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 Microsoft Word - Statistics.doc
16 Statistics Glossary Mathematics Curriculum Framework Revision 2004 Arkansas Department of Education errors is smaller than that for any other straight-line model. Random Sample A sample whose members are chosen at random from a given population in such a way that the c...
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16 Statistics Glossary Mathematics Curriculum Framework Revision 2004 Arkansas Department of Education errors is smaller than that for any other straight-line model. Random Sample A sample whose members are chosen at random from a given population in such a way that the chance of obtaining any particular sample can be computed Range The largest value in the set minus the smallest value in the set (As a statistical the range is a single number, not a range of numbers.) Relative Frequency The
17 0 http://arkansased.org/teachers/pdf/statistics.pdf#page=17 arkansased.org/teachers/pdf/statistics.pdf#page=17
16 Statistics Glossary Mathematics Curriculum Framework Revision 2004 Arkansas Department <span class="highlight">of</span> Education errors is smaller than that for any other straight-line <span class="highlight">model</span>. Random <span class="highlight">Sample</span> A <span class="highlight">sample</span> whose members are chosen at random from a given population in such a way that the chance <span class="highlight">of</span> obtaining any particular <span class="highlight">sample</span> can be computed Range The largest value in the set minus the smallest value in the set (As a statistical the range is a single number, not a range <span class="highlight">of</span> numbers.) Relative Frequency The
 Math.6.042.doc
that make up the sample space for a given real life situation b) Identify possible outcomes that make up the sample space for a given experiment such as: flipping a coin, spinning a spinner, rolling a number cube B. Theoretical Probability 1. Identify the probability of an even...
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that make up the sample space for a given real life situation b) Identify possible outcomes that make up the sample space for a given experiment such as: flipping a coin, spinning a spinner, rolling a number cube B. Theoretical Probability 1. Identify the probability of an event a) Describe the probability of an event using words • Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely
7 0 http://mdk12.org/share/vsc/vsc_mathematics_grprek3.pdf#page=7 mdk12.org/share/vsc/vsc_mathematics_grprek3.pdf#page=7
that make up the <span class="highlight">sample</span> space for a given real life situation b) Identify possible outcomes that make up the <span class="highlight">sample</span> space for a given experiment such as: flipping a coin, spinning a spinner, rolling a number cube B. Theoretical Probability 1. Identify the probability <span class="highlight">of</span> an event a) Describe the probability <span class="highlight">of</span> an event <span class="highlight">using</span> words &bull; Assessment limit: Use probability terms <span class="highlight">of</span> more (or most) likely, less (or least) likely, or equally likely
 Microsoft Word - VSC3-8MathMaster6-04_b.doc
Theoretical Probability 1. Identify the probability of one simple event a) Describe the probability of an event using words Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely B. Theoretical Probability...
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Theoretical Probability 1. Identify the probability of one simple event a) Describe the probability of an event using words Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely B. Theoretical Probability 1. Determine the probability of one simple event comprised of equally likely outcomes a) Express the probability as a fraction Assessment limit: Use a sample space of no more than 6 outcomes B. Theoretical Probability 1
11 0 http://mdk12.org/share/vsc/vsc_mathematics_gr38.pdf#page=11 mdk12.org/share/vsc/vsc_mathematics_gr38.pdf#page=11
Theoretical Probability 1. Identify the probability <span class="highlight">of</span> <span class="highlight">one</span> simple event a) Describe the probability <span class="highlight">of</span> an event <span class="highlight">using</span> words Assessment limit: Use probability terms <span class="highlight">of</span> more (or most) likely, less (or least) likely, or equally likely B. Theoretical Probability 1. Determine the probability <span class="highlight">of</span> <span class="highlight">one</span> simple event comprised <span class="highlight">of</span> equally likely outcomes a) Express the probability as a fraction Assessment limit: Use a <span class="highlight">sample</span> space <span class="highlight">of</span> no more than 6 outcomes B. Theoretical Probability 1
 Understand patterns, relations, and functions
Data and Probability April, 2008 24 4. Understand and apply basic concepts of probability Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *describe the degree of likelihood of events using such words as certain, equally likely and impos...
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Data and Probability April, 2008 24 4. Understand and apply basic concepts of probability Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *describe the degree of likelihood of events using such words as certain, equally likely and impossible use a model (diagrams, list, sample space, or area model) to illustrate the possible outcomes of an event use models to compute the probability
24 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#page=24 dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#pa...
Data and Probability April, 2008 24 4. Understand and apply basic concepts <span class="highlight">of</span> probability Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *describe the degree <span class="highlight">of</span> likelihood <span class="highlight">of</span> events <span class="highlight">using</span> such words as certain, equally likely and impossible use a <span class="highlight">model</span> (diagrams, list, <span class="highlight">sample</span> space, or area <span class="highlight">model</span>) to illustrate the possible outcomes <span class="highlight">of</span> an event use models to compute the probability