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Option Y, Statistics. INSTITUTION Hawaii State Dept

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Option Y, Statistics. INSTITUTION Hawaii State Dept DOCUMENT RESUME ED 201 473 SE 034 611 AUTHOR Singer, Arlene TITLE Option Y, Statistics. INSTITUTION Hawaii State Dept. of Education,Honolulu. Office of Instructional Services. REPORT NO RS-80-9834 PUB DATE Sep 80 NOTE 96p- EDRS PRICE MP01/PC04 Plus Postage.. DESCRIPTORS Annotated Bibliographies: *CognitiveObjectives: *Course Objectives; Instructional Materials: Mathematical Applications: *MathematicsInstruction: Problem Solving: *Resource Materials:Secondary Education: *Secondary School Mathematics: *Statistics: Teaching Methods ABSTRACT This guide outlines a ame.semesterOption Y course, which has seven learner objectives.The course is designed to provide students with an introduction to theconcerns and methods of statistics, and to equip them to dealwith the many statistical matters of importance to society. Topicscovered include graphs and charts, collection and organization of data,measures of central tendency and dispersion, uses and misuses ofstatistics, frequency distributions, correlations and regression.The document opens with sections on the nature.of statistics,its value, problem solving, approaches to teaching, and the role andnature of audio-visual aids. The guide has a section on each of theseven objectives, which lists important concepts, performance objectives,sample exercises, and suggested student reading and film/slidepresentations. The guide concludes with a comprehensive list ofavailable materials, including:(1) annotated bibliographies of texts.andsupplementary books: (2) additional resources:(3) sources of data: (4) films: (5) slides/cassettes: (6) transparencies:(7) miscellaneous: (8) publishers; and (9) sources of audiovisualmaterials. (MP) ****************************************. 4.0*************************** Reproductions supplied by EDRS are.tv aest that can be made froa the original Iii;41.went. *********1!****************************000010.0*#44********************** Thibelliabisvgeowje R. Atiyashd 111100111110431 Oman EDWCATJCIIIL Wilitarmak.K.~stsChairpreason -pm Olcaanura.:=-Iar-ace-Chasratarson Mason Sauacers. Samna Vice-011airpersarr Rev. Darrow 1...K Atoka -lopert P. .Mess Margaret K. Apo Acmes:Telminaka Dr. Hatsuko F. Kantraany -Hooshi Thewsawl4a Charles G. Came....3uptammaatent d Edna.lien Emiko Llama ZograpSupesmIencienr Dr.Hert11211AmmobA....sinetant sepoweemdent Once or mseructronal Seqocses James Ecangtorr.,AmainamSugerresamme- Offteeta=1111111SOMME; Ruthlumura. AssematEramomendetfrailtaLitaarsan Crecarat-LVarsay sonaciaa Eugene YartaarrotoanallimerSommantengoor Office of-Peleaffael Services Charles ttaaoka_Daina=Sufreetterdant Leewartaksorlet Oft* Kiyoto MialJba.-Dalsct SrAosamatammint inawaiiMamc Office Mitsugi Nakashirna-allifts Supsnaillaffearat KauarMsamaCt Office Darrell Oishi.-DastrictSegsrtrestariest Maui Dean= Mice Kengo Takata. Districr-Supteamsafiew Honolulu Distract ()Aka Liberato Viduya, Jr.. Distinct Su011ammillwaltOnt Central Distri= Cootaa George Yamamoto, Distract Sitamsandawr Windward District Offal* %Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write." H.G. Wells 4 FOREWORD In 1978 the Mathematics Program Guide, K-12 was developed anti disseminated to all public schools in Hawaii "to provide direction for teachers and administrators in_:the development of school-level mathematics."One of the majormutcomes of this effort was a substantial strengthening of the quantity and:quality of the courses offered as part of the secondary mathematics program-Existing courses in grades 9-12 were restructured and several new courses were created. This document is a course guide for the development of a one-semester statistics course. It provides teachers with guidelines, suggested activities, and a resource list to use in structuring the course. The guide recommends, rather than limits the content of the course.Teachers should be stimulated to expand upon activities as they work toward providing students with experiences designed to meet each specified objective. The Office of Instructional Services gratefully acknowledges those teachers who critically evaluated the draft manuscript of this guide. Special recognition is extended to Arlene Singer, who developed this course guide. Charles G. Clark Superintendent of Education LJ 17111....-ELONTENTS Foreword . Introduction . 1 The Nature cafSzzip=s 2 The V lue c&-Staxiszti=s 4 Problem Solidamastion= 7 Approaches tmleachimr-Imtns=-,- 9 The Role of itsa±o-Vistet... inTieaching Statistics The Course . :Li Learner Objective I . znI Learner Objects . 71 Learner Objective mr 31 Learner Objective IT _35 Learner Objeceme V 43 Learner Objectirge VI 51 Learner Objmc±ve VM 58 Available MateriliE . 65 Texts (Annamstzd) 67 Supplemental ticks (Annotated) . 72 Additionale< 79 Sources ofaiiimm-- 83 Films 85 Slides/Cassettes_ 87 Transparencies 91 Miscellaneous 95 Publishers . 97 Sources of Audio Visual Materials 99 INTRODUCTIOk THE NATURE CF S'IMISTICS "Statistics is the art of making numerical conjectures&Do= puzzling questions." (1) "Statistics... has= been defined as a science where one studies how to mai:el:wise decisions in the face of uncert- " (5) "Statistics [is] thearience concealed with collection, analysis, and intarnretation of numerical informmtion. " (2) As used in the above quotations, the ward statistics describ_Ifigorl of mathematics. However, thewomtistatistics can also refer to single:nieces of numerical data. Statistical methods are used to study and analyze ummerioal data about specific events. When it is practical tcrigather all theTertinent data insol'mg a pro- blem, a branch called descriptive statistics is used. DescriptiveF.statistics describes or summarizes data_in a clear and precisemanner. No guesswork is involved and no inferences about the dataare necessary; all data=can be gathered by counting or measuring. How many students at University_ High School earned a graiaaE.A in mathematics last term? What is the mean number of books circulated each monthl:at Hamilton Library? What was the median salary of the sales staff at AkamaiSales Co. last ronth? The data necessary to accurately answer each of the above questions is avail- able; thus, descriptive statistics would be used. In contrast to this is another branch of statistics called inferential statistics. Inferential statistics is used when it is not practicalor possible to gather all the data necessary toanswer a question or solve a problem. Information is collected for a carefully selected sample of the entire set, or population. The methods of inferential statistics are then used to make generalizations and predictions about the population. Answering the following questions requires inferential statistics: What was Hawaii's unemployment rate during the month of April? In a carload of lightbulbs, what percent of bulbs will burn out in less than 1000 hours? What was Hawaii'smostwatched television show during theweek of October 7? Nonstatisticians usually find descriptivestatisticsmore useful and easier to understand than inferential statistics. Facts are easier to cieP1 3 with than probabilities and uncessa=uties. Researchers and scientists, however, find inferential statismansoto be a powerful tool. It allows them to intelligently analyze experimnmmata, which is frequentlyincomplete. Statistics in one form or is used in virtually every field to answer questions or to aid inmeAkm=the decisions which are most likely to be correct. It is used to determemetmadket trends, to monitor production quality, to keep track of public opiniocc..±Inset standards, to determine safety levels, and so on. Statistical methods are porerfhl tools used to study the past and the present as well as to extrapol-bo the future. Statistics also plays a large role in the science or ant:ofdecision making. References 1. Freedman, David. Robert .-tcirri and Roger Purves, Statistics, W. W. Norton & Co., Inc., N.Y., 1978. 2. Overview and Analysis of wool Mathematics, K-12, Conference Boardof the Mathematical Sciences, Washington, D.C., 1975 WINE Report). 3. Pieters, Richard S. and John J. Kinsella, "Statistics," The Growthof Mathematical Ideas, Grades 1-12, 24th Yearbook, N:124, 1959. 4. Schmidt, Marty J., Understanding and Using Statistics, BasicConcepts, D. C. Heath and Company, 1975. 5. Synopses for Modern Secondary School Mathematics, Organization for Ecanomic Cooperation and Development, 1966. 4 THE VALUE OF STATISTICS Statisticz, the science concerned with cottection, anatysis, and intetptetation o & nummitat inpAmation is impoAtant in the Vie os every citizen. It £s needed Son the ptopeA evatuation o6 evetyday matteAz such as adveAtising claims about gasotine mileage and reties &tom indigestion, pubtic opinion potts and weather. impottz. It 4:4 indispensabteflon the sotution cic pof.2c.y questions, &tom Local a66aiAz ouch as ptopetty azzezzment and pudictions olc schoot enAottments to natZonat pAobtems invotving unemployment, ctime, aiAptane safiety and health. Even though numeticae infloAmationLo encounteted evetywhete, in newspapers and in magazines,on radio and on tetevision, too flew peopte have the .raining .to accept ouch inicoAmation cAiticatty and use e66ectivety. Overview and Analysis of School Mathematics, Grades K -12, 1975, Conference Board of the Mathematical Sciences, Washington, D.C. 1975 No ratter which way people today turn, they canr-t avoid statistical statements such as: 9 out of 10 doctors recammend The cost of living rose by 6% this year... There is an 80% chance of rain .. The mean income for a family of four
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