NY Next Generation Math AII-S.IC.3

MathGrades 9–12Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

The Standard

Recognize the purposes of and differences among surveys, experiments, and observational studies. Explain how randomization relates to each.

New York State Next Generation Mathematics Learning Standards

Teacher's field guide

What Students Need to Do: Students distinguish surveys, experiments, and observational studies by their purposes and designs. They explain how random sampling or random assignment supports different conclusions.
What Mastery Looks Like: The student classifies a study from its procedure and identifies the role of randomization. The student states whether the design supports population generalization, causal inference, both, or neither.
Common Misconceptions: Students may use random sample and random assignment interchangeably. They may claim causation from an observational association or assume every survey represents a population.
How to Assess It: Give three short study descriptions. Ask students to classify each, identify its randomization, and state the strongest justified conclusion.

Lesson moves

Sort study cards by survey, experiment, or observational design and underline each randomization step.
Ask which design change would permit a causal claim and why.
Play conclusion license by matching study designs to claims they can support.
Evaluate a health headline by tracing its sample, treatment assignment, and study type.

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