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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. ★
Standard #: MAFS.912.S-IC.2.4Archived Standard
Standard Information
General Information
Subject Area: Mathematics
Grade: 912
Domain-Subdomain: Statistics & Probability: Making Inferences & Justifying Conclusions
Cluster: Level 2: Basic Application of Skills & Concepts
Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. (Algebra 2 - Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Date Adopted or Revised: 02/14
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
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Lesson Plans
  • Sea Otter Spotter - A Population Growth Curve Using Southern Sea Otter Census Data # Students explore the world of population biology using the sea otter as a case study. The lesson involves reading technical reports from the US Fish and Wildlife Service as well as reading information about the sea otter from non-governmental organizations. Students are introduced to a specialized wildlife capture technique and monitoring of the endangered population through annual census data. Using that data students explore the limiting factors affecting sea otter growth and apply mathematical knowledge to analyze population growth curves. Students also produce an argument on whether the sea otter has met criteria and should be removed from the endangered species list.
  • Hot Coffee Coming Through # In this lesson, students will explore data collection using the temperature probe sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation to determine which coffee mug is the best. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a problem based STEM challenge. Due to the multiple skills there are many standards that are covered. There are two options for this lab. The first student handout is for students at an average high school statistics level (Algebra 1) and will allow for standard deviation and graphical analyses of the data. The second option is for advanced students that have been exposed to hypothesis testing of claims (Algebra 2 or AP Stats).
  • The Cereal Prize Estimation # How many boxes of cereal would you have to purchase to win all six prizes? This lesson uses class data collected through simulations to allow students to answer this question. Students simulate purchasing cereal boxes and create a t-confidence interval with their data to determine how many boxes they can expect to buy.
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Text Resources
  • Sample Size Calculation # This informational text resource is intended to support reading in the content area. This article describes the important process used when setting up trials for statistical investigation. The article explains each parameter that is needed to calculate the sample size, then provides examples and illustrates the process. This article will enhance an upper level math course's study of statistics after significance levels and basic inferential statistics concepts have been taught.
  • Scientists See the World Differently # This informational text resource is intended to support reading in the content area. Pew Research Center surveyed scientists and the general public on 12 science oriented issues, including genetically modified foods, vaccines, nuclear power and evolution. Results of the survey showed large discrepancies between the thoughts, causes and recommendations on the issues of the scientists and the general public. Sample sizes and margins of errors are given on the survey results which are represented in percent form. The overall survey showed that the public and the scientists see the world very differently.
Video/Audio/Animation
  • MIT BLOSSOMS - Is Bigger Better? A Look at a Selection Bias that Is All Around Us # This learning video addresses a particular problem of selection bias, a statistical bias in which there is an error in choosing the individuals or groups to make broader inferences. Rather than delve into this broad topic via formal statistics, we investigate how it may appear in our everyday lives, sometimes distorting our perceptions of people, places and events, unless we are careful. When people are picked at random from two groups of different sizes, most of those selected usually come from the bigger group. That means we will hear more about the experience of the bigger group than that of the smaller one. This isn't always a bad thing, but it isn't always a good thing either. Because big groups "speak louder," we have to be careful when we write mathematical formulas about what happened in the two groups. We think about this issue in this video, with examples that involve theaters, buses, and lemons. The prerequisite for this video lesson is a familiarity with algebra. It will take about one hour to complete, and the only materials needed are a blackboard and chalk. The downloadable Teacher's Guide found on the same page as the video, provides suggestions for classroom activities during each of the breaks between video segments.
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