Mathematics Common Core State Standards Curriculum Map
Mathematics Common Core State Standards Curriculum Map
George County School District…2014-2015
| |Unit 10: Patterns of Bivariate Data | |
|Grade Level: 8th grade |Essential Questions: How do you use information from a table to construct a scatter plot? How do the data |Suggested Days: 14 |
| |points guide you to draw a line of best fit? Is the relationship between the bivariate data positive, | |
| |negative, or no correlation? How can you use information from a scatter plot to write an equation of a line| |
| |of best fit? How can the equation be used to help solve problems related to the bivariate data? How can | |
| |you represent bivariate data using a two-way table? How can explain two-way tables to summarize the data on| |
| |two categorical variables collected from the same subjects? | |
|Vocabulary: | |
|Clustering |Mathematical Practices: Highlighted practices to be assessed. |
|Correlation |1. Make sense of problems and persevere in solving them. |
|Line of best fit |2. Reason abstractly and quantitatively. |
|Scatter plot |3. Construct viable arguments and critique the reasoning of others. |
|Bivariate |4. Model with mathematics. |
|Continuous Graph |5. Use appropriate tools strategically. |
|Discrete Graph |6. Attend to precision. |
|Outliers |7. Look for and make use of structure. |
| |8. Look for and express regularity in repeated reasoning. |
| | |
| Content Standard |Resources |Assessments |
|8.F.5 Describe qualitatively the functional relationship between two|Holt McDougal Mathematics Grade 8 |Pre-test |
|quantities by analyzing a graph (e.g., where the function is |Go Math |Formative assessments: |
|increasing or decreasing, linear or nonlinear). Sketch a graph that |8th Grade Unpacking |Observations, anecdotal notes, admit/exit slips, math journals, |
|exhibits the qualitative features of a function that has been |JBHM 8th Grade |peer/self assessments, think-pair-share, quizzes |
|described verbally. |Exploration in Core Math |Post test (summative) |
|8.SP.1 Construct and interpret scatter plots for bivariate | |I Can Statements: |
|measurement data to investigate patterns of association between two | (8.F.5) |evaluate and describe properties based on a given graph. |
|quantities. Describe patterns such as clustering, outliers, positive| (8.SP.1) |sketch a graph by analyzing a situation that has been described |
|or negative association, linear association, and nonlinear | |verbally. |
|association. | (8.F.5) |Interpret a scatter plot as linear or nonlinear. |
|8.SP.2 Know that straight lines are widely used to model | |interpret the graph as strong correlation (clustering) or weak |
|relationships between two quantitative variables. For scatter plots |(outliers). |
|that suggest a linear association, informally fit a straight line |al-using-a-graph (8.F.5) |construct a scatter plot on a plane using two variables. |
|and informally assess the model fit by judging the closeness of the | |predict future outcomes using a scatter plot. |
|data points to the line. | |suggest a linear association informally and assess the model fit by |
|8.SP.3 Use the equation of a linear model to solve problems in the |(More websites are on the next page.) |judging the closeness of the data point to the line. |
|context of bivariate measurement data, interpreting the slope and | |use the line of best fit to determine and equation in two variables |
|intercept. For example, in a linear model for a biology experiment, | |for the data (y=mx+b) |
|interpret a slope of 1.5 cm/hr. as meaning that an additional hour | |justify and defend the accuracy of m predictions. |
|of sunlight each day is associated with an additional 1.5 cm in | | |
|mature plant height. | | |
|8.SP.4 Understand that patterns of association can also be seen in | | |
|bivariate categorical data by displaying frequencies and relative | | |
|frequencies in a two-way table. Construct and interpret a two-way | | |
|table summarizing data on two categorical variables collected from | | |
|the same subjects. Use relative frequencies calculated for rows or | | |
|columns to describe possible association between the two variables. | | |
|For example, collect data from students in your class on whether or | | |
|not they have a curfew on school nights and whether or not they have| | |
|assigned chores at home. Is there evidence that those who have a | | |
|curfew also tend to have chores? | | |
|NOTE: Websites: (8.F) |
| (8.SP) |
| |
| (8.F.5) |
| (performance task for 8.F.5) |
| (8.F.5) |
| (resources for all standards) |
| (performance task) |
| (8.SP.1,2,3) |
| (8.SP.1) |
| |
| (8.SP.1,2) |
| (8.SP.1,2,3,4) |
| (8.SP.1-4) |
| (8.F.5) |
| (8.SP.1) |
| |
| (8.SP.2) |
| |
| (8.SP.3) |
| |
| (8.SP.4) |
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| (8.SP.2) |
| |
| (looks good) |
| (has all of the standards/connects to IXL) |
| |
| (8.SP.3) |
| (8.SP.4) |
| (posters) |
| (sample of some tasks for 8th grade) |
| ($8.50) |
| (some good information) |
| (8.SP.1) |
| |
|(check this out) |
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