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Topic: Data collection and sampling 

Mathematics

 Standard 6.  Understands and applies basic and advanced concepts of statistics and data analysis
  Level Pre-K (Grade Pre-K)
   Benchmark 2.Collects data from everyday (real-world) situations (e.g., favorite color, number of pets)
    Knowledge/skill statements
     1.Collects data from everyday situations, such as favorite colors
     2.Collects data from everyday situations, such as number of pets
  Level I (Grade K-2)
   Benchmark 2.Understands that one can find out about a group of things by studying just a few of them
    Knowledge/skill statements
     1.Understands that a few members of a group can show what is common to the group
  Level II (Grade 3-5)
   Benchmark 1.Understands that data represent specific pieces of information about real-world objects or activities
    Knowledge/skill statements
     1.Understands that data represents specific pieces of information about the real world
   Benchmark 6.Understands that data come in many different forms and that collecting, organizing, and displaying data can be done in many ways
    Knowledge/skill statements
     1.Understands that data can be organized in many ways
     2.Understands that data can be collected in many ways
     3.Understands that data can be displayed in many ways
     4.Understands that data comes in different forms
   Benchmark 7.Understands the basic concept of a sample (e.g., a large sample leads to more reliable information; a small part of something may have unique characteristics but not be an accurate representation of the whole)
    Knowledge/skill statements
     1.Understands that a small sample of something may be unique and not representative of the whole
     2.Understands the basic concept of a sample
     3.Understands that large sample sizes lead to more reliable information
  Level III (Grade 6-8)
   Benchmark 10.Understands basic concepts about how samples are chosen (e.g., random samples, bias in sampling procedures, limited samples, sampling error)
    Knowledge/skill statements
     1. Understands the concept of a random sample
     2.Understands bias in sampling
     3. Understands the concept of a limited sample
     4.Understands the basic process of how samples are chosen
     5.Understands the concept of a sampling error
     6. Understands the concept of a sample
  Level IV (Grade 9-12)
   Benchmark 7.Understands sampling distributions, the central limit theorem, and confidence intervals
    Knowledge/skill statements
     1.Understands the concept of sampling distribution
     2.Understands the concept of confidence intervals
     3.Understands the concept of the central limit theorem
   Benchmark 8.Understands how concepts of representativeness, randomness, and bias in sampling can affect experimental outcomes and statistical interpretations
    Knowledge/skill statements
     1.Understands the concept of representativeness in sampling
     2.Understands the concept of randomness in sampling
     3. Understands the concept of bias in sampling
     4.Understands how representativeness in sampling can affect experimental outcomes
     5.Understands how representativeness in sampling can affect statistical interpretations
     6.Understands how randomness in sampling can affect experimental outcomes
     7. Understands how randomness in sampling can affect statistical interpretations
     8.Understands how bias in sampling can affect experimental outcomes
     9.Understands how bias in sampling can affect statistical interpretations
   Benchmark 9.Understands that making an inference about a population from a sample always involves uncertainty and the role of statistics is to estimate the size of that uncertainty
    Knowledge/skill statements
     1. Understands the concept of statistical inference
  Level V (Grade (College Readiness))
   Benchmark 1.Knows how to design simple experiments to collect data and answer questions
    Knowledge/skill statements
     1.Understands a hypothesis statement
     2.Understands methods of sampling

Business Education

 Standard 13.  Analyzes and interprets data using common statistical procedures, charts, and graphs
  Level IV (Grade 9-12)
   Benchmark 1.Uses statistical concepts to analyze data, evaluate results, and draw conclusions (e.g., data found in financial reports)
    Knowledge/skill statements
     1.Uses statistical concepts to analyze data
     2.Uses statistical concepts to evaluate results
     3.Uses statistical concepts to draw conclusions
     4.Uses statistical concepts to analyze data found in financial reports
   Benchmark 2.Uses tables, graphs, diagrams, and charts to obtain or convey quantitative information (e.g., manual or electronic representations)
    Knowledge/skill statements
     1.Uses tables to obtain quantitative information
     2.Uses graphs to obtain quantitative information
     3.Uses diagrams to obtain quantitative information
     4.Uses charts to obtain quantitative information
     5.Uses tables to convey quantitative information
     6.Uses graphs to convey quantitative information
     7.Uses diagrams to convey quantitative information
     8.Uses charts to convey quantitative information
     9.Uses manual representations to obtain quantitative information
     10.Uses manual representations to convey quantitative information
     11.Uses electronic representations to obtain quantitative information
     12.Uses electronic representations to convey quantitative information
   Benchmark 3.Calculates measures of central tendency (i.e., mean, median, mode) and variability (e.g., standard deviation, range, quartile deviation)
    Knowledge/skill statements
     1.Calculates measures of central tendency
     2.Calculates measures of variability
     3.Calculates measures of mean
     4.Calculates measures of median
     5.Calculates measures of mode
     6.Calculates measures of standard deviation
     7.Calculates measures of range
     8.Calculates measures of quartile deviation
   Benchmark 4.Understands how outliers may affect various representations of data (e.g., a regression line might be strongly influenced by a few aberrant points, whereas the scatter plot for the same data might suggest that the aberrant points represent mistakes)
    Knowledge/skill statements
     1.Understands that a regression line might be strongly influenced by a few aberrant points
     2.Understands that a scatter plot might suggest that aberrant points represent mistakes
   Benchmark 5.Understands how the reader’s bias, measurement error, and display distortion can affect the interpretation of data
    Knowledge/skill statements
     2.Understands how measurement error can affect the interpretation of data
   Benchmark 6.Understands that making an inference about a population from a sample always involves uncertainty and the role of statistics is to estimate the size of that uncertainty
    Knowledge/skill statements
     1.Understands that making an inference about a population from a sample always involves uncertainty
     2.Understands that the role of statistics is to estimate the size of uncertainty about an inference made from a sample