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\n\n13\nItems in Course\n\n
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\n\"Flipped\n\n
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\nLesson Planet Curated\n
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\nFlipped Math: Common Core Algebra 2\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nAlgebra 2 pupils will flip over a 13-unit course that addresses Common Core standards designed for out-of-class learning. The first-semester unit covers polynomials, polynomial functions, radicals, transformations of functions, and...\n
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\n\n3\nItems in Topic\n\n
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\n\"Grade\n\n
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\nLesson Planet Curated\n
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\nGrade 9-12, Claim 2 & 4: Problem Solving & Communication Reasoning Supports\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nSmall but mighty, a collection of three resources features presentation slides that prepare high schoolers for the Smarter Balanced assessment. Claim 2 features problem solving questions drawn from all content areas. Claim 3 focuses on...\n
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\n\n9\nItems in Topic\n\n
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\n\"Grade\n\n
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\nLesson Planet Curated\n
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\nGrade 7, Claim 1: Concepts and Procedures Item Slide Shows\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nPrepare seventh graders for end-of-year assessments with a collection of nine resources packed with teacher and student-friendly slides featuring problems that address the A-I competencies. Questions are modeled after Smarter Balanced...\n
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\n\n8\nItems in Unit\n\n
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\n\"Utah\n\n
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\nLesson Planet Curated\n
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\nUtah Middle School Math Project: 7th Grade\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nThe eight resources in this collection provide tweens with the tools and protocols for solving problems, enabling them to transition from acquiring basic knowledge to creatively applying it. The lessons in the workbook are Common Core...\n
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\n\"Methods\n\n
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\nEngageNY\n
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\nMethods for Selecting a Random Sample\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nRandom sampling is as easy as choosing numbers. Teams use random numbers to create a sample of book lengths from a population of 150 books. The groups continue by developing a technique to create samples to compare from two populations...\n
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Interactive
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\n\"Stratified\n\n
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\nCK-12 Foundation\n
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\nStratified Random Sampling: An Extracurricular Study\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nLearning isn't a random process. A well-designed interactive lesson helps classes make key conclusions about stratified random sampling. They calculate group percentages and use those percentages to decide on sampling totals.\n
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Interactive
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\n\"Simple\n\n
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\nCK-12 Foundation\n
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\nSimple Random Sampling: How Many Samples Does it Take to Change a Light Bulb?\n

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\n\nFor Students\n\n7th - 10th\n\nStandards\n
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\nTeach the concept of simple random sampling through an interactive lesson. Learners explore the concept by considering the strength of sampling methods. Size of the samples varies also as individuals determine which methods lead to the...\n
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\n\"How\n\n
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\nAmerican Statistical Association\n
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\nHow Random Is the iPod’s Shuffle?\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nShuffle the resource into your lesson repertoire. Scholars use randomly-generated iPod Shuffle playlists to develop ideas about randomness. They use a new set of playlists to confirm their ideas, and then decide whether the iPod randomly...\n
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\n\"Differences\n\n
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\nEngageNY\n
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\nDifferences Due to Random Assignment Alone\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nIt takes a lot of planning to achieve a random result! Learners compare results of random assignment, and conclude that random assignment allows results to be attributed to chance. They also realize the set of random means...\n
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Instructional Video3:43
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\n\"Soil\n\n
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\nNew Mexico State University\n
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\nSoil Sampling: Random Sampling a Small Field with Hammer Probe\n

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\n\nFor Students\n\n9th - 12th\n
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\nThere's some serious science behind farming! A quick video lesson presents the process of collecting a random field soil sample for analysis. Instruction includes what a random sample looks like as well as how to prepare the sample for...\n
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AP Test Prep
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\n\"Random\n\n
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\nCollege Board\n
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\nRandom Variables vs. Algebraic Variables\n

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\n\nFor Teachers\n\n10th - 12th\n\nStandards\n
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\nVariables can vary in meaning. A reference material for AP® Statistics explains the difference between random and algebraic variables. It provides a hypothetical situation involving dice—great for use in a classroom situation. \n
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\n\"Experiments\n\n
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\nEngageNY\n
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\nExperiments and the Role of Random Assignment\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nTime to experiment with mathematics! Learners study experimental design and how randomization applies. They emphasize the difference between random selection and random assignment and how both are important to the validation of the...\n
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\n\"Random\n\n
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\nEngageNY\n
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\nRandom Sampling\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nSample pennies to gain an understanding of their ages. The 16th installment of a 25-part series requires groups to collect samples from a jar of pennies. Pupils compare the distribution of their samples with the distribution of the...\n
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\n\"Probability\n\n
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\nEngageNY\n
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\nProbability Distribution of a Discrete Random Variable\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nLearn how to analyze probability distributions. The sixth installment of a 21-part module teaches pupils to use probability distributions to determine the long-run behavior of a discrete random variable. They create graphs of probability...\n
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Instructional Video7:40
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\n\"How\n\n
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\nHow Random is a Coin Toss?\n

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\nIt turns out that coin tosses might not be random after all. A math professor explains the results of his work in a video from the Numberphile Coins series. Flipping a coin results in the original state (heads or tails) 51 percent of the...\n
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Instructional Video12:07
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\n\"Randomness:\n\n
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\nCrash Course\n
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\nRandomness: Crash Course Statistics #17\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nYou'll probably end up thinking about randomness the next time you eat fries. The 17th video in the Crash Course Statistics series uses an analysis of McDonald's french fries to look at the mean and expected value of random...\n
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\n\"Discrete\n\n
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\nEngageNY\n
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\nDiscrete Random Variables\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nYou don't need to be discreet about using the resource on discrete variables. In the fifth installment of a 21-part module, scholars explore random variables and learn to distinguish between discrete and continuous random variables. They...\n
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\n\"Random\n\n
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\nCurated OER\n
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\nRandom Statistics\n

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\n\nFor Students\n\n7th - 8th\n
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\nSeventh and eighth graders solve and complete 20 various types of short answer problems. First, they write a brief description of themselves including those as stated. Then, learners categorize the type of sampling used in various...\n
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Instructional Video12:35
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\n\"What\n\n
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\nPBS\n
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\nWhat is a Random Walk?\n

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\n\nFor Students\n\n10th - Higher Ed\n
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\nTake a walk down random lane. Scholars learn about random walks, where a random process like flipping a coin determines the next move of the walk. The video explains the difference between recurrent and transient walks based on whether a...\n
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Instructional Video3:21
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\n\"Soil\n\n
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\nNew Mexico State University\n
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\nSoil Sampling: Random Sampling Across a Large Field with Hammer Probe\n

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\n\nFor Students\n\n9th - 12th\n
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\nWhat defines a random sample? Scholars learn how to collect a random soil sample from a large field. The narrator explains the importance of ensuring the sample is random and shows how to create a random sample before sending it to the lab.\n
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Worksheet
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\n\"Random\n\n
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\nCurated OER\n
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\nRandom Probability\n

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\n\nFor Students\n\n9th - 11th\n
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\nIn this statistics and probability worksheet, young statisticians solve and complete 13 different problems related to probability, percentages, and normal distributions. They consider data models, assumptions about the models, and find...\n
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\n\"Estimating\n\n
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\nEstimating the Mean State Area\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nSeventh grade statisticians randomly select five states and then determine the mean area. The class then works together to create a dot plot of their results. \n
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Instructional Video9:57
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\n\"Random\n\n
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\nCorbett Maths\n
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\nRandom Sampling\n

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\nHopefully, there's nothing random about the decision to use the resource. Scholars view an informative video on random sampling. They watch as the narrator works through several examples on the topic. \n
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\n\"Sampling\n\n
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\nSampling Variability\n

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\nWork it out — find the average time clients spend at a gym. Pupils use a table of random digits to collect a sample of times fitness buffs are working out. The scholars use their random sample to calculate an estimate of the mean of the...\n
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