probability and statistics. todd smith math instructional specialist todd_smith@boces.monroe.edu ...

Probability and Statistics

Todd Smith

Math Instructional Specialisttodd_smith@boces.monroe.eduhttp://thinkmath.blog.monroe.edu/

Info

We will:• Explore the connection of concepts within a

grade and the progression of concepts between grades

• Discuss various teaching strategies

• Engage in various activities that we might use in the classroom

Today’s Goals

Statistics and Probability

Students view statistical reasoning as a 4 step process· Formulate questions that can be answered with data · Design and use a plan to collect relevant data· Analyze the data with appropriate methods· Interpret results and draw valid conclusions from the data that relate to

the questions posed.

Statistics and Probability

Students view statistical reasoning as a 4 step process

· Formulate questions that can be answered with data · Design and use a plan to collect relevant data· Analyze the data with appropriate methods· Interpret results and draw valid conclusions from the data that relate to

the questions posed.

Statistics and Probability

Students view statistical reasoning as a 4 step process· Formulate questions that can be answered with data

· Design and use a plan to collect relevant data· Analyze the data with appropriate methods· Interpret results and draw valid conclusions from the data that relate to

the questions posed.

Statistics and Probability

Students view statistical reasoning as a 4 step process· Formulate questions that can be answered with data · Design and use a plan to collect relevant data

· Analyze the data with appropriate methods· Interpret results and draw valid conclusions from the data that relate to

the questions posed.

Statistics and Probability

Students view statistical reasoning as a 4 step process· Formulate questions that can be answered with data · Design and use a plan to collect relevant data· Analyze the data with appropriate methods

· Interpret results and draw valid conclusions from the data that relate to the questions posed.

How much money does the President of the United States make in a Year?

How much money does the President of the United States Make in a Year?

How much money does the Prime Minister of Sweden make?

How much money does the President of the United States Make in a Year?

How much money does the Prime Minister of Sweden make?

How much money does an American worker make?

How much money does the President of the United States Make in a Year?

How much money does the Prime Minister of Sweden make?

How much money does an American worker make?

How much money does a Swedish worker make?

• Discuss what a statistical question is and give examples.

• Discuss various examples and non examples

• Have students work through a sorting activity in which they separate statistical and non-statistical questions

• Have students come up with their own real life situations and create their own statistical and non statistical questions

• Share out questions as a class and sort into the two categories

Statistical Question

• Discuss what a statistical question is and give examples.

• Discuss various examples and non examples

• Have students work through a sorting activity in which they separate statistical and non-statistical questions

• Have students come up with their own real life situations and create their own statistical and non statistical questions

• Share out questions as a class and sort into the two categories

Statistical Question

• Discuss what a statistical question is and give examples.

• Discuss various examples and non examples

• Have students work through a sorting activity in which they separate statistical and non-statistical questions

• Have students come up with their own real life situations and create their own statistical and non statistical questions

• Share out questions as a class and sort into the two categories

Statistical Question

• Discuss what a statistical question is and give examples.

• Discuss various examples and non examples

• Have students work through a sorting activity in which they separate statistical and non-statistical questions

• Have students come up with their own real life situations and create their own statistical and non statistical questions

• Share out questions as a class and sort into the two categories

Statistical Question

• Discuss what a statistical question is and give examples.

• Discuss various examples and non examples

• Have students work through a sorting activity in which they separate statistical and non-statistical questions

• Have students come up with their own real life situations and create their own statistical and non statistical questions

• Share out questions as a class and sort into the two categories

Statistical Question

• Discuss what a statistical question is and give examples.

• Discuss various examples and non examples

• Have students work through a sorting activity in which they separate statistical and non-statistical questions

• Have students come up with their own real life situations and create their own statistical and non statistical questions

• Share out questions as a class and sort into the two categories

Statistical Question

Describing DataStudents can build on prior knowledge to describe the shape of a set of data by creating visuals

Describing DataStudents can build on prior knowledge to describe the shape of a set of data by creating visuals

Symetric

Describing DataStudents can build on prior knowledge to describe the shape of a set of data by creating visuals

SymetricSkewed leftNegative Skew

Describing DataStudents can build on prior knowledge to describe the shape of a set of data by creating visuals

SymetricSkewed leftNegative Skew

Skewed RightPositive Skew

Introduce the need for measures of variability Two sets of grades on math tests Student A: 29, 45, 50, 70, 98, 99, 99 Student B: 64, 67, 69, 70, 72, 73, 75

Who is the better student?

Situation Mean MadDiameter of a tire 17 in .01 in Number of chocolate chips 17 8in a chocolate chip muffin

Number of bb’s in a bb box 1000 8

Relating measure of center and variability to their context