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Statistics for Kids

- Model Eliciting Activities to Investigate Concepts in Statistics (Grades 4-6)

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Perhaps the most useful and neglected content area of mathematics is statistics, especially for students in Grades 4-6. Couple that fact with the notion that mathematical modeling is an increasing emphasis in many standards, such as the Common Core State Standards for Mathematics and the NCTM standards, and the necessity for this topic is overdue. In this book, teachers will facilitate learning using model-eliciting activities (MEAs), problem-solving tasks created by mathematics educators to encourage students to investigate concepts in mathematics through the creation of mathematical models. Students will explore statistical concepts including trends, spread of data, standard deviation, variability, correlation, sampling, and moreΓÇöall of which are designed around topics of interest to students. Grades 4-6

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  • Sprog:
  • Engelsk
  • ISBN:
  • 9781618210227
  • Indbinding:
  • Paperback
  • Sideantal:
  • 152
  • Udgivet:
  • 15. april 2013
  • Størrelse:
  • 210x280x0 mm.
  • Vægt:
  • 281 g.
  • 8-11 hverdage.
  • 16. december 2024
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Forlænget returret til d. 31. januar 2025

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Beskrivelse af Statistics for Kids

Perhaps the most useful and neglected content area of mathematics is statistics, especially for students in Grades 4-6. Couple that fact with the notion that mathematical modeling is an increasing emphasis in many standards, such as the Common Core State Standards for Mathematics and the NCTM standards, and the necessity for this topic is overdue. In this book, teachers will facilitate learning using model-eliciting activities (MEAs), problem-solving tasks created by mathematics educators to encourage students to investigate concepts in mathematics through the creation of mathematical models. Students will explore statistical concepts including trends, spread of data, standard deviation, variability, correlation, sampling, and moreΓÇöall of which are designed around topics of interest to students.

Grades 4-6

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