards, January 16, 1999, Grade 11, p.9,2.6.11.A |
Classroom
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Sampling: Validity/Methods
The learner will be able to
find the validity of the sampling strategy described in a given study.
| Strand |
Source |
Activities |
| Sampling |
PA: Academic Standards, January 16, 1999, Grade 11, p.9,2.6.11.E |
Classroom
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Sampling: Population
The learner will be able to
use sampling methods to draw inferences about large populations.
| Strand |
Source |
Activities |
| Sampling |
PA: Academic Standards, January 16, 1999, Grade 11, p.10,2.6.11.H |
Classroom
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Sampling: Design/Follow Through
The learner will be able to
design & conduct an experiment using random sampling. Describe the data as an example of a distribution using statistical measures of center and spread. Organize & represent the results with graphs. (use standard deviation, variance & t-tests).
| Strand |
Source |
Activities |
| Sampling |
PA: Academic Standards, January 16, 1999, Grade 11, p.9,2.6.11.A |
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Outcomes: Probability
The learner will be able to
apply experimental and theoretical probability distributions to form opinions about the likelihood of different outcomes in uncertain situations.
| Strand |
Source |
Activities |
| Outcomes |
PA: Academic Standards, January 16, 1999, Grade 11, p.11,2.7.11.D |
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Computers: Show Ability
The learner will be able to
basic functions of scientific calculators.
| Strand |
Source |
Activities |
| Computers |
PA: Academic Standards, January 16, 1999, Grade 11, p.4,2.2.11.F |
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