‫وزارة الرتبية والتعليم‬

‫مكتب مستشار الرياضيات‬

STEM ‫مدارس املتفوقني يف العلوم والتكنولوجيا‬

 Math and Statistics: Grade 1, Semester 1

 Math and Statistics: Grade 1, Semester 2

 Math and Statistics: Grade 2, Semester 1

 Math and Statistics: Grade 2, Semester 2

 Math and Statistics: Grade 3, Semester 1

 Math and Statistics: Grade 3, Semester 2

Subject
Grade 10 Grade 11 Grade 12 Grade 10 Grade 11 Grade 12
Mathematics 3 3 4 3 3.5 4
and Sessions Sessions Sessions Sessions Sessions Sessions

1.5 1.5 2 1.5 1 2

Mechanics
Sessions Session Session Sessions Session Session

Mathematics Counselor
Mid-term ‫ التي يجب ان يتضمنها امتحان‬LO’S ‫) الجذول التالي يحذد مخرجات التعلم‬1

Term First term Second term

Subject Mathematics Mechanics Mathematics Mechanics

1.01 – 1.02
G-10 1.01 – 1.02 up to week 1.07 – 1.08 1.05 – 1.06
6

G-11 2.01 – 2.02 2.01 – 2.02 2.06 – 2.07 2.05

‫مستشار الرياضيات‬

‫جمال محمذ يىسف الشاهذ‬

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Education in Egypt.
STEM School Curriculum Report for Statistics (Grade 3)
Created by [email protected]
Wed Jul 10 2019 06:27:26 GMT-0400 (EDT)
 Statistics (Grade 3, Semester 1)
Big Idea: Population parameters describe the underlying real-world processes that generate
data we can observe. We use statistics to estimate these underlying population parameters.
Start Week: Week 01- End Week: Week 07
Course Materials Folder
Author(s): Mohamed Fawzy, Ahmed Abd-Elmaksoud
Survey Design And Population Parameters
ST.3.01 (HSST-ST.02)- Explain and apply the principals of survey design and data collection to
estimate population parameters.
Concepts Skills

•A. Parameter •A. Distinguish between a parameter and a statistic.

•B. Sampling distribution •B. Understand the definition of a sampling distribution.
•C. Population distribution •C. Distinguish between population distribution, sampling
•D. SRS distribution, and the distribution of sample data.
•E. p-hat •D. Find the mean and standard deviation of the sampling
•F. Normal distribution of a sample proportion for an SRS of size n from a
•G. Central Limit Theorem population having proportion p of successes.
•E. Use Normal approximation to calculate probabilities involving
p-hat
•F. Use the sampling distribution of p-hat to evaluate a claim
about a population proportion.
•G. Find the mean and standard deviation of the sampling
distribution of a sample mean x-bar from an SRS of size n.
•H. Calculate probabilities involving a sample mean x-bar when
the population distribution is Normal.
•I. Explain how the shape of the sampling distribution of x-bar is
related to the shape of the population distribution.
•J. Use the central limit theorem to help find probabilities
involving a sample mean x-bar.
Essential Question(s): •How can modeling predict the future?
•What is randomness?
Textbook and Resource Materials:
Practical of statistics -Introduction of statistics -Basics of statistics
Evidence of Learning:
section (7-1) page 436-439 -section (7-2) page 447-449-section (7-3) page 461- 464
Capstone Connection:
Communication
Correlation Versus Causation

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Education in Egypt.
STEM School Curriculum Report for Statistics (Grade 3)
Created by [email protected]
Wed Jul 10 2019 06:27:26 GMT-0400 (EDT)
ST.3.02 -(HSST-ST.03) Differentiate between association and causation
Start Week: Week 08
End Week: Week 14
Concepts Skills

•A. Scatterplot •A. Make a scatterplot to display the relationship

•B. Correlation between two quantitative variables and recognize
•C. Least squares regression line outliers.
•D. Residuals •B. Describe the direction, form, and strength of the
•E. r overall pattern of a scatterplot.
*F. r^2 (coefficient of •C. Calculate and interpret correlation, knowing the
determination) basic properties of correlation.
•D. Explain how the correlation is influenced by
extreme observations.
•E. Use technology to find the least squares
regression line.
•F. Calculate and interpret residuals.
•G. Construct and interpret residual plots to assess if
a linear model is appropriate.
•H. Use r squared to assess how well the line fits the
data.
•I. Identify the equation of a least squares regression
line from calculator output.
•J. Explain why association does not imply causation.
•K. Recognize how the slope, y-intercept, standard
deviation of the residuals, and r squared are
influenced by extreme observations.
Essential Question(s): •How can graphical displays be manipulated to present misleading
information?
•How do patterns affect your life?
•How are corelation and causation connected?
Textbook and Resource Materials:
Practical of statistics
Introduction of statistics
Basics of statistics
Evidence of Learning:
section (3-1) page 159-164-section (3-2) page 193-200-test page 203-205
Capstone Connection:
Differentiate between association and causation in your communication schema
Statistics (Grade 3, Semester 2)
Big Idea: We can often use statistics to determine a level of confidence that something is true,

This document may not be reproduced or shared without the consent of the Ministry of
Education in Egypt.
STEM School Curriculum Report for Statistics (Grade 3)
Created by [email protected]
Wed Jul 10 2019 06:27:26 GMT-0400 (EDT)
for example, that someone is sick, that a drug has a positive effect on disease survival, or that a
population paramer falls in a certain range (e.g. 95% confident that between 55% and 62% of
voters currently support a certain candidate). However, because correlation does not imply
causation, we often need to conduct randomized experiments to develop valid statistical
statements about causes.
Start Week: Week 01
End Week: Week 05
Course Materials Folder
Author(s): Mohamed Fawzy, Ahmed Abd-Elmaksoud

Correlation Versus Causation Part 2: Experimental Design

ST.3.03 - Explain and apply the principals of experiment design
Concepts Skills

•A. Observational study •A. Distinguish between an observational study and an experiment.
•B. Experiment •B. Explain how a lurking variable in an observational study can
•C. Blinding lead to confounding.
•D. Randomized block •C. Describe a completely randomized design for an experiment.
design •D. Explain the meaning and the purpose of blinding in an
•E. Statistically experiment.
significant •E. Distinguish between a completely randomized design and a
•F. Matched pairs randomized block design.
experiment design •F. Explain why random assignment is an important experimental
design principal.
•G. Explain in context what "statistically significant" means.
•H. Know when a matched pairs experiment design is appropriate
and how to implement such a design.
•I. Design an experiment that could help answer a research
question.
Essential Question(s): When is it significant?
Textbook and Resource Materials:
Practical of statistics -Introduction of statistics-Basics of statistics
Evidence of Learning:
section (4-2) page 259-265

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Education in Egypt.
STEM School Curriculum Report for Statistics (Grade 3)
Created by [email protected]
Wed Jul 10 2019 06:27:26 GMT-0400 (EDT)
Inferential Statistics And Hypothesis Testing And Confidence Interval
ST.3.04 -(HSST-ST.04) Draw inferences about population parameters with appropriate levels of
confidence by using statistics (hypothesis tests, p-values, and confidence intervals).

TIME: 5 sessions
Start Week: Week 06
End Week: Week 10

Concepts Skills

•A. Null hypotheses •A. In context, interpret tests of null hypothesis at given levels
•B. P-values of confidence (p-values).
•C. Confidence interval •B. Use data to conduct a test of a null hypothesis.
•D. Inference •C. Interpret a confidence level in context
•E. Nonresponse •D. Understand that a confidence interval gives a range of
•F. Undercoverage plausible values for the parameter.
•G. Response bias •E. Understand the importance of each of the three inference
•H. Margin of error conditions - Random, Normal and Independence
•F. Explain how practical issues like nonresponse, under
coverage and response bias can affect the interpretation of a
confidence interval.
•G. Determine critical values for calculating a confidence
interval using a table or calculator.
•H. Understand how margin of error of a confidence interval
changes with the sample size and the level of confidence.

Essential Question(s): What is reasonable?

Textbook and Resource Materials:

Practical of statistics

Introduction of statistics

Basics of statistics
Evidence of Learning:
section (8-1) page 489-492
section (9-1) 551-554
page 225,266 and 271

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Education in Egypt.
STEM School Curriculum Report for Statistics (Grade 3)
Created by [email protected]
Wed Jul 10 2019 06:27:26 GMT-0400 (EDT)
Base Rate Problem
ST.3.05 - Apply Bayes' Theorem to solve problems in medical diagnosis and mathematics.
Start Week: Week 11
End Week: Week 14

Concepts Skills

•A. Base rate problem •A. Base rate problem: Explain why a positive
•B. Baye's Theorem or negative test result is insufficient
•C. Probability information for determining the probability that
•D. conditional probability a particular condition (e.g. a disease) is
present.
•B. Use Bayes' theorem to compute
probability of an event (e.g. disease
presence) given a test result and a base rate.
•C. Use Bayes' theorem to compute
conditional probabilities in non-medical as
well as medical contexts.
•D. Use the concepts of specificity,
sensitivity, positive predictive value, and
negative predictive value to evaluate testing
instruments.

Essential Question(s): What is sufficient? What is not sufficient?

Textbook and Resource Materials:

Practical of statistics

Introduction of statistics

Basics of statistics
Evidence of Learning:
section (5-2) page 314-317
section (5-3) page 333-337

This document may not be reproduced or shared without the consent of the Ministry of
Education in Egypt.
STEM School Curriculum Report for Statistics (Grade 3)
Created by [email protected]
Wed Jul 10 2019 06:27:26 GMT-0400 (EDT)