This class is taught in English.

1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in
the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a
statistical question because one anticipates variability in students’ ages.
2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its
center, spread, and overall shape.
3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a
measure of variation describes how its values vary with a single number.
4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
5. Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute
deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference
to the context in which the data were gathered.
d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which
the data were gathered.
1. Understand that statistics can be used to gain information about a population by examining a sample of the population;
generalizations about a population from a sample are valid only if the sample is representative of that population.
Understand that random sampling tends to produce representative samples and support valid inferences.
2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be
3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the
variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of
heights is noticeable.
4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book
Investigate chance processes and develop, use, and evaluate probability models.
5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
6. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling
a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times

I have been completed three college-level courses on common-core math instruction. I have worked as a math instructor for middle school students in a private school setting. I have ten years of experience as a math tutor including working with students from ages 5 (kindergarten) to 25 (Graduate Readiness Exam). I have served as a teaching assistant in college-level probability and statistics courses. 

Homework Offered
Learners will have one practice problem to complete each day in their math notebooks. 
Assessments Offered
Learner's will receive weekly progress reports and complete a final assessment. 
Grades Offered

This class is designed by an AUDHD/Dyspraxic Educator
- slides and fonts designed to support dyslexia and visual processing
- ability to type and use virtual drawing tools 
- communication aids including chat
- ND Affirming classroom

Students should have good content mastery over elementary math standards. Students should have proficiency (with or without aid) of keyboard and mouse or touch screen devices.