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regression equations and correlation coefficients using technological tools . Example: Measure the wrist and neck size of each person in your class and make a scatter plot. Interpret the correlation coefficient and the least squares regression line. Graph the residuals and evaluate the...
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regression equations and correlation coefficients using technological tools . Example: Measure the wrist and neck size of each person in your class and make a scatter plot. Interpret the correlation coefficient and the least squares regression line. Graph the residuals and evaluate the fit of the linear equation. Which line is a better fit? Explain your reasoning. IM2 .3 .2 Display and analyze bivariate data where at least one variable is categorical . Example: It is sometimes perceived that many retired people
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=111
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
regression equations and correlation coefficients <span class="highlight">using</span> technological tools . Example: Measure the wrist and neck size <span class="highlight">of</span> each person in your class and make a scatter plot. Interpret the correlation coefficient and the least squares regression line. Graph the residuals and evaluate the fit <span class="highlight">of</span> the linear equation. Which line is a better fit? Explain your reasoning. IM2 .3 .2 Display and analyze bivariate data where at least <span class="highlight">one</span> variable is categorical . Example: It is sometimes perceived that many retired people
KINDERGARTEN
Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the model/equation is a curve of best fit for the data, using various methods and tools which may include a graphing calculator. * 2. Measures of Central Tendency and Variability...
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Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the model/equation is a curve of best fit for the data, using various methods and tools which may include a graphing calculator. * 2. Measures of Central Tendency and Variability a. Analyze and synthesize data from a sample using appropriate measures of central tendency (mean, median, mode, weighted average). b. Analyze and synthesize data from a sample using appropriate measures of
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http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=40
sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=40
Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the <span class="highlight">model</span>/equation is a curve <span class="highlight">of</span> best fit for the data, <span class="highlight">using</span> various methods and tools which may include a graphing calculator. * 2. Measures <span class="highlight">of</span> Central Tendency and Variability a. Analyze and synthesize data from a <span class="highlight">sample</span> <span class="highlight">using</span> appropriate measures <span class="highlight">of</span> central tendency (mean, median, mode, weighted average). b. Analyze and synthesize data from a <span class="highlight">sample</span> <span class="highlight">using</span> appropriate measures <span class="highlight">of</span>
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pie chart. #0;9 3108.5.2 Translate from one representation of data to another (e.g., bar graph to pie graph, pie graph to bar graph, table to pie graph, pie graph to chart) accurately using the area of a sector. #0;9 3108.5.3 Estimate or calculate simple geometric probabi...
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pie chart. #0;9 3108.5.2 Translate from one representation of data to another (e.g., bar graph to pie graph, pie graph to bar graph, table to pie graph, pie graph to chart) accurately using the area of a sector. #0;9 3108.5.3 Estimate or calculate simple geometric probabilities (e.g., number line, area model, using length, circles). State Performance Indicators: SPI 3108.5.1 Use area to solve problems involving geometric probability (e.g. dartboard problem, shaded sector of a circle, shaded region
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http://www.state.tn.us/education/ci/math/doc/MA_3108.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3108.pdf#page=6
pie chart. #0;9 3108.5.2 Translate from <span class="highlight">one</span> representation <span class="highlight">of</span> data to another (e.g., bar graph to pie graph, pie graph to bar graph, table to pie graph, pie graph to chart) accurately <span class="highlight">using</span> the area <span class="highlight">of</span> a sector. #0;9 3108.5.3 Estimate or calculate simple geometric probabilities (e.g., number line, area <span class="highlight">model</span>, <span class="highlight">using</span> length, circles). State Performance Indicators: SPI 3108.5.1 Use area to solve problems involving geometric probability (e.g. dartboard problem, shaded sector <span class="highlight">of</span> a circle, shaded region
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