Standards+-+Finding+the+Story+in+Data+through+Simple+and+Interactive+Visuals

NETS
Creativity and Innovation-
 * apply existing knowledge to generate new ideas, products, or processes.
 * create original works as a means of personal or group expression.
 * use models and simulations to explore complex systems and issues.
 * identify trends and forecast possibilities

Communication and Collaboration- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
 * interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
 * communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * develop cultural understanding and global awareness by engaging with learners of other cultures.
 * contribute to project teams to produce original works or solve problems.

Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:
 * plan strategies to guide inquiry.
 * locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
 * evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
 * process data and report results.

Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
 * identify and define authentic problems and significant questions for investigation.
 * plan and manage activities to develop a solution or complete a project.
 * collect and analyze data to identify solutions and/or make informed decisions.
 * use multiple processes and diverse perspectives to explore alternative solutions

Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
 * advocate and practice safe, legal, and responsible use of information and technology.
 * exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
 * demonstrate personal responsibility for lifelong learning.
 * exhibit leadership for digital citizenship.

Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
 * understand and use technology systems
 * select and use applications effectively and productively.
 * troubleshoot systems and applications.
 * transfer current knowledge to learning of new technologies

= **Common Core:** =

= **Middle School** =

== Develop understanding of statistical variability. ==
 * 6.SP.1. 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.//
 * 6.SP.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.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.

Summarize and describe distributions.

 * 6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
 * 6.SP.5. Summarize numerical data sets in relation to their context, such as by:
 * Reporting the number of observations.
 * Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
 * 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.
 * 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.

== Use random sampling to draw inferences about a population. == == Draw informal comparative inferences about two populations. ==
 * 7.SP.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.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.//
 * 7.SP.3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. //For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.//
 * 7.SP.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. //For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.//

== Investigate patterns of association in bivariate data. ==
 * 8.SP.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.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.
 * <span style="color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;">8.SP.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.//
 * <span style="color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;">8.SP.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?//

= **High School** =

== <span style="color: #3b3b3a; font-family: Helvetica,Arial,sans-serif; font-size: 16px;">Summarize, represent, and interpret data on a single count or measurement variable ==
 * <span style="color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;">S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).

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