| Instructional
programs from prekindergarten through grade 12 should enable
all students to— |
In grades 3–5 all students should— |
| Formulate
questions that can be addressed with data and collect, organize,
and display relevant data to answer them |
| • |
design
investigations to address a question and consider how
data-collection methods affect the nature of the data
set; |
| • |
collect data using observations, surveys, and experiments;
|
| • |
represent data using tables and graphs such as line plots,
bar graphs, and line graphs; |
| • |
recognize the differences in representing categorical
and numerical data. |
|
| Select
and use appropriate statistical methods to analyze data |
| • |
describe the shape and important features of a set of
data and compare related data sets, with an emphasis on
how the data are distributed; |
| • |
use
measures of center, focusing on the median, and understand
what each does and does not indicate about the data set;
|
| • |
compare different representations of the same data and
evaluate how well each representation shows important
aspects of the data. |
|
| Develop
and evaluate inferences and predictions that are based on
data |
| • |
propose and justify conclusions and predictions that are
based on data and design studies to further investigate
the conclusions or predictions. |
|
| Understand
and apply basic concepts of probability |
| • |
describe
events as likely or unlikely and discuss the degree of
likelihood using such words as certain, equally likely,
and impossible; |
| • |
predict the probability of outcomes of simple experiments
and test the predictions; |
| • |
understand that the measure of the likelihood of an event
can be represented by a number from 0 to 1. |
|
