1. (1) The quantitative literacy content standards for high school are to:

   1. (a) distinguish between quantitative and categorical data and use representations and analysis techniques that are appropriate for each type;
   2. (b) ask a statistical question to determine whether there appears to be an association between two variables, design and carry out an investigation, and write a persuasive argument based on the results of the investigation; and
   3. (c) distinguish between association and causation.

2. (2) The visualizing, summarizing, and interpreting data content standards for high school are to:

   1. (a) use technology to organize data, including very large data sets, into a useful and manageable structure;
   2. (b) represent the distribution of univariate quantitative data with plots on the real number line, choosing a format most appropriate to the data set, and representing the distribution of bivariate quantitative data with a scatter plot;
   3. (c) understand that standard deviation measures the variability of a data distribution, and calculate standard deviation using technology;
   4. (d) interpret differences in the shape, center, and spread of quantitative data distributions, in context, accounting for possible effects of outliers on measures of central tendency and variability;
   5. (e) compare and contrast two or more quantitative data distributions, using shape, center, and spread in context. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities;

   6. (f) analyze the relationship between two quantitative data distributions in context that have a linear association. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities by:

      1. (i) using technology strategically, represent two quantitative data distributions on scatter plots;
      2. (ii) describing verbally how the variables are related;
      3. (iii) using technology to find the least-squares regression line (line of best) fit for two quantitative variables;
      4. (iv) understanding that the line of best fit minimizes the square of the residuals; and
      5. (v) understanding correlation as a measure of linear association and using technology, compute the correlation coefficient of a linear relationship;

   7. (g) analyze the relationship between two categorical variables in context. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities by:

      1. (i) summarizing categorical data for two categories in two-way frequency tables and visual representations;
      2. (ii) interpreting relative frequencies for categorical data in context; and
      3. (iii) identifying possible associations and trends in categorical data.

3. (3) The probability content standards for high school are to:

   1. (a) understand the concept of a sample space and describe events as subsets of a sample space; and

   2. (b) understand the concepts of conditional probability and independence in context. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities by:

      1. (i) determining whether two events, A and B, are independent by using two-way tables, tree diagrams, and/or Venn diagrams, and interpreting the answer in context; and
      2. (ii) computing the conditional probability of event A given event B by using two-way tables, tree diagrams, and/or Venn diagrams, and interpreting the answer in context.

Authorizing statute(s): Mont. Const. Art. X, sec. 9, 20-2-114, 20-7-101, MCA

Implementing statute(s): Mont. Const. Art. X, sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

History: NEW, 2025 MAR, 10-53-141, Eff. 7/1/26.