Career Clusters

Career Clusters 2017-01-19T19:50:18-05:00

There are 16 career clusters leading to various career pathways. Instructors can incorporate these clusters into curriculum design and instruction. Adult education services will include workforce preparation activities and training for specific occupations; this will allow students to achieve their educational and career goals. For a listing and description of these career clusters, please click on the link below.

Career Cluster Pathways

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Lesson Title Analyzing Trends
Unit Title Oh! The Places You Go
NRS Level Level 4
Length of Lesson 120 minutes
Lesson Purpose

Students will be able to record data on a chart and understand how to use probability using the chart createdManufacturing, and Transportation/Distribution/Logistics employee performance is often tracked.  Employees are evaluated based on time taken to accomplish a task, number of mistakes, and ability to choose the correct product(s) for distribution.  Through the analysis of trends, students can see correlation between their individual jobs and the “big picture” of their employer’s goals.

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Lesson Objectives

At the end of this lesson, students will be able to:

Summarize numerical data sets reporting the number of observations and describing how it was measured and its units of measurement giving median and/or mean and range as well as reference the context in which the data were gathered.

Approximate the probability of an event by collecting data and predict frequency given the probability.

Student Target

I can collect and analyze data in order to find trends and improve efficiency.

CCR Focus Standards
Data, Probability, and Statistical Measurement - Level D
  • Summarize numerical data sets in relation to their context, such as by:

    a. Reporting the number of observations.

    b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

    c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

    d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

  • Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

Supporting Standards
  • Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

  • Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.

Standards for Mathematical Practice
  • Make sense of problems and persevere in solving them. (MP.1)

  • Attend to precision. (MP.6)

KYAE Employability Standards
  • E.4 Utilize and support workplace organizational structures (e.g., company departments, corporate goals, chain of command).

  • E.7 Accurately analyze information and respond appropriately.