Probability and Simulation
...ce in a setting up a simulation? a. a number cube where the faces 1, 2, and 3 represented a success and faces 4, 5, and 6 a failure. b. tossing two coins and getting two heads. c. a spinner with 10 regions, where 1 to 6 represented a success and 7 to 10 a failure. d. a deck of cards where hearts...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/probability-and-simulation
Outliers
...ng Outliers are extreme data values, worth noting for contextual reasons and for their effects on center and spread. What are the students doing? Students identify outliers visually and using the formula; noticing the impact of outliers on the mean and mean absolute deviation. What is t...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/outliers
Modeling Linear Relationships
... Linear equations can be used to model the relationship between two variables whose scatter plot shows a linear pattern. What are the students doing? Students use linear equations to model the relationship between two variables whose scatter plot reveals a linear pattern. Students assess th...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/modeling-linear-relationships
Introduction to Histograms
...rstanding Histograms are particularly useful for very large data sets where a dot plot would be difficult to manage. What are the students doing? Students compare different bin widths for the same data and explore the effect of adding data points to a histogram. What is the teacher doin...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/introduction-to-histograms
Intro to Data
... A statistical investigation always begins with a statistical question, one where the responses will have variability. What are the students doing? Students think about the overall distribution of data as a story about the data as a whole rather than thinking of the data as individual ele...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/introduction-to-data
Comparing Populations using Sample Statistics
... Measures of center and spread are useful in comparing two random samples of the same size from different populations. What are the students doing? Students use measures of center and variability from random samples to draw informal comparative inferences about two populations. What is th...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/comparing-populations-using-sample-statistics
Choosing Random Samples
...ng selected. There are many ways to generate random samples such as: drawing names from a hat, generating random numbers, etc. What are the students doing? Students explore different processes generating random samples from a population. What is the teacher doing? Collect responses from the class...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/choosing-random-samples
Median and Interquartile Range
...nowledge of median is the foundation for understanding interquartile ranges. What to look for Students should note that there are the same number of points to the left and to the right of the median; regardless of the shape of the distribution. Sample Assessment Identify the following as true or ...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/median-and-interquartile-range
Mean as Fair Share
...east until everyone has the same amount or 2) total all the contributions and divide the total equally among the contributors. What are the students doing? Students investigate the standard definition of mean by totaling the number of bags of dog food and sharing the amount equally between the nu...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/mean-as-fair-share
Law of Large Numbers
...requencies of outcomes of chance processes stabilize as the sample size gets larger and can be used to estimate probabilities. What are the students doing? Students repeat an experiment a large number of times to explore the relationship between the relative frequency and the actual probability f...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/law-of-large-numbers
Comparing Distributions
...ormation that can be used to compare distributions, but that they are limited as data analysis tools. Sample Assessment The plot shows the number of points earned in a contest by men and women. Number of points earned: What is the least number of points earned in the contest by either men or wom...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/comparing-distributions
Box Plots
... intervals, minimum to LQ, LQ to UQ, and UQ to maximum, contain approximately 14, 12, and 14 of the data values, respectively. What are the students doing? Ask questions such as, “How can you adjust the data so that the median is now 80?” Have students work with a partner to explore changing the...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/box-plots
Sample Proportions
...m a random sample can be used as an estimate of that same characteristic of the population from which the sample was selected. What are the students doing? Students investigate the relationship between sample size and the shape of simulated distribution of the proportion of successes in random sa...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/sample-proportions
Sample Means
...distribution of sample means for a given sample size is close to the mean of the population from which the samples were drawn. What are the students doing? Students investigate the relationship between sample size and the center, shape, and spread of the sampling distribution of sample means. Wh...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/sample-means
Scatter Plots
Scatter Plots website In this lesson, students will investigate scatter plots of paired variables. Students practice interpreting points in context and look for overall trends among the d...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/scatter-plots
Two Way Tables and Categorical Data
...t there is an association between categorical variables, and the associated relative frequency graphs provide visual evidence. What are the students doing? Students explore two-way tables and stacked bar graphs as tools for investigating whether or not there is an association between two categori...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/two-way-tables
Tables and Measures of Center and Spread
... Summary measures of center and spread for a distribution of data can be determined from data presented in frequency tables. What are the students doing? Students investigate data summarized in frequency tables to determine the mean, median, interquartile range, and MAD for the data. What is th...https://education.ti.com/en/building-concepts/activities/statistics/sequence1/tables-and-measures-of-center-and-spread
Expressions & Equations
...ding Any sequence of multiplications may be calculated in any order and the numbers may be grouped together any way. What are the students doing? They explore different sets of factors that produce the same result and consider whether an exponent can “distribute” over any operation. Wha...https://education.ti.com/en/building-concepts/activities/expressions
Linear Inequalities in One Variable
...t of the larger; 2. if one number is less than another, \(a < b\), then some positive \(c\) added to \(a\) will equal \(b\) \((a+c = b)\); 3. the point of equality (boundary point) divides a set of values into those greater than and those less than that point; and 4. some operations on both si...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/linear-inequalities-in-one-variable
What is a Variable?
...t is true for all numbers; or a variable might stand for a specific value such as the solution to an equation or word problem. What are the students doing? Students evaluate expressions, write expressions that correspond to given situations, and use expressions and formulas to solve problems. Wha...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/what-is-a-variable
Visualizing Quadratic Expressions
...s to visualize the algebraic structure of expressions can help in thinking about equivalent expressions involving quadratics. What are students doing? Students use virtual manipulatives to connect the structure of equivalent expressions What is teacher doing? Help students to recognize...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/visualizing-quadratic-expressions
Building Concepts Fraction Practice | Texas Instruments
... This lesson helps students understand and visualize a fraction as a number that can be represented as a point on a number line. 393713 What is a Fraction? Planning and Resources Objectives Students should understand that a fraction can be represen...https://education.ti.com/en/building-concepts/activities/fractions
Equations of the Form ax+by = c
... quantities and investigate what happens when a constraint is imposed on the linear combination ax+by for a given a and b. What are the students doing? Students explore a variety of contexts for a linear combination of two quantities with a given constraint. What is the teacher doing? E...https://education.ti.com/en/building-concepts/activities/expressions/sequence1/equations-of-the-form-ax-plus-by-equals-c
Creating Equivalent Fractions - Texas Instruments
...e answer: (3/7) = (9/ 21) Understanding The fraction (n/n), where n is not equal to 0, is the same as the number 1. What are the students doing? Have students work in pairs so that student has an opportunity to generate an equivalent fraction and explain their method to the other. What...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/creating-equivalent-fractions
Fractions and Unit Squares - Texas Instruments
...A unit on a number line can be related to a unit square with sides the same length as the unit on a corresponding number line. What are the students doing? As students work with or observe the manipulation of the unit square, help them to relate the total number of rectangles to the denominator o...https://education.ti.com/en/building-concepts/activities/fractions/sequence-1/fractions-and-unit-squares