B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
2 The student applies mathematical processes to apply understandings about statistical studies, surveys, and experiments to design and conduct a study and use graphical, numerical, and analytical techniques to communicate the results of the study.
A compare and contrast the benefits of different sampling techniques, including random sampling and convenience sampling methods;
B distinguish among observational studies, surveys, and experiments;
C analyze generalizations made from observational studies, surveys, and experiments;
D distinguish between sample statistics and population parameters;
E formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions;
F communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multi-media presentation; and
G critically analyze published findings for appropriateness of study design implemented, sampling methods used, or the statistics applied.
F explain how a sample statistic provides evidence against a claim about a population parameter when using a hypothesis test;
G construct null and alternative hypothesis statements about a population parameter;
H explain the meaning of the p-value in relation to the significance level in providing evidence to reject or fail to reject the null hypothesis in the context of the situation;
I interpret the results of a hypothesis test using technology-generated results such as large sample tests for proportion, mean, difference between two proportions, and difference between two independent means; and
J describe the potential impact of Type I and Type II Errors.
7 The student applies the mathematical process standards to analyze relationships among bivariate quantitative data.
A analyze scatterplots for patterns, linearity, outliers, and influential points;