Algebra 1 Unit: 7- Statistics
Approximate Time Frame: 4-6 weeksConnections to Previous Learning:Students should be able to construct and interpret scatter plots (this should include describing patterns within the scatter plot). Students can recognize the linear association with a scatter plot.Focus of the Unit:Students will be able to represent and interpret data in a variety of ways. Students will be able to fit a function to given data.Connections to Subsequent Learning:Students will distinguish and interpret correlation and causation.Desired OutcomesStandard(s):S.ID. 1Dot plots, histograms, box plots to represent dataS.ID. 2Use statistics appropriate to the shape of the data distribution to compare mean and median and spread of two or more data sets.S.ID. 3Interpret differences in shape, center, and spread in the context of data sets, accounting for possible effects of outliersS.ID. 5Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data. Recognize possible associations and trendsS.ID. 6aRepresent data on two quantitative variables on a scatter plot and describe how the variables are related. Fit a function to the data and to solve problemsS.ID. 6bInformally asses the fit of a function by plotting and analyzing residualsS.ID. 6cFit a linear function for a scatter plot that suggests a linear associationS.ID. 7Interpret the slope and the intercept of a linear model in the context of the dataS.ID. 8Compute (using technology) and interpret the correlation coefficient of a linear fitS.ID. 9Distinguish between correlation and causationPriority Standards Supporting Standards Additional StandardsTransfer: Students will apply…Understandings: Students will understand that…Essential Questions:Highlighted Mathematical Practices: (Practices to be explicitly emphasized are indicated with an *.)Make sense of problems and persevere in solving them. Students demonstrate their ability to persevere by selecting a modality to begin representing their understanding (i.e manipulatives, pictures). They can work collaboratively to represent their measurements or quantities and discuss their representations. Reason abstractly and quantitatively. Students will demonstrate their abstract and quantitative reasoning by estimating lengths and then refining their estimates based upon new information. They also demonstrate reasoning by explaining indirect measurements. They need to use measurement units correctly – understanding that the smaller the unit, the more units you need to measure a given object. Construct viable arguments and critique the reasoning of others. Students will explain why they chose to represent a quantity or measurement in a particular way. They will also listen to each other and explain what their peers have said. Model with mathematics. In this unit, students are asked to transfer between manipulative, number line, drawings and other visual representations. They are asked to explain in words how their visuals are representing measurements or quantities.Use appropriate tools strategically. Students demonstrate their ability to use non-standard measurement units to measure lengths of objects. Hey need to select the correct tools and know when a number line is an appropriate representation.Attend to precision. Students demonstrate precision by using comparison language appropriately to describe their measurements and quantities. They count precisely to measure accurately.Look for and make use of structure. Students demonstrate the ability to use structure in their graphs, ten frames and on the 120 chart. Students can use these structures to explain the patterns and answer questions about measurements and quantities.Look for express regularity in repeated reasoning. When students note patterns on, and can use the 10 frames, 120 chart and graphs to solve problems or create new representations, they are using their repeated reasoning. Prerequisite Skills/Concepts:Students should already be able to…Advanced Skills/Concepts:Some students may be ready to…Knowledge:Students will know…Skills:Students will be able to…WIDA Standard: English Language LearnersEnglish language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.English language learners would benefit from:Academic Vocabulary: Critical Terms: Supplemental Terms:AssessmentPre-AssessmentsFormative AssessmentsSummative AssessmentsSelf-AssessmentsSample Lesson Sequence ................
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