Department: Math

Statistics Honors
Course Enduring Understanding
Analyzing statistics is necessary to make accurate decisions involving data.
Surveys, experiments, and observational studies with proper design are necessary for making conclusions about a
population with non-biased results.
Graphs, charts, plots, and other diagrams can be used to display data in a meaningful way.
Probability describes the likelihood that an event will occur.
The distribution of outcomes of many real-life events can be approximated by the normal curve.
Statistics uses data from samples to make predictions about a population. The larger the sample, more accurate the
prediction.
For a statement to be considered statistically significant, a claim must be rigorously tested against quantitative sets of
standards.
Modeling data with an equation allows us to predict future behavior.
Technology is essential in the study of statistics.
Course Essential Questions:
How do we define statistics?
Why is accurate decision making important?
What are some implications of inappropriate use of data?
What should be considered when planning an experiment?
How can we achieve non-bias results?
What are some benefits of graphical displays?
How can we determine which type of graphs are most appropriate?
What is probability?
How are probability and statistics related?
What is a normal curve? Why is it useful in the study of statistics?
What are some examples of real-life situations that can be approximated by the normal curve?
How can making accurate predictions about a population be useful?
Why should we aim for large samples?
Why do we have to test claims?
What is a hypothesis test?

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What is regression analysis?
What is the value in predictive models?
What kind of technology can be used to study statistics?
Why is it beneficial to use technology to analyze data?
Student Abilities:
Students can compute and use statistics to analyze a data set.
Students understands when mean or median is a more appropriate way to describe a data set.
Students know the benefits to using measurements of spread to describe a data set.
Students can identify biases in questions.
Students can design non-biased experiments to answer questions about a population.
Students know the differences among sampling methods.
Students can make appropriate graphical displays to represent data by hand and by using technology.
Students can use graphs to analyze data.
Students can identify the difference between correlation and causation.
Students can use the rules of probabilities to compute the probability of compound events.
Students can analyze two way frequency tables and use them to compute conditional probabilities.
Students understand what a normal curve is and how it is useful in determining probabilities
Students can identify the properties of a normal distribution.
Students can use sample statistics to make predictions about populations
Students can identify the appropriate symbols for sample and population parameters.
Students can run appropriate hypothesis tests to test claims made about a population.
Students are able to appropriately analyze the outcome of a hypothesis test.
Students are able to identify the chances and difference between type I and type II errors.
Students are able to use technology to compute a linear equation to model data when appropriate.
Students can analyze the slope of a linear model.
Students can use a variety of technology to compute statistical analysis.
Students understand that real-world predictive models are computed by technology and analyzed by specialists.
Summative Performance Tasks:
Midterm: Midterm Exam
Final: Final Exam

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Semester One (A)

Unit 1: Introduction to Statistics
Unit Enduring Understandings:
Different sampling techniques are appropriate for different situations
The best sampling techniques aim to limit biases
Statistics use samples to make predictions about a population
Measures of central tendency describe how a data is clustered
Measures of spread describe how a data is dispersed around the center of the data
Measures of central tendency and spread can be used to compare two or more data sets
Graphs can be used to display statistics in a meaningful way
Technology is used to analyze real data
Unit Essential Questions:
What are the various ways we can graphically represent frequency distributions?
What determines whether data is qualitative or quantitative?
What are the measures of central tendency and how can they be interpreted?
What are the measures of variation and how can they be interpreted?
How can technology be used to analyzed data?
Unit Student Abilities:
Students are able to compare and contrast benefits of different sampling techniques
Students are able to distinguish between surveys, experiments, and observational studies
Students are able to analyze and critique a published statistical analysis
Students are able to conduct an experiment noting controls, randomization, and measurement of error
Students are able to conduct a survey with appropriate sampling techniques and limited biases
Students are able to distinguish between population and sample parameters
Students are able to calculate and compare measures of central tendency
Students are able to calculate and compare measures of spread
Students are able to compare two or more data sets with statistics

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Students are able to construct and analyze graphical displays including spread of scatter plots
Students are able to use technology to analyze statistics
Students are able to use technology to make graphical displays of data
Unit Performance Tasks:
Unit 1 exam or project
Session Topic
1
Introduction to stats
Definition
Data sets
Branches
Data classification
2
Experimental Design
Data collection
Sampling techniques
3
Graphical Displays of Data
Frequency distributions and graphs
Scatter plots, box plots, stem plots
Other graphs
4
Measures of Central Tendency
Measures of Variation
5
Measures of Position
Comparting Two or More Data Sets
6
Introduction to Excel
7
Data Analysis in Excel
Graphs in Excel
8
Test Unit 1
Unit 2: Probability
Unit Enduring Understandings:
Theoretical probabilities can be used to predict outcomes
Data are collected for a purpose and have meaning in context
Two-way frequency tables are used to analyze and make predictions about categorical data

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Probability rules can be used to calculate probabilities of multiple events

The Law of Large Numbers states that as a procedure is repeated again and again, the relative frequency probability of
an event tends to approach the actual probability
Technology can be used to simulate events
Technology can be used to find probabilities
Unit Essential Questions:
How are probabilities calculated?
How can we use a two-way table to analyze categorical data?
How do the different ways of calculating probabilities relate?
How can one determine the events in a sample space?
How can technology be useful in studying probability?
Unit Student Abilities:
Students are able to describe relationships between empirical and theoretical probabilities
Students are able to determine theoretical and empirical probabilities of single events
Students are able to determine conditional and marginal probabilities using two-way frequency tables
Students are able to define events as subsets of a sample space
Students are able to determine probabilities of multiple events by using the addition and multiplication rules
Students are able to use permutations and combinations to solve problems
Students are able to use technology to simulate events and to solve problems
Unit Performance Tasks:
Unit 2 Exam or Project
9
Probability introduction
Types of probabilities
Probability experiments
Law of Large numbers
Properties
10
Conditional Probabilities
11
Multiplication Rule
Addition Rule
12
Counting Principles

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14

Probability Project in Excel

Unit 2 Exam

Unit 3: Probability Distributions

Unit Enduring Understandings:
A random variable assumes different values depending on the event outcome
Probability models are useful tools for making decisions and predictions
Probability is the basis for statistical inference
There are probability models appropriate for different situations
Technology is a useful tool in analyzing probability distributions
Unit Essential Questions:
How can we base decisions on chance?
How can probability be used to predict future events and outcomes?
What are the benefits for using probability to make decisions?
What are the different types of probability distributions and what do they mean?
What is the difference between a discrete and continuous variable?
In what ways can technology be used to analyze probability distributions?
Unit Student Abilities:
Students are able to construct a discrete probability distribution
Students are able to interpret the mean and expected value of a probability distribution
Students are able to construct and interpret a binomial distribution
Students are able to use discrete probability distributions to solve problems and analyze strategies
Students are able to use discrete probability distributions to make fair decisions
Students area able to use technology to analyze probability distributions
Students are able to use technology to analyze strategies and make fair decisions
Unit Performance Tasks:
Unit 3 Exam or Project
15
Probability Distributions
16
Binomial Distributions
17
Other Discrete Probability Distributions
Geometric

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20

Poisson
Problem Solving with Discrete Probability Distributions
Probability Distributions in Excel
Exam Probability Distributions

Unit 4: The Normal Distribution

Unit Enduring Understandings:
The area under a curve of a normal distribution represents the probability of a random variable falling within a specified
range of values
A normally distributed variable can be standardized by using z-scores
Normal distributions can be used to make predictions about many real-life situations
The Central Limit Theorem describes the relationship between the sampling distribution of sample means and the
population from which the samples are taken
A normal distribution can be used to approximate a binomial distribution
Technology can be used to calculate z-scores
Unit Essential Questions:
When can a normal distribution be used?
How can a z-scored be calculated? What does a z-score mean?
How can one find probabilities for normally distributed variables?
How can graphs of normal distributions be interpreted?
Why is technology useful when working with normal distributions?
Unit Student Abilities:
Students are able to use properties of a normal distribution to calculate probabilities
Students can use and apply the central limit theorem
Students can use tables and technology to find probabilities for normally distributed variables
Students are able to use z-scores to standardize a normal distribution
Students are able to use the normal distribution to approximate binomial probabilities
Students are able to use the Central Limit Theorem to find the probability of a sample mean
Students are able to determine when it is appropriate and inappropriate to estimate a probability distribution with a
normal distribution

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Students are able to use technology to analyze a normally distributed variable
Unit Performance Tasks:
Unit 4 Exam or Project
21
Introduction to the Normal Distribution
22
Finding Probabilities with the Normal Distribution
23
Finding Values with the Normal Distribution
24
Central Limit Theorem
25
Normal Approximations to the Binomial Distribution
26
Problem Solving with the Normal Distribution in Excel
27
Exam Normal Distributions
28
Midterm Review
29
Midterm Review
30
Midterm Exam

Department: Math
Semester Two (B)
Unit 5: Statistical Inference
Unit Enduring Understandings:
Confidence intervals can be utilized to describe the level of likelihood for an interval to contain the population mean
The confidence interval for a population mean can be constructed, even if the standard deviation is unknown sampling is
impractical, if a random variable is normally distributed
Population proportions can be estimated using confidence intervals
The ability to control the amount of variation is augmented by the ability to measure it
Confidence intervals can be constructed for a population mean, proportion, standard deviation and variance
Technology can be a useful tool in calculating confidence intervals
Unit Essential Questions:
What is a confidence interval?
What information must be known to construct a confidence interval?
What are some of the benefits of constructing a confidence interval?
What are the properties of a t-distribution and a chi-squared distribution?
How does changing the level of confidence impact the width of the confidence interval?
How can technology be useful in calculating confidence intervals?
Unit Student Abilities:
Students will be able to estimate population parameters with a confidence interval by applying a calculated margin of
error
Students will be able to explain how changes in the standard deviation, level of confidence and sample size impact the
size of a margin of error
Students will be able to calculate a confidence interval for the mean of a population, a population proportion, and the
variance and standard deviation of a population
Students will be able to interpret a confidence interval for the mean of a population, a population proportion, and
variance and standard deviation of a population.
Students will be able to identify the properties of a t-distribution and a chi-squared distribution.
Students are able to use technology to calculate confidence intervals
Unit Performance Tasks:

Department: Math
Unit 5 Exam or Project
Session Topic
1
Introduction to Confidence Intervals
Confidence Intervals for the Mean (Large Samples)
2
Confidence Intervals for the Mean (Small Samples)
3
Confidence Intervals for Population Proportions
4
Confidence Intervals for Variance and Standard Deviation
5
Confidence Intervals in Excel
6
Exam Confidence Intervals
Unit 6: Hypothesis Testing
Unit Enduring Understandings:
Statistical tests using a sample can be made to test a claim about a population
Claims must be rigorously tested against quantitative sets of standards
Statistical tests can be interpreted with some degree of error
Statistical tests can be made to test a claim comparing two populations
The p-value can be interpreted as the probability of finding the observed, or more extreme, results when the null
hypothesis of a study question is true
Technology can be a useful tool in performing hypothesis tests but the results must be interpreted
Unit Essential Questions:
How can we verify that a claim made about a population is true?
How do we state null and alternative hypothesis and why?
What is the effect of making a type I or type II error?
How can the p-value be interpreted?
How is hypothesis testing used in real-life studies?
How does a p-value determine the acceptance or rejection of a null hypothesis?
How can a decision about the null hypothesis be interpreted with respect to a claim?
Why must claims about populations be rigorously tested against quantitative sets of standards?
What are some limitations when using technology for hypothesis testing?
Unit Student Abilities:
Students will be able to state the null and alternative hypothesis in relation to a claim about a population.

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Students will be able to identify and discuss the impact of a type I and type II error.
Students will be able to explain the meaning of a p-value in relation to the significance level of a test.
Students will be able to make and interpret a decision about a statistical hypothesis based on p-values
Students will be able to run hypothesis tests to test a claim about a population mean, variance and standard deviation;
interpret the results with respect to the original claim.
Students will be able to test the difference between means for large independent samples, small independent
samples, dependent samples; interpret the results of the test with respect to the original claim
Students will be able to test the difference between proportions for two-samples; interpret the results with respect to
the original claim
Students are able to use technology to perform one and two sample hypothesis tests
Unit Performance Tasks:
Unit 6 Exam or Project
7
Introduction to Hypothesis Testing
8
Hypothesis Testing for the Mean (Large Samples)
9
Hypothesis Testing for the Mean (Small Samples)
10
Hypothesis Testing for Proportions
11
Hypothesis Testing for Variance and Standard Deviation
12
One Sample Hypothesis Testing in Excel
13
Exam Hypothesis Testing One Sample
14
Testing the Difference Between Means (Large Independent Samples)
15
Testing the Difference Between Means (Small Independent Samples)
16
Testing the Difference Between Means (Dependent Samples)
Testing the difference Between Proportions
17
Two Sample Hypothesis Testing in Excel
18
Exam Hypothesis Testing Two Samples
Unit 7: Statistical Models
Unit Enduring Understandings:
Correlation between two variables does not imply any causation
Scatter plots can be made to judge the correlation between two variables
The significance of a correlation must be rigorously tested against quantitative sets of standards
A line of best fit can be constructed to make prediction about variables with linear correlation

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Residual plots are used to asses linearity
Transformations can be used to achieve linearity when appropriate
Two variables can be tested for independence through a chi-squared test
Statistical tests can be made to test the difference of variances of two populations
Statistical tests can be made to test the difference of means of three or more populations
Unit Essential Questions:
What is the difference between correlation and causation?
How can scatter plots be visual tools to assess correlation?
What is a correlation coefficient and how can one know it is significant?
What is a residual plot and how is it useful?
When is it appropriate to make logarithmic and power transformations to achieve linearity?
What is a chi-squared test and when is it used?
What is an F-test and when is it used?
Unit Student Abilities:
Students are able to discuss the difference between correlation and causation
Students are able to construct a scatter plot by hand and through technology
Students are able to calculate and discuss the meaning of a correlation coefficient
Students are able to run a hypothesis test for the correlation coefficient
Students are able to discuss methods for finding lines of best fit, including least squares, median-mean and absolute
value
Students are able to analyze residual plots to asses linearity
Students are able to compute and interpret the correlation coefficient of a linear model
Students are able to make logarithmic and power transformations to achieve linearity
Students are able to use the chi-squared distribution to test whether a frequency distribution hits a claimed distribution
and whether two variables are independent
Students are able to use a contingency table to find expected frequencies
Students are able to perform a two-sample F-test to compare two variances
Students are able to use a one-way analysis of variance to test claims involving three or more means
Unit Performance Tasks:
Unit 7 Exam or Project

Department: Math
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21
22
23
24
25
26
27
28
29
30

Correlation
Linear Regression
Measures of Regression and Prediction Intervals
Regression Analysis in Excel
Exam Correlation and Regression
Goodness of Fit
Independence
Comparing Two Variances
ANOVA in Excel
Exam Chi-Squared and F-distribution
Semester B Review
Final Exam