Numberline

Standards

• CCSS.MATH.CONTENT.HSS.ID.A.3 — Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
• CCSS.MATH.CONTENT.6.SP.B.4 — Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
• CCSS.MATH.CONTENT.HSS.ID.C.9 — Distinguish between correlation and causation.
• CCSS.MATH.CONTENT.HSS.ID.C.7 — Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
• CCSS.MATH.CONTENT.HSS.ID.A.4 — Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
• CCSS.MATH.CONTENT.HSS.ID.B.6.A — Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
• CCSS.MATH.CONTENT.HSS.ID.B.5 — Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
• CCSS.MATH.CONTENT.HSS.ID.B.6.C — Fit a linear function for a scatter plot that suggests a linear association.
• CCSS.MATH.CONTENT.HSS.ID.A.1 — Represent data with plots on the real number line (dot plots, histograms, and box plots).
• CCSS.MATH.CONTENT.6.RP.A.3 — Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
• CCSS.MATH.CONTENT.6.NS.C.6.A — Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
• CCSS.MATH.CONTENT.6.NS.C.7.A — Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
• CCSS.MATH.CONTENT.HSS.ID.B.6 — Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
• CCSS.MATH.CONTENT.HSS.ID.C.8 — Compute (using technology) and interpret the correlation coefficient of a linear fit.
• CCSS.MATH.CONTENT.2.MD.B.6 — Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
• CCSS.MATH.CONTENT.1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
• CCSS.MATH.CONTENT.6.NS.C.6 — Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
• CCSS.MATH.CONTENT.HSS.ID.A.2 — Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
• CCSS.MATH.CONTENT.HSS.ID.B.6.B — Informally assess the fit of a function by plotting and analyzing residuals.