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Colorado
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HS.S-MD.B.7 - (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
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- I can begin with a simple ER case, use a basic ratio, rate, or probability idea, and record a prediction before new data appears
- I can name one data feature from a plot or simulation and make a revision note that says what I changed after feedback or a math check.
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- I can use ratios, rates, and probability to compare at least two ER decisions or treatment options with some accuracy
- I can create or read a plot, simulation, or dashboard view to explain a pattern in the data, and I can write a reflection sentence about what changed in my thinking after each check.
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- I can use data from an ER case to analyze likely outcomes, compare treatments with a simulation, and explain why one choice appears safer or faster
- I can organize the information in a dashboard with appropriate plots, track how my predictions change over time, and revise my work using peer or expert feedback with a clear reason.
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- I can independently use probability, randomized experiment results, and visual data displays to justify ER decisions with strong evidence and clear reasoning
- I can build and revise a polished dashboard that shows patterns, treatment comparisons, and changing predictions over time, then communicate my math clearly to peers, experts, and visitors while explaining how it supports faster, safer decisions.
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Colorado
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CS.HS.1.8 - Data from a computer program can be visually presented to better understand and articulate solutions to a problem.
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- I can use teacher-provided ER data to make a simple visual on a computer program, such as a dot plot or bar graph, and point to one pattern or comparison I notice
- With support, I can state one prediction about a patient or treatment and explain it using a basic ratio or rate.
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- I can organize ER case data in a digital dashboard and create at least one clear visual, such as a histogram, dot plot, or box plot, that helps show a pattern or compare cases
- I can update my prediction after new data appears and write a short revision note explaining what changed and why.
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- I can build a computer-based ER dashboard that uses multiple visuals to present data from mock cases and help explain a solution to the problem
- I can compare treatment choices using rates, ratios, and probability, then revise my prediction over time using evidence from the graphs and record what I learned after each check.
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- I can design and revise a polished ER dashboard that clearly uses computer-generated visuals to show patterns, compare treatments, and support faster, safer decisions
- I can justify my predictions with multiple data displays, explain how simulations or probability affected my choices, and communicate my reasoning clearly to peers, experts, and visitors while incorporating feedback to improve my model.
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Colorado
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CS.HS.1.7 - Many problems appropriate for solving with a computer are organized around patterns.
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- I can identify a simple repeating pattern in ER case data with help, such as vital-sign changes, wait times, or treatment steps, and use that pattern to make a basic prediction
- I can record one prediction and one change after a math check, but my explanation may be incomplete or need support.
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- I can find a clear pattern in ER case data and use it to make a reasonable prediction about patient priority, treatment timing, or vital-sign trends
- I can create a basic dashboard or graph that shows the pattern, explain some of my math choices, and write revision notes that describe what I changed and why.
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- I can analyze multiple patterns in ER case data using ratios, rates, plots, and simulations to compare treatment options and update predictions over time
- I can build a dashboard that clearly presents data from a computer program, explain how my predictions changed after new information, and use feedback from peers or experts to improve my work.
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- I can independently analyze complex patterns in ER case data to justify faster, safer decisions using ratios, rates, probability, randomized simulations, and visual displays
- I can design and revise a polished dashboard that shows how my predictions changed over time, communicate my reasoning clearly to others, and use expert feedback to refine my model and conclusions.
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Colorado
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HS.S-ID.A.1 - Model data in context with plots on the real number line (dot plots, histograms, and box plots).
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- I can make a simple dot plot, histogram, or box plot from ER case data with support, but I may need help choosing the right graph or reading what it shows
- I can name one pattern or difference in the data and give a basic prediction about a patient or treatment based on the plot.
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- I can create and interpret a dot plot, histogram, or box plot from ER data to show key values, spread, or groups in context
- I can use the plot to explain a prediction, compare at least two cases or treatments, and describe one way my prediction changed after new data appeared.
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- I can select and build an appropriate plot for ER data, then use it to compare distributions, identify patterns, and support decisions about timing or priority
- I can explain how my predictions changed across multiple math checks, connect the graph to ratios, rates, or probability, and revise my dashboard using feedback.
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- I can independently model ER data with clear, accurate dot plots, histograms, and box plots in a dashboard that highlights patterns, comparisons, and changes over time
- I can justify my predictions and revisions with evidence from the graphs, clearly communicate how the data supports faster, safer decisions, and use feedback from peers or a data expert to improve my work.
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Colorado
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HS.S-IC.B.5 - Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
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- I can use help to compare two ER treatment ideas with simple data, but I may only partially collect or organize the trial results
- I can make a basic simulation or graph with support and identify whether one treatment seems better, though my explanation of the difference may be incomplete or unclear.
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- I can use data from a randomized ER-style experiment to compare two treatments and create a basic simulation or display of the results
- I can describe the main pattern I see, make a prediction from the evidence, and explain my thinking with some accuracy, but I may need support to justify whether the difference is important.
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- I can compare two treatments using randomized experiment data and a simulation, then explain whether the difference appears significant using evidence from my results
- I can show the data clearly in a dashboard or plot, revise my prediction when new case data appears, and communicate my reasoning so peers can follow my decision.
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- I can independently use randomized ER case data and simulations to compare two treatments, determine whether differences between parameters are significant, and defend my conclusion with strong evidence
- I can present my dashboard clearly, explain how my predictions changed over time, use feedback from peers or experts to revise my model, and connect my math decisions to faster, safer ER care.
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