Course Overview

Semester A of Probability of Statistics is designed to give 11th- and 12th-grade students an overview of basic concepts of statistics, with an emphasis on descriptive statistics. The semester begins with the key concepts of data, samples, and populations. Students will create visual representations of data sets, such as histograms and bar graphs. Students will describe the central tendency and spread of data for a data set.  Students will look for patterns in a data set and determine models based on those patterns.  

Each of the five units includes twelve lessons and one project. Each lesson has a minimum of thirteen formative assessment questions to enable students and their teacher to gauge student understanding. Summative assessments include three quizzes in each unit, a test for each unit, and a semester exam covering all five units. Each project uses concepts covered in the unit.  

  • Unit 1: Describe the types of statistics, types of data, types of studies, and sampling methods. 
  • Unit 2: Create visual representations of data sets using dot plots, stem-and-leaf displays, scatter plots, and find the model that best represents the data. 
  • Unit 3: Describe the central tendency of a data set using various measures.  
  • Unit 4: Describe the dispersion of a data set using both numerical measures and visual representations. 
  • Unit 5: Apply concepts learned in this lesson to a variety of real world applications. 
 
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Curriculum Content and Skills Focus

Unit 1: Introduction to Statistics

  • Determine if a research study involves inferential or descriptive statistics. 
  • Given a research setting, identify the independent variable and dependent variable. 
  • Identify data as categorical or quantitative (discrete or continuous). 
  • Identify the sampling technique used in a research setting. 
  • Given a description of a research study, identify sources of bias, limitations, and ethical issues. 
  • Design a research study and analyze the results. 

Unit 2: Presenting Data 

  • Represent data using dot plots and stem-and-leaf displays. 
  • Given a data set, determine whether a histogram or a bar graph is appropriate and create the representation. 
  • Represent a data set with a scatter plot. 
  • Find and interpret a line of best fit visually. 
  • Use the least squares method to determine a line of best fit.  
  • Visually determine whether a graphical representation of a dataset fits a linear model. 

 Unit 3: Measures of Central Tendency 

  • Determine the mean of a data set.  
  • Determine the median of a data set.  
  • Determine the mode of a data set.  
  • Compare measures of central tendency.  
  • Use frequency tables to determine the mean, median, and mode. 
  • Compare two data sets using the midrange. 

 Unit 4: Measures of Dispersion 

  • Find the range of a data set.  
  • Find the variance of a data set.  
  • Find the standard deviation of a data set.  
  • For a data set that fits a normal distribution, use the 68-95-99.7 rule to find the percentile of a score.  
  • Find scores that align with the interquartile range.  
  • Using the five key points, create and interpret box plots.  
  • Analyze data sets with clusters, gaps, and outliers.  
  • Create a sampling distribution.  
  • Distinguish between normal and non-normal distributions.  

 Unit 5: Applications 

  • Analyze voting data using marginal and joint frequencies.  
  • Analyze categorical data.  
  • Estimate the area under a curve using technology.  
  • Compare the least squares and median-median regression models. 
  • Find both linear and nonlinear regression models using technology. 
 
© Glynlyon Inc. 2018

Additional Resources 

In addition to the default course content, some projects may require paper and pencil or drawing supplies to complete the assignment. Writing assignments may require a graphic organizer to be printed out and used in the writing process. An alternative to printing the organizer is to download the document, enter your information, save, and upload the completed organizer. Projects (such as book reports or informational essays) may require students to acquire outside resources for research or reading.  

The following lessons require specific materials that are not included in this course and must be acquired separately:  

Unit Assignment Resource
All General Requirement
  • Access to the Internet 
  • A graphing calculator or a web-based graphic calculator 
1 Project
  • 50 small objects that are identical except for color, such as jelly beans, candy hearts, beads, or marbles. There must be at least 4 different colors but there can be more. 
  • A sack or other container in which you can put your objects and shake vigorously without losing objects (your container will be referred to as a sack) 
2 Project    

Either a web-based graphing application or all of the following: 

  • graph paper 
  • pencil 
  • straightedge 
  • calculator 
4 Project    

A means of generating random numbers such as 

  • random number function of a graphing calculator 
  • random number function of a spreadsheet 
  • a list of random numbers 
  • a sack with numbered pieces of paper 
5 Project    

A means of generating random numbers such as

  • random number function of a graphing calculator 
  • random number function of a spreadsheet 
  • a list of random numbers 
  • a sack with numbered pieces of paper 

 

 

 
© Glynlyon Inc. 2018
Charity Christian Academy