هذا الفيديو التعليمي يتعامل مع مسألة الاحتمالية الهندسية. الفكرة الرئيسية المعروضة هي حقيقة أن المعادلة الخطية للأبعاد الثلاثة تنتج الطائرة. يركز الفيديو على مثلثات عشوائية يتم تحديدها من خلال زواياها الثلاث الخاصة بها. يتم اختيار هذه الزوايا عشوائيا رهنا لحتمية وصول مجموعها الى 180 درجة. من الأمثلة على أنواع الأنشطة المتاحة داخل الصف أثناء فترة ما بين مقاطع الفيديو هي: اسأل ستة طلاب عن أرقام واجعل هذه الأرقام إحداثيات x,y لثلاث نقاط. ثم اطلب من الفصل محاولة معرفة كيفية تحديد ما إذا كان المثلث في تلك الزوايا حاد أو منفرج.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This lesson unit addresses common misconceptions relating to probability of simple and compound events. The lesson will help you assess how well students understand concepts of: Equally likely events; randomness; and sample sizes.

This lesson unit is intended to help teachers assess how well students are able to: interpret data and evaluate statistical summaries; and critique someone elseŐs interpretations of data and evaluations of statistical summaries. The lesson also introduces students to the dangers of misapplying simple statistics in real-world contexts, and illustrates some of the common abuses of statistics and charts found in the media.

This lesson unit is intended to help teachers assess how well students are able to: make sense of a real life situation and decide what math to apply to the problem; understand and calculate the conditional probability of an event A, given an event B, and interpret the answer in terms of a model; represent events as a subset of a sample space using tables, tree diagrams, and Venn diagrams; and interpret the results and communicate their reasoning clearly.

This lesson unit is intended to help teachers assess how well students are able to: Understand conditional probability; represent events as a subset of a sample space using tables and tree diagrams; and communicate their reasoning clearly.

This lesson unit is intended to help teachers assess how well students understand conditional probability, and, in particular, to help teachers identify and assist students who have the following difficulties: representing events as a subset of a sample space using tables and tree diagrams; and understanding when conditional probabilities are equal for particular and general situations.

In this group task students collect data and analyze from the class to answer the question "is there an association between whether a student plays a sport and whether he or she plays a musical instrument? "

This lesson unit is intended to help teachers assess how well students: are able to use frequency graphs to identify a range of measures and make sense of this data in a real-world context; and understand that a large number of data points allow a frequency graph to be approximated by a continuous distribution.

This lesson unit is intended to help teachers assess how well students are able to interpret data using frequency graphs and box plots. In particular this unit aims to identify and help students who have difficulty figuring out the data points and spread of data from frequency graphs and box plots. It is advisable to use the lesson: Representing Data 1: Frequency Graphs, before this one.