Learning Goal
Recognize a statistical question as one that anticipates variability in the data
Teacher tools for this standard
Lesson Plan · Guided Notes · Exit Ticket · Re-teach · Homework
Teacher tools for this standard
Lesson Plan · Guided Notes · Exit Ticket · Re-teach · Homework
- Lesson Plan →Objectives, pacing and practice, built from this lesson's brief.
- Guided Notes →One page your students fill in and keep.
- Exit Ticket →Three items at the end of class. No student accounts.
- Re-teach →After an exit ticket: who missed what, and what to do tomorrow.
- Homework →Assign practice; it grades itself.
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
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Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
What you'll learn
- Define a statistical question as one that anticipates variability in the answers.
- Distinguish statistical questions from non-statistical questions in everyday lists.
- Identify the *population* a statistical question targets and the *attribute* under investigation.
- Rewrite a non-statistical or vague question to make it statistical, when context allows.
Slides
Step through the lesson, or watch it as a narrated video
Statistical questions
✓ Start herePractice
Try it on your own