Gizmos for Texas - Mathematics: Statistics (Essential Knowledge and Skills adopted 2015)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

S.1: : Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

S.1.A: : The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace;

S.1.B: : The student is expected to: 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;

S.1.C: : The student is expected to: 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;

S.1.D: : The student is expected to: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

S.1.E: : The student is expected to: create and use representations to organize, record, and communicate mathematical ideas;

S.1.F: : The student is expected to: analyze mathematical relationships to connect and communicate mathematical ideas; and

S.1.G: : The student is expected to: display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

S.2: : Statistical process sampling and experimentation. 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.

S.2.C: : The student is expected to: analyze generalizations made from observational studies, surveys, and experiments;

S.2.D: : The student is expected to: distinguish between sample statistics and population parameters;

S.2.E: : The student is expected to: formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions;

S.2.F: : The student is expected to: 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.

S.3: : Variability. The student applies the mathematical process standards when describing and modeling variability.

S.3.D: : The student is expected to: describe and model variability using population and sampling distributions.

S.4: : Categorical and quantitative data. The student applies the mathematical process standards to represent and analyze both categorical and quantitative data.

S.4.B: : The student is expected to: represent and summarize data and justify the representation;

S.4.C: : The student is expected to: analyze the distribution characteristics of quantitative data, including determining the possible existence and impact of outliers;

S.4.D: : The student is expected to: compare and contrast different graphical or visual representations given the same data set;

S.4.E: : The student is expected to: compare and contrast meaningful information derived from summary statistics given a data set.

S.5: : Probability and random variables. The student applies the mathematical process standards to connect probability and statistics.

S.5.A: : The student is expected to: determine probabilities, including the use of a two-way table;

S.5.B: : The student is expected to: describe the relationship between theoretical and empirical probabilities using the Law of Large Numbers;

S.5.C: : The student is expected to: construct a distribution based on a technology-generated simulation or collected samples for a discrete random variable; and

S.5.D: : The student is expected to: compare statistical measures such as sample mean and standard deviation from a technology-simulated sampling distribution to the theoretical sampling distribution.

S.6: : Inference. The student applies the mathematical process standards to make inferences and justify conclusions from statistical studies.

S.6.B: : The student is expected to: explain how changes in the sample size, confidence level, and standard deviation affect the margin of error of a confidence interval;

S.6.E: : The student is expected to: interpret confidence intervals for a population parameter, including confidence intervals from media or statistical reports.

S.7: : Bivariate data. The student applies the mathematical process standards to analyze relationships among bivariate quantitative data.

S.7.A: : The student is expected to: analyze scatterplots for patterns, linearity, outliers, and influential points;

S.7.B: : The student is expected to: transform a linear parent function to determine a line of best fit;

S.7.C: : The student is expected to: compare different linear models for the same set of data to determine best fit, including discussions about error;

S.7.E: : The student is expected to: describe the relationship between influential points and lines of best fit using dynamic graphing technology; and

S.7.F: : The student is expected to: identify and interpret the reasonableness of attributes of lines of best fit within the context, including slope and y-intercept.

Correlation last revised: 2/10/2025

Texas - Mathematics: Statistics

Essential Knowledge and Skills | Adopted: 2015