Educational Standards

We've included the educational standards we tried to meet while designing the Simpocalypse High School Statistics project here. You can see them in context in the original standards documents by following the links in the headings.

Core Math Standards (link)

• CCSS.MATH.CONTENT.HSS.ID.A.1: Represent data with plots on the real number line (dot plots, histograms, and box plots).
• CCSS.MATH.CONTENT.HSS.ID.A.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
• CCSS.MATH.CONTENT.HSS.ID.A.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
• CCSS.MATH.CONTENT.HSS.ID.A.4: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
• CCSS.MATH.CONTENT.HSS.ID.B.5: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
• CCSS.MATH.CONTENT.HSS.ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
• CCSS.MATH.CONTENT.HSS.ID.B.6.A: Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
• CCSS.MATH.CONTENT.HSS.ID.B.6.B: Informally assess the fit of a function by plotting and analyzing residuals.
• CCSS.MATH.CONTENT.HSS.ID.B.6.C: Fit a linear function for a scatter plot that suggests a linear association.
• CCSS.MATH.CONTENT.HSS.ID.C.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
• CCSS.MATH.CONTENT.HSS.ID.C.8: Compute (using technology) and interpret the correlation coefficient of a linear fit.
• CCSS.MATH.CONTENT.HSS.ID.C.9: Distinguish between correlation and causation.
• CCSS.MATH.CONTENT.HSS.IC.B.5: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
• CCSS.MATH.CONTENT.HSS.IC.B.6: Evaluate reports based on data.

Core Math Practices (link)

• CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.
• CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively.
• CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others.
• CCSS.MATH.PRACTICE.MP4: Model with mathematics.
• CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically.
• CCSS.MATH.PRACTICE.MP6: Attend to precision.
• CCSS.MATH.PRACTICE.MP7: Look for and make use of structure.

Michigan K-12 Standards - Science (link)

• HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

International Society for Technology in Education (link)

• 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways..
• 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
• 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
• 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
• 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
• 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
• 4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
• 4c: Students develop, test and refine prototypes as part of a cyclical design process.
• 4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
• 5a: Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
• 5b: Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
• 5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
• 5d: Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
• 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
• 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
• 6d: Students publish or present content that customizes the message and medium for their intended audiences.
• 7b: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
• 7c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.