Probability and Statistics Progressions TJ, Danny, Kayleigh

Kindergarten Emphasis on category counts How many people identify as male? How many people identify as female? Male: Female:

First Grade Begin making comparisons How many more people identify as females than males?

Second Grade Begin talking about ways to represent the data Make a bar graph (or pictograph) to represent your data about the number of people who identify as male or female in the room.

Third Grade Fractions on a number line ________________________________________________________ What fraction of the people in the room identify as female?

Fourth-Fifth Grade Emphasis on measurements to obtain data; continued study of fractions

Sixth Grade Task (30 second test): Close your eyes. Once we say start, open your eyes after you think 30 seconds have passed. Record your answer. ________________________________________________________________ Collect and create a visual representation of the data (box plot, dot plot, histogram). Summarize the data: Describe the variability (symmetric, skew), measure of center, and the spread (IQR)

Seventh Grade Task (30 second test): Close your eyes. Once we say start, open your eyes after you think 30 seconds have passed. Record your answer. _______________________________________________________________ Collect and create a visual representation of the data (box plot, dot plot, histogram) comparing males and females. What conclusions can you make from the data? Summarize the data: Describe the variability (symmetric, skew), measure of center, and the spread (IQR). Extension: what if there were more people in the room?

Eighth Grade In a scatterplot, graph the data of number of years of teaching and the results of the 30 second test. Describe the relationship between the number of years teaching and your 30 second test. What patterns are there (linear, clusters, increasing/decreasing)? Are there any outliers? “Now ‘shape’ refers to a cloud of points on a plane, ‘center’ refers to a line drawn through the cloud that captures the essence of its shape, and ‘spread’ refers to how far the data points stray from this central line. (CCSS Progressions, 6-8, p. 3)

High School Continued discussion of outliers Introduce: standard deviation, correlation coefficient, linear regression (more formally) Normal curve Statistical Inference Conditional Probability Probability of Compound Events

Missing? Surprises? A lot happens in middle school! What about combinatorics? (permutations/combinations)

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