CCSS.Math.Content.HSS-ID.B
The standard
Summarize, represent, and interpret data on two categorical and quantitative variables
Common Core State Standards for Mathematics · High School — Statistics and Probability
What this standard means
Students need to work with two-variable data, not just single lists. They should make scatter plots, two-way tables, and simple summaries, then describe patterns, trends, clusters, gaps, and possible associations. They also need to connect the display to the context, not just name what they see.
Mastery looks like choosing a useful display, reading it accurately, and making a claim with evidence from the data. Students often mix up association with cause, ignore outliers, or describe graphs with vague words like “goes up” without saying how much or for whom.
Ways to teach it
- Give pairs a small class survey dataset and have them create both a scatter plot and a two-way table on graph paper.
- Ask students to write: What relationship do you see, what evidence supports it, and what can you not conclude?
- Show three data displays and ask students to identify the variables, the association, and one possible outlier in five minutes.
- Use sports stats, screen time and sleep, or school survey results to discuss how two variables may be related without proving cause.
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Related standards
- CCSS.Math.Content.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, ...
- 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.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,...
- CCSS.Math.Content.HSS-ID.A
Summarize, represent, and interpret data on a single count or measurement variable