Classroom Resources (2) |

View Standards
**Standard(s): **
[MA2015] AL1 (9-12) 42 :

[MA2015] AL1 (9-12) 43 :

[MA2015] AL2 (9-12) 37 :

[MA2015] ALT (9-12) 41 :

[MA2015] PRE (9-12) 40 :

[MA2015] PRE (9-12) 39 :

[MA2015] PRE (9-12) 41 :

42 ) Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. [S-ID2]

[MA2015] AL1 (9-12) 43 :

43 ) Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). [S-ID3]

[MA2015] AL2 (9-12) 37 :

37 ) (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6]

[MA2015] ALT (9-12) 41 :

41 ) (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6]

[MA2015] PRE (9-12) 40 :

40 ) Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). (*Identify unifrom, skewed, and normal distridutions in a set of data. Determine the quartiles and interquartile range for a set of data.*) [S-ID3] (Alabama)

[MA2015] PRE (9-12) 39 :

39 ) Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. (*Focus on increasing rigor using standard deviation*). [S-ID2] (Alabama)

[MA2015] PRE (9-12) 41 :

41 ) Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. [S-ID4]

Discover how calculating median and mean reveal different ways to describe a center of distribution in this 9-minute video from the Against All Odds statistics series. This video resource will examine differences in comparable wages for men and women to see practical applications of statistics and data visualization.

View Standards
**Standard(s): **
[MA2015] AL2 (9-12) 37 :

[MA2015] AL2 (9-12) 38 :

[MA2015] ALT (9-12) 41 :

[MA2015] ALT (9-12) 42 :

[MA2015] PRE (9-12) 54 :

37 ) (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6]

[MA2015] AL2 (9-12) 38 :

38 ) (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). [S-MD7]

[MA2015] ALT (9-12) 41 :

41 ) (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6]

[MA2015] ALT (9-12) 42 :

42 ) (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). [S-MD7]

[MA2015] PRE (9-12) 54 :

54 ) (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. [S-MD5]

a. Find the expected payoff for a game of chance. [S-MD5a]

Examples: Find the expected winnings from a state lottery ticket or a game at a fast-food restaurant.

b. Evaluate and compare strategies on the basis of expected values. [S-MD5b]

Example: Compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident.

Module 5, Topic C is a capstone topic for this module, where students use what they have learned about probability and expected value to analyze strategies and make decisions in a variety of contexts (S.MD.B.5a, S.MD.B.5b, S.MD.B.6, S.MD.B.7). Students use probabilities to make a fair decision and explain how to make fair an “unfair” decision. Students analyze simple games of chance as they calculate and interpret the expected payoff in context. They make decisions based on expected values in problems with business, medical, and other contexts. They also examine and interpret what it means for a game to be fair. Interpretation and explanations of expected values are important outcomes for Topic C.

**Note: This module is identified as Precalculus and Advanced Topics in the EngageNY curriculum. It also corresponds to the Algebra II and Algebra II with Trigonometry Alabama Courses of Study.**