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 Georgia Performance Standards SIXTH GRADE Data Analysis and Probability Students will demonstrate understanding of data analysis by posing questions to be answered by collecting data. They will represent, investigate, and use data to answer those questions. Students will understand experimental and theoretical probability. M6D1. Students will pose questions, collect data, represent and analyze the data, and interpret results. a. Formulate questions that can be answered by data. Students should collect data by using samples from a larger population (surveys), or by conducting experiments. b. Using data, construct frequency distributions, frequency tables, and graphs. c. Choose appropriate graphs to be consistent with the nature of the data (categorical or numerical). Graphs should include pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots. d. Use tables and graphs to examine variation that occurs within a group and variation that occurs between groups. e. Relate the data analysis to the context of the questions posed. Process Standards Each topic studied in this course should be developed with careful thought toward helping every student achieve the following process standards. See below for specific standards.   SEVENTH GRADE Data Analysis and Probability Students will further develop and demonstrate their understanding of functional and statistical relationships by analyzing tables and graphs and develop their abilities to represent and use them. M7D1. Students will pose questions, collect data, represent and analyze the data, and interpret results. a. Formulate questions and collect data from a census of at least 30 objects and from samples of varying sizes. b. Construct frequency distributions. c. Analyze data using measures of central tendency (mean, median, and mode), including recognition of outliers. d. Analyze data with respect to measures of variation (range, quartiles, interquartile range). e. Compare measures of central tendency and variation from samples to those from a census. Observe that sample statistics are more likely to approximate the population parameters as sample size increases. f. Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box-and-whisker plots and scatter plots. g. Analyze and draw conclusions about data, including describing the relationship between two variables. Process Standards The following process standards are essential to mastering each of the mathematics content standards. They emphasize critical dimensions of the mathematical proficiency that all students need. See below for specific standards. EIGHTH GRADE Data Analysis and Probability Students will use and understand set theory and simple counting techniques; determine the theoretical probability of simple events; and make inferences from data, particularly data that can be modeled by linear functions. M8D1. Students will apply basic concepts of set theory. a. Demonstrate relationships among sets through use of Venn diagrams. b. Determine subsets, complements, intersection, and union of sets. c. Use set notation to denote elements of a set. M8D4. Students will organize, interpret, and make inferences from statistical data. a. Gather data that can be modeled with a linear function. b. Estimate and determine a line of best fit from a scatter plot. Process Standards The following process standards are essential to mastering each of the mathematics content standards. They emphasize critical dimensions of the mathematical proficiency that all students need. See below for specific standards.   ALL GRADES Process Standards P1. Students will solve problems (using appropriate technology). a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving. P2. Students will reason and evaluate mathematical arguments. a. Recognize reasoning and proof as fundamental aspects of mathematics. b. Make and investigate mathematical conjectures. c. Develop and evaluate mathematical arguments and proofs. d. Select and use various types of reasoning and methods of proof. P3. Students will communicate mathematically. a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely. P4. Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics. P5. Students will represent mathematics in multiple ways. a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. c. Use representations to model and interpret physical, social, and mathematical phenomena.