Statistics

Approved by the NCAA
Girls-Only & ​All-Gender Course; Prerequisite - Completion of one year of Algebra II; Full-year course
COURSE DESCRIPTION
This course introduces students to the concepts and tools used to collect, organize, analyze, and draw conclusions from data.  Students receive instruction in each of the following competencies: Exploring Data, Sampling and Experimentation, Anticipating Patterns, and Statistical Inference.  Each student will be expected to learn how to articulate methodology, data description, and conclusions and to provide constructive comments to classmates.  Students will develop knowledge through experiential activities that challenge students to design, administer, and tabulate results from surveys and experiments.  Students will often work in small collaborative groups to explore problems and share ideas.  Active participation, in the form of individual and group projects, peer review of student work, and discussion board conversations, are key to student success.  Students may select the AP® or non-AP® track in this course.  AP® students are expected to delve deeper into the topics, take AP®-style assessments, and prepare for the AP® exam in the spring.  
WHAT STUDENTS SAY

"Mrs. Muratore is one of the best teachers I have ever had. She has helped me build confidence and enjoy a subject that I did not expect to enjoy. "

WHAT STUDENTS DO
Learning is an active process at One Schoolhouse. Students design, create and apply. And, they engage with classmates and connect with their teachers through discussions, video conferences, and projects. Specifically, in this class students will:
  • Set goals that drive their learning. Students reflect regularly on their growth, and meet on video chat with their online teacher to review progress towards their goals.
  • Have choice in how they learn new content and practice new skills. Students are given agency to determine the best ways for them to learn.
  • Apply what they are learning to the real world. Learning is meaningful and connects to concepts outside the classroom.
  • Practice constructive engagement in a diverse and changing world. Students interact with classmates from across the country and around the world.
  • Gain academic maturity. Online learning takes greater discipline and independence than a traditional face-to-face classroom. Teachers support students to build this skill.
MEET A TEACHER FOR THIS COURSE
Jacqueline Muratore
Mathematics Teacher
B.A., Cornell University
M.A., Columbia University
M.Ed., Columbia University