Mathematics for College Statistics
In Mathematics for College Statistics, instructional time will emphasize four areas:
(1) analyzing and applying linear and exponential functions within the context of
(2) extending understanding of probability using data and various representations,
including two-way tables and Venn Diagrams;
(3) representing and interpreting univariate and bivariate categorical and numerical data
(4) determining the appropriateness of different types of statistical studies.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and
workforce-literacy skills; communication, reading, and writing skills; mathematics skills;
collaboration skills; contextual and applied-learning skills; technology-literacy skills;
information and media-literacy skills; and civic-engagement skills.
All clarifications stated, whether general or specific to Mathematics for College Statistics, are
expectations for instruction of that benchmark.
Florida's Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards: This course includes
Florida's B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards
(MTRs) for students. Florida educators should intentionally embed these standards within the
content and their instruction as applicable. For guidance on the implementation of the EEs and
MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the
appropriate B.E.S.T. Standards package.
English Language Development ELD Standards Special Notes Section: Teachers are required to
provide listening, speaking, reading and writing instruction that allows English language learners
(ELL) to communicate information, ideas and concepts for academic success in the content area
of Mathematics. For the given level of English language proficiency and with visual, graphic, or
interactive support, students will interact with grade level words, expressions, sentences and
discourse to process or produce language necessary for academic success. The ELD standard
should specify a relevant content area concept or topic of study chosen by curriculum developers
and teachers which maximizes an ELL's need for communication and social skills. To access an
ELL supporting document which delineates performance definitions and descriptors, please click
on the following link:
Course Number: 1210305 Course Type: Core Academic Course
Course Length: Year (Y) Course Level: 2
Grade Level(s): 9, 10, 11, 12
Graduation Requirement: Mathematics Number of Credits: One (1) credit
Course Path: Section | Grades PreK to 12 Education Courses > Grade Group | Grades 9 to 12
and Adult Education Courses > Subject | Mathematics > SubSubject | Probability
and Statistics > Abbreviated Title | MATH FOR COLL STATS
Educator Certification: Mathematics (Grades 6-12)
Course Standards and Benchmarks
Mathematical Thinking and Reasoning
MA.K12.MTR.1.1 Actively participate in effortful learning both individually and
Mathematicians who participate in effortful learning both individually and with others:
Analyze the problem in a way that makes sense given the task.
Ask questions that will help with solving the task.
Build perseverance by modifying methods as needed while solving a challenging task.
Stay engaged and maintain a positive mindset when working to solve tasks.
Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and
Cultivate a community of growth mindset learners.
Foster perseverance in students by choosing tasks that are challenging.
Develop students' ability to analyze and problem solve.
Recognize students' effort when solving challenging problems.
MA.K12.MTR.2.1 Demonstrate understanding by representing problems in multiple ways.
Mathematicians who demonstrate understanding by representing problems in multiple ways:
Build understanding through modeling and using manipulatives.
Represent solutions to problems in multiple ways using objects, drawings, tables, graphs
Progress from modeling problems with objects and drawings to using algorithms and
Express connections between concepts and representations.
Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple
Help students make connections between concepts and representations.
Provide opportunities for students to use manipulatives when investigating concepts.
Guide students from concrete to pictorial to abstract representations as understanding progresses.
Show students that various representations can have different purposes and can be useful in
MA.K12.MTR.3.1 Complete tasks with mathematical fluency.
Mathematicians who complete tasks with mathematical fluency:
Select efficient and appropriate methods for solving problems within the given context.
Maintain flexibility and accuracy while performing procedures and mental calculations.
Complete tasks accurately and with confidence.
Adapt procedures to apply them to a new context.
Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
Provide students with the flexibility to solve problems by selecting a procedure that allows them
to solve efficiently and accurately.
Offer multiple opportunities for students to practice efficient and generalizable methods.
Provide opportunities for students to reflect on the method they used and determine if a more
efficient method could have been used.
Why is statistics so difficult in college?Why is statistics so hard? The first thing that makes statistics hard is the formulas. The formulas are arithmetically a bit complex, and each formula is used only in a particular situation. It makes it hard for students to choose which formulas to use and when. Sometimes, the teachers are to be blamed for making statistics complex.
Title: Mathematics for College Statistics
Author: Starling, Courtney
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