9th-12th Grade Statistics and Probablility Refresher
3 - Grad Credit Course
Registration Closed.
Last Date to Register: 6/13/2012 12:01 AM
Last Date to Cancel: 6/11/2012 12:01 AM
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Course: 9-12 Probability and Statistics Refresher (Common Core State Standards)
Description:
In order to successfully implement the Common Core State Standards in Mathematics, high school teachers will need to teach a considerable amount of probability and statistical concepts. This course is designed to serve as a refresher of those concepts as well as an exploration of techniques to teach these concepts.
Cost: $250.00 registration for the course, if you would like to take it for credit the cost is an additional $330.00 ($580.00 for class and credit)
Course Objectives:
Participants will:
Become familiar with the content of the Common Core State Mathematics Standards
Understand the concepts of Statistics and Probability required to implement the standards
Develop methods for teaching the Statistics and Probability concepts in the high school
Develop learning activities for their classrooms
Outline of Content:
Interpreting Categorical and Quantitative Data
Summarize, represent and interpret data in a single variable
• Plots, histograms and box plots
• Compare measures of central tendency (mean, median)
• Compare measures of variability (standard deviation, interquartile range)
• Fit data into normal distributions
• Estimate areas under a normal curve with and without technology
Summarize, represent and interpret data in two variables
• Two-way frequency tables (joint, marginal and conditional relative frequencies)
• Scatter plots (fit a linear function to data)
Interpret linear models
• Interpret linear functions as it relates to data
• Compute and interpret correlation coefficients
• Distinguish between correlation and causation
Making Inferences and Justifying Conclusions
Understand and evaluate random processes underlying statistical experiments
• Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
• Decide if a specified model produces results that are in line with actual observed data.
Make inferences and justify conclusions from surveys, experiments and observations
• Recognize when and where sample surveys, experiments and observational studies are most appropriate, and what role randomization plays in each.
• Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
• Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
• Evaluate reports based on data.
Conditional Probability and the Rules of Probability
Understand independence and conditional probability and interpret data
• Describe events as subsets of a sample space using characteristics of the outcomes, or as unions, intersections, or complements of other events (“or”, “and”, “not”)
Use rules of probability to compute probabilities of compound events
• Find conditional probabilities
• Apply the addition rule of compound events
Techniques for teaching these concepts will also be discussed and practiced.
Applications and activities to promote student learning will also be discussed and practiced.
Methodology:
Lecture
Demonstration
Group work
Hands-on activities
Discussion
Assignments and Requirements:
Attendance at all sessions
Participation in discussions and class activities
Choose at least one:
Develop lesson plans for 2 of the Common Core Standards for your grade level
Develop a performance task and accompanying rubric for a set of standards at your grade level
Write an action plan for implementation of the common core standards for your grade level or district
Evaluation:
Daily participation self-evaluation rubric
Lesson Plan rubric, Performance Task rubric or Action Plan rubric
(located at the end of this document)
Texts and Readings:
Common Core State Standards, Common Core State Standards Initiative
“Warning: Correlation ≠ Causation”, Stats Modeling the World 3rd Edition, Bock, David E., p. 157-158
“Mathematical Connections: A Study of Effective Calculator Use in Secondary Mathematics Classrooms”, Jeff Clark, 2011
“Community Based Mathematics Project: Conceptualizing Access through Locally Relevant Mathematics Curricula”, Caroline Ebby, et al., Perspectives on Urban Education, Spring 2011
Wisconsin Teaching Standards Addressed:
1. The teacher understands the central concepts, tools of inquiry and ways of knowing
that are central to the discipline(s) s/he teaches.
4. The teacher understands and uses a variety of instructional strategies, including the
use of technology, to encourage children’s development of critical thinking, problem
solving and performance skills.
7. The teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community and curriculum goals.