The New Illinois Learning Standards for Grades 6 - 8 Statistics and Probability Dana Cartier Illinois Center for School Improvement Julia Brenson Lyons

The New Illinois Learning Standards for Grades 6 - 8

Statistics and Probability

Dana CartierIllinois Center for School Improvement

Julia Brenson Lyons Township High School

Tina DunnLyons Township High School

The New Illinois Learning Standards

Agenda Resources Available Through ISBE Sixth Grade – Shape, Center,

Spread Seventh Grade – Random

Sampling for Inference and Simulation for Probability

Eighth Grade – Bivariate Data


ILStatshttp://ilstats.weebly.com/ All materials from this session are

available at this website. This website is currently under

construction, but please keep checking back for more information about the Statistics Standards.

http://ilstats.weebly.com/

http://ilstats.weebly.com/


Sixth Grade

6th Grade

Standard Focus PBA EOY Calculator

6.SP.A.1 Additional X No

6.SP.A.2 Additional

X No

6.SP.A.3 Additional

X No

6.SP.B.4 Additional

X Yes

6.SP.B.5 Additional

X Yes

Statistics Standards for 6th Grade

Statistics Standards for 6th Grade 6.SP.A.2 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.

6.SP.A.3 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.

6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Statistics Standards for 6th Grade 6.SP.B.5 Summarize numerical data sets in relation to

their context, such as by: 6.SP.B.5a Reporting the number of observations. 6.SP.B.5b Describing the nature of the attribute under

investigation, including how it was measured and its units of measurement.

6.SP.B.5c 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.

6.SP.B.5d 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

Statistics Standards for 6th GradeTypes of Graphs

Categories

Gaps

No Gaps

Statistics Standards for 6th GradeShape, Center and Spread

BIG IDEAS: When describing distributions, we

talk about Shape, Center, and Spread in the context of the data.

Try to use real life data rather than made up data sets whenever possible.

Statistics Standards for 6th GradeShape of the Distribution

Approximately Symmetrical

Skewed

0 2 4 6 8 10 12 14 16 18 20 22

Approximately_Symmetrical

Shapes of Distributions Dot Plot

Skewed_Left

0 2 4 6 8 10 12 14 16 18 20 22


Skewed_Right

0 2 4 6 8 10 12 14 16 18 20 22


unusually large value

What would the shape be for the distribution of salaries of the 2013 Chicago Cubs?

2

4

6

8

10

12

14

_2013_Salary

0 6000000 12000000 18000000

Chicago Cubs Histogram The distribution of salaries for the 2013 Chicago Cubs is skewed. Most players made less than $2 million. There are two players that made an exceptionally large salaries. (Alfonso Soriano made $19 million and Edwin Jackson made $13 million.)

Statistics Standards for Algebra I/Math IShape of the Distribution

Statistics Standards for 6th GradeMeasures of Center

Mean =

Median = the center most value when observations in the data set are ordered BIG IDEA:The median is a better measure of center when the data is skewed.

What was a typical salary for a baseball player on the 2013 Chicago Cub Team?

2

4

6

8

10

12

14

_2013_Salary

0 6000000 12000000 18000000

Chicago Cubs Histogram

What is the better measure of center for this data? Why?

Mean = $3,485,024.20

Median = $1,550,000.00

Statistics Standards for Algebra I/Math IMeasures of Central Tendency

6th Grade & Algebra I / Math IMeasures of Center

Demonstration:

Comparing the Mean and Median

NCTM Illuminations Mean and Median Applethttp://illuminations.nctm.org/Activity.aspx?id=3576

http://illuminations.nctm.org/Activity.aspx?id=3576



6th Grade & Algebra I / Math IMeasures of Center

Comparing the Mean and Median


The Mean as Fair ShareDave, Sandy, Javier, and Maria have 12 cookies. How many cookies will each student have if each student receives a fair share?

12

3

3

3

3


The Mean as Fair ShareWhat would each student’s fair share be if there are: 14 cookies? 9 cookies? 7 cookies?

?

?

?

?


From the PARCC Grade 6 EOY Evidence TableEvidence Statement Key 6.SP.3 Rate the following statement as True/False/Not Enough Information.

“The average height of trees in

Watson Park is 65 feet. Are there any trees in Watson Park taller than 65 feet?”

Statistics Standards for 6th GradeMeasures of Spread

Range = maximum value – minimum value

Interquartile Range = Quartile3 – Quartile1 Interquartile Range (iqr) is the spread of the middle 50% of the data.

Mean Absolute Deviation (MAD) = sum of the distances of each data value from the mean divided by the total number of observations.

Big Idea:The mean absolute deviation (MAD) is the average distance (deviation) of data values from the mean.


The Mean as a Balance Point (An Introduction to MAD) From Engage NY Grade 6 Module 6 Lesson 7

Sabina wants to know how long it takes students to get to school. She asks two students how long it takes them to get to school. It takes one student 1 minute and the other student 11 minutes. She thinks the mean is the balance point. What do you think?

http://www.engageny.org/sites/default/files/resource/attachments/math-g6-m6-teacher-materials.pdf




Introducing Deviations A deviation is the distance of a piece of data from the mean.

A value that is below the mean has a negative deviation. A value above the mean has a positive deviation.

Questions:1) What is the deviation from the mean for each of the pennies?2) What is the sum of these two deviations?

The deviation of 1 to the mean is 1 – 6 = - 5

The deviation of 11 to the mean is 11 – 6 = 5


Introducing Deviations Sabrina wants to know what happens if there are more than two data points. Suppose there are three students. One student lives 2 minutes from school, and another student lives 9 minutes from school. If the mean time for all three students is 6 minutes, she wonders how long it takes the third student to get to school. She tapes pennies at 2 and 9.

Questions:1) Where should the third penny be placed to balance the ruler?2) How can we use deviations to check this answer?

- 4 + 3

+1


Introducing Mean Absolute Deviation (MAD)

Activity: School Night SleepHow many hours of sleep do sixth graders get on a school night?

Let’s make some predictions:1) Typically, how many hours of sleep do you think a

sixth grader gets?2) How much will the number of hours of sleep vary if

we asked a group of ten sixth graders?3) What do you predict will be the fewest hours?4) What do you predict will be the most hours?


On Monday morning, Carlos asked ten of his sixth grade classmates how many hours of sleep they usually get on school nights. He then created a dot plot of their answers.

Questions:1) Looking at the dot plot above, typically how much

sleep did the ten sixth graders get on a school night?

2) How much did the amount of sleep vary?3) What is the shape of this distribution?


Let’s look at another method of measuring the spread of the data.

Mean Absolute Deviation (MAD)The mean absolute deviation (MAD) is the average distance of the data from the mean. We find MAD by doing these steps:1) Calculate the mean.2) Find the deviation for each data value.3) Take the absolute value of each deviation. 4) Find the average of these absolute deviations

(distances).


Calculating Mean Absolute Deviation (MAD)

StudentSleep Hours

on School Night

(Hours)

DeviationHours - Mean

Absolute Deviation

|Hours - Mean|

Rachel 10 10 – 8.75 = 1.25 Gerty 9 9 – 8.75 = 0.25 Steve 11 Juan 9 Michael 8 Josie 6.5 Philip 10 Sergio 8 Catherine 8 Grace 8 Total 87.5

Mean =

=

= 8.75 hours

2.250.25

-0.75 -2.251.25

-0.75 -0.75 -0.75 0.00

2.250.25

0.75 2.251.25

0.75 0.75 0.75 10.5

1.250.25

MAD =

=

= 1.05 hours


Interpreting Mean Absolute Deviation (MAD)

Mean = 8.75 hours MAD = 1.05 hours

The number of hours of sleep on a school night for these ten sixth graders varies1.05 hours, on average, from the mean of 8.75 hours.

mean

mean - MAD mean + MAD


Mean Absolute Deviation (MAD)Ten sixth graders are asked to report the number of hours of sleep they typically get on a school night. Their hours of sleep are shown on the dot plot below.Questions:

1)What is the mean number of hours of sleep on a school night for these ten sixth graders?

2)What is the median?3)How much variability is

there amongst the ten sixth graders?

4)What is the value of MAD for this data?

Statistics Standards for 6th Grade Shape, Center and Spread

Activity

What’s Your Age?


Activities: Mean, Median, Mode, and Range (http://map.mathshell.org/materials/download.php?fileid=1360 )

Candy Bar (http://map.mathshell.org/materials/download.php?fileid=1178)

How Long is 30 SecondsStatistics Education Web (STEW)

(http://www.amstat.org/education/stew/pdfs/HowLongis30Seconds.pdf)

The Mean as a Balance Point

Engage NY Grade 6 Module 6

(http://www.engageny.org/sites/default/files/resource/attachments/math-g6-m6-teacher-materials.pdf)

What’s Your Age?

http://map.mathshell.org/materials/download.php?fileid=1360





http://www.amstat.org/education/stew/pdfs/HowLongis30Seconds.pdf

http://www.amstat.org/education/stew/pdfs/HowLongis30Seconds.pdf





Seventh Grade

7th Grade

Standard Focus PBA* EOY Calculator

7.SP.A.1 Supporting X Yes


7.SP.B.3 Additional X Yes

7.SP.B.4 Additional X Yes

7.SP.C.5 Supporting

X Yes

7.SP.C.6 Supporting X Yes

7.SP.C.7 Supporting X Yes

7.SP.C.8 Supporting

X Yes


* See Evidence Statement 7.D.3 Micro-models from the PARCC Evidence Table – Grade 7 PBA

Statistics Standards for 7th Grade 7.SP.A.1 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.

7.SP.A.2 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 winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

Statistics Standards for 7th GradeRandom Sampling to Draw Inferences About a Population

Activity: Gettysburg AddressPart I Judgment Sample

Part II Simple Random Sample Sampling Distribution


Gettysburg AddressJudgment SampleFirst ask students to take a quick look at the population of 268 words and select 5 words that they think form a representative sample of the length of words found in the Gettysburg Address. This is a judgment sample. Students record the five words and the number of letters in each word in the table provided. After calculating the mean of the sample, each student records his mean on the class dot plot on the chalkboard.

Statistics Standards for 7th Grade Random Sampling to Draw Inferences About a Population

How do we ensure that we select a sample that is representative of the population? We choose a method that eliminates the possibility that our own preferences, favoritism or biases impact who (or what) is selected. We want to give all individuals an equal chance to be chosen. We do not want the method of picking the sample to exclude certain individuals or favors others. One method that helps us to avoid biases is to select a simple random sample. If we want a sample to have n individuals, we use a method that will ensure that every possible sample from the population of size n has an equal chance of being selected.


Which of the following would produce a simple random sample of size 6 from the population of all students in our classroom?A. Select the first 6 students that enter the classroom.B. Put every student’s name in a hat, mix and

draw 6 names. C. The classroom has 6 tables with three students

per table. Randomly select two tables. The students at these two tables are the sample.

D. The classroom has 6 tables of students. Randomly select one student from each table.


Back to Gettysburg AddressSimple Random SampleUse a random number generator or a random digits table to select a simple random sample of size 5 from the population of 268 words.

Statistics Standards for 7th Grade Random Sampling to Draw Inferences About a Population

Random Digits TableSuppose, for example that we wanted a sample of size 5. There are 268 words. First select a row to use in the table. Select three digits at a time, letting 001 represent 1, 002 represents 2, and so on. Skip 000 and numbers that are greater than 268. Skip repeats.

Our Sample: 32, 148, 238, 128, 104


Random Number Generator

The random number generator above is shared with permission from Beth Chance and Allan Rossman. This applet can be found at http://www.rossmanchance.com/applets/RandomGen/GenRandom01.htm

Random sample of 5 numbers representing the 5 words to be selected.

http://www.rossmanchance.com/applets/RandomGen/GenRandom01.htm

http://www.rossmanchance.com/applets/RandomGen/GenRandom01.htm


Gettysburg AddressSampling Words – Permission to share this applet was given by Beth Chance and Allan Rossman.

http://www.rossmanchance.com/applets/GettysburgSampleE/GettysburgSample.html

Number of Letters for all Words in the Population

Population Mean

Last random sample of size 5 that was selected.

Sample Mean





Gettysburg Address100 random samples of size 5 mean = 4.46


Gettysburg Address500 random samples of size 5 Sampling

Distribution mean = 4.313

Statistics Standards for 7th Grade 7.SP.C.8 Find probabilities of compound events using

organized lists, tables, tree diagrams, and simulation. 7.SP.C.8a 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.

7.SP.C.8b 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.

7.SP.C.8c 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?

Statistics Standards for 7th Grade Chance Processes and Probability Models

Example: Tree DiagramMichael and Gita would like to have three children. What is the probability that all three children will be boys?

B

G

B

G

B

G

G

G

G

B

B

B

B

G

First Child

Second Child

Third Child

Possible OutcomesBBB (0.5)(0.5)(0.5) = 0.125BBGBGBBGGGBBGBGGGBGGG

0.5

0.5

0.5

0.5

0.5

0.5

0.5

0.5

0.5

0.5

0.5

0.5

0.5

0.5


Three Children Continued…Another way to look at this problem is to create a list of all possible outcomes (the sample space).

(B, B, B) (G, B, B)(B, B, G) (G, B, G)(B, G, B) (G, G, B)(B, G, G) (G, G, G)This is a uniform distribution in which every

outcome has an equal chance of occurring. There are 8 outcomes and each outcome has a 1/8 chance of occurring.We can now answer questions like:

1)What is the probability of the couple having 3 boys?

2)What is the probability of having one boy?


Activity: Blood Type A

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?


Activity: Blood Type A

Using a random digits table, let 1, 2, 3, 4 represent having type A blood. 0,5,6,7,8,9 represent not having type A blood.

Select a row. Count how many digits it takes to reach a

1,2,3, or 4. Record this count with a tally mark in a

table. Repeat many times to determine the long-

run behavior.


Row 14 58842 81316 30021 29902 35106 87744 89832 15 89104 07798 63824 84546 52699 12394 59894 16 32161 26081 81678 46319 40588 24581 51397 17 43757 41089 36430 92049 88555 90515 64921 18 56847 26072 30263 70043 29892 48430 11287

12341 12111 21231 11234 11212 34561 12341

Continue on to simulate the long run behavior or combine results with classmates.


Blood Type A - Part II Tree Diagram

Let A = the event that a donor has blood type ALet O = the event that a donor has some other blood type.

OOOA(0.6)(0.6)(0.6)(0.4) = 0.0864


Activities: Gettysburg Address (A sampling

activity) This activity is adapted from the Sampling Words activity by

Beth Chance and Allan Rossman. Beth Chance and Allan Rossman have given permission for

their Sampling Words applet to be shared with Illinois math teachers. (http://www.rossmanchance.com/applets/GettysburgSampleE/GettysburgSample.html )

Blood Type A






Eighth Grade

8th Grade

Standard Focus PBA* EOY Calculator

8.SP.A.1 Supporting X No

8.SP.A.2 Supporting X No

8.SP.A.3 Supporting

X Yes



* See Evidence Statement 8.D.2 (content from Grade 7 including 7.SP.B) and 8.D.3 (Micro-models) from the PARCC Evidence Table – Grade 8 PBA

Statistics Standards for 8th Grade 8.SP.A.1 Construct and interpret scatter plots for bivariate

measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

8.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

Statistics Standards for 8th Grade Investigate Patterns of Association in Bivariate Data

What is bivariate data?bi - means two

variate – means variable

Bivariate data is data about two variables. If the two variables are numeric, we examine the relationship between the two variables using a scatterplot. If the two variables are categorical, we organize the data in a two-way frequency table and look for an association.


A look at sample activities for 8.SP.1-3 Oil Changes and Engine Repair Adapted from an NCTM Illuminations’ activity Bike Weights and Jump Heights NCTM Illuminations Animal Brains Illustrative Mathematics US Airports, Assessment Variation Illustrative Mathematics Patterns in Scatter Plots – Lesson 7 Classwork EngageNY Determining the Equation of a Line Fit to Data – Lesson

9 Problem Set EngageNY


Questions

In what order would you use these activities in a unit?

What questions did you particularly like?

What questions are different than what we might typically ask students?

Do you have suggestions for improvement of or additions to these activities?

Statistics Standards for 8th Grade 8.SP.A.4 Understand that patterns of association

can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

Statistics Standards for 8th Grade Investigate Patterns of Association in

Bivariate Data

8.SP.4 Summarize categorical data in two categoriesBig Ideas: Review the difference between numeric

data and categorical data. Explain that frequency refers to the count

of the data. Relative frequency is a proportion.

Analyze relative frequencies and assess possible associations and trends in the data.


Bivariate Data

Association of two categorical variables There is an association between two

categorical variables if the row (or column) conditional relative frequencies are different from row to row (or column to column) in the table.

The greater the difference between the conditional relative frequencies, the stronger the association.


Bivariate Data

Activity: Music and SportsAdapted from Illustrative Mathematics

(http://www.illustrativemathematics.org/illustrations/1098)

Is there an association between whether a student plays a sport and whether he or she plays a musical instrument? To investigate this question, each student in your class should answer the following two questions:1. Do you play a sport? (yes or no)2. Do you play a musical instrument? (yes or no)

http://www.illustrativemathematics.org/illustrations/1098


Music and SportsSummarize the class data in a two way frequency table. Sport No Sport Total

Musical Instrument 6 7 13No Musical Instruments 8 3 11Total 14 10 24

Questions:1. Of those students who play a sport, what proportion play a musical instrument?2. Of those students who do not play a sport, what proportion play a musical instrument?3. Based on the class data, do you think there is an association between playing a sport and playing an instrument?


Bivariate Data


Activities 8-SP Oil Changes and Engine Repair Bike Weights and Jump Heights

NCTM Illuminations 8.SP Animal Brains

(http://www.illustrativemathematics.org/illustrations/1520) 8.SP US Airports, Assessment Variation

(http://www.illustrativemathematics.org/illustrations/1370) Patterns in Scatter Plots – Lesson 7 Classwork

(www.engageny.org) Monopoly - Determining the Equation of a Line Fit to Data –

Lesson 9 Problem Set

(www.engageny.org)





http://www.engageny.org/

http://www.engageny.org/


More Activities 8-SP-4 Music and Sports Activity adapted from:

(http://www.illustrativemathematics.org/illustrations/1370)



Statistics Standards for Grades 6 - 8

Census at School (http://www.amstat.org/censusatschool/)

Statistics Education Web(http://www.amstat.org/education/stew/)

http://www.amstat.org/censusatschool/



http://www.amstat.org/education/stew/



Acknowledgements and Resources

Chance, B. & Rossman, A. (Preliminary Edition). Investigating Statistical Concepts, Application and Methods. Duxbury Press.

Chance, B., et al. Rossman/Chance Applet Collection. Retrieved from http://www.rossmanchance.com/.

Chicago Tribune. (2014, April). Chicago Bears. Retrieved from http://chicagosports.sportsdirectinc.com/football/nfl-teams.aspx?page=/data/nfl/teams/rosters/roster16.html

Franklin, C., Kader, G., Mewborn, J. M., Peck, R., Perry, M. & Schaeffer, R. (2007) Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: A Pre-K-12 Curriculum Framework. Alexandria, VA: American Statistical Association.

McCallum, B., et al. (2011, December 26). Progressions for the Common Core State Standards in Mathematics (draft) 6-8 Statistics and Probability. Retrieved from http://commoncoretools.files.wordpress.com/2011/12/ccss_progression_sp_68_2011_12_26_bis.pdf.

McCallum, B., et al. (2012, April 21). Progressions for the Common Core State Standards in Mathematics (draft) High School Statistics and Probability. Retrieved from http://commoncoretools.me/wp-content/uploads/2012/06/ccss_progression_sp_hs_2012_04_21_bis.pdf.

http://www.rossmanchance.com/

http://chicagosports.sportsdirectinc.com/football/nfl-teams.aspx?page=/

http://chicagosports.sportsdirectinc.com/football/nfl-teams.aspx?page=/

http://chicagosports.sportsdirectinc.com/football/nfl-teams.aspx?page=/data/nfl/teams/rosters/roster16.html

http://commoncoretools.files.wordpress.com/2011/12/ccss_progression_sp_68_2011_12_26_bis.pdf

http://commoncoretools.files.wordpress.com/2011/12/ccss_progression_sp_68_2011_12_26_bis.pdf

http://commoncoretools.me/wp-content/uploads/2012/06/ccss_progression_sp_hs_2012_04_21_bis.pdf

http://commoncoretools.me/wp-content/uploads/2012/06/ccss_progression_sp_hs_2012_04_21_bis.pdf

Acknowledgements and Resources

Moore, D. & McCabe, P. (1989). Introduction to the Practice of Statistics. New York, NY: W. H. Freeman.

Rossman, A. (2012). Interview With Roxy Peck. Journal of Statistics Education, 20(2). pp. 1 – 14. Retrieved from http://www.amstat.org/publications/jse/v20n2/rossmanint.pdf.

Rossman, A., Chance, B., & Von Oehsen, J. (2002). Workshop Statistics Discovery With Data and the Graphing Calculator. New York: Key College Publishing.

Scheaffer, R., Gnanadesikan, M., Watkins, A., & Witmer, J. (1996). Activity-Based Statistics. New York: Springer-Verlag.

http://www.amstat.org/publications/jse/v20n2/rossmanint.pdf

Online Resources

Census at School. http://www.amstat.org/censusatschool/

Consortium for the Advancement of Undergraduate Statistics Education. http://causeweb.org/

Engage NY. http://www.engageny.org/mathematics

Illustrative Mathematics. http://www.illustrativemathematics.org/

Inside Mathematics. http://www.insidemathematics.org

Mathematics Assessment Project. http://map.mathshell.org/

Math Vision Project. http://www.mathematicsvisionproject.org/

NCSSM Statistics Institutes. http://courses.ncssm.edu/math/Stat_Inst/links_to_all_stats_institutes.htm

NCTM Core Math Tools – Data Sets

http://www.nctm.org/resources/content.aspx?id=32705


http://causeweb.org/

http://www.engageny.org/mathematics

http://www.illustrativemathematics.org/

http://www.insidemathematics.org/

http://map.mathshell.org/

http://map.mathshell.org/

http://www.mathematicsvisionproject.org/

http://www.mathematicsvisionproject.org/

http://courses.ncssm.edu/math/Stat_Inst/links_to_all_stats_institutes.htm



http://www.nctm.org/resources/content.aspx?id=32705

Online Resources

PARCC Model Content Frameworks. http://www.parcconline.org/sites/parcc/files/PARCCMCFMathematicsNovember2012V3_FINAL.pdf

PARCC Mathematics Evidence Tables. https://www.parcconline.org/assessment-blueprints-test-specs

Smarter Balanced Assessment Consortium. http://www.smarterbalanced.org/

Statistics Education Web (STEW). http://www.amstat.org/education/STEW/

The Data and Story Library (DASL). http://lib.stat.cmu.edu/DASL/

The High School Flip Book Common Core State Standards for Mathematics. http://www.azed.gov/azcommoncore/files/2012/11/high-school-ccss-flip-book-usd-259-2012.pdf

http://www.parcconline.org/sites/parcc/files/PARCCMCFMathematicsNovember2012V3_FINAL.pdf

http://www.parcconline.org/sites/parcc/files/PARCCMCFMathematicsNovember2012V3_FINAL.pdf

https://www.parcconline.org/assessment-blueprints-test-specs

http://www.smarterbalanced.org/

http://www.amstat.org/education/STEW/

http://lib.stat.cmu.edu/DASL/

http://lib.stat.cmu.edu/DASL/

http://www.azed.gov/azcommoncore/files/2012/11/high-school-ccss-flip-book-usd-259-2012.pdf

http://www.azed.gov/azcommoncore/files/2012/11/high-school-ccss-flip-book-usd-259-2012.pdf

The New Illinois Learning Standards for Grades 6 - 8

Statistics and Probability

Thank you for joining us!

Dana [email protected]

Julia Brenson [email protected]

Tina Dunn [email protected]

mailto:[email protected]



Documents

The New Illinois Learning Standards for Grades 6 - 8 Statistics and Probability Dana Cartier Illinois Center for School Improvement Julia Brenson Lyons