**Content Standards**

## What are the content standards you are going to be addressing?

The Common Core Math Standards: Use random sampling to draw inferences about a population. CCSS.Math.Content.7.SP.A.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.CCSS.Math.Content.SP.A.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.CCSS.Math.Practice.MP4 Model with mathematics: Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. |
They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.N.E.T.S. Standards:N.E.T.S. 2.0: Communication and Collaboration:Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others:a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.c. develop cultural understanding and global awareness by engaging with learners of other cultures.N.E.T.S. 3.0: Research and information fluency: Students apply digital tools to gather, evaluate, and use information.a. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and mediac. Evaluate and select information sources and digital tools based on the appropriateness to specific tasksd. Process data and report resultsN.E.T.S. 4.0: Digital Citizenshipa. Advocate and practice safe, legal and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity |

**Student Outcomes:**

**1) Students will analyze prices to determine how many hours of labor it takes to obtain those items.**

**2) Students will compute how much those items would cost in United States dollars if they were paid the wages of the poorer country.**

3) Students will compare the affordability of items from the different countries based upon the median income level of that country.

3) Students will compare the affordability of items from the different countries based upon the median income level of that country.