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[6.SP.A.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.A.2] -
Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center (median, mean, and/or mode), spread (range, interquartile range), and overall shape.
Mathematics | Grade : 7
Domain - Statistics and Probability
Cluster - Use random sampling to draw inferences about a population.
[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.
- Random sampling
A smaller group of people or objects chosen from a larger group or population by a process giving equal chance of selection to all possible people or objects. - Valid
a) Well-grounded or justifiable; being at once relevant and meaningful, e.g., a valid theory; b) Logically correct.
[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.
[7.SP.C.5] -
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
[7.LS.1.4] -
Construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants. Clarification Statements: Examples of animal behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalizations and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include (a) transferring pollen or seeds and (b) creating conditions for seed germination and growth. Examples of plant structures that affect the probability of plant reproduction could include bright flowers attracting butterflies that transfer pollen, flower nectar, and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.State Assessment Boundary: Natural selection is not expected in state assessment.
[7.LS.2.1] -
Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce resources on the growth of organisms and the size of populations in an ecosystem.
[7.LS.2.4] -
Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations. Clarification Statement: Focus should be on ecosystem characteristics varying over time, including disruptions such as hurricanes, floods, wildfires, oil spills, and construction.
[AII.S-IC.A.1] -
Understand statistics as a process for making inferences to be made about population parameters based on a random sample from that population.*
[AII.S-IC.B.3] -
Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.*
[MIII.S-IC.A.1] -
Understand statistics as a process for making inferences to be made about population parameters based on a random sample from that population.*
[MIII.S-IC.B.3] -
Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.*
[8.ESS.2.5] -
Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather.
Clarification Statements: Data includes temperature, pressure, humidity, precipitation, and wind. Examples of patterns can include air masses flow from regions of high pressure to low pressure, and how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as in weather maps, data tables, diagrams, or visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types or weather symbols used on weather maps are not expected in state assessment.
[8.ESS.3.5] -
Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century.
Clarification Statements: Examples of human activities include fossil fuel combustion, deforestation, and agricultural activity. Examples of evidence can include tables, graphs, and maps of global and regional temperatures; atmospheric levels of gases such as carbon dioxide and methane; and the rates of human activities.