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) |

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| (8.SP.1,2) |

| (8.SP.1,2,3,4) |

| (8.SP.1-4) |

| (8.F.5) |

| (8.SP.1) |

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| (8.SP.2) |

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| (8.SP.3) |

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| (8.SP.4) |

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| (8.SP.2) |

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| (looks good) |

| (has all of the standards/connects to IXL) |

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| (8.SP.3) |

| (8.SP.4) |

| (posters) |

| (sample of some tasks for 8th grade) |

| ($8.50) |

| (some good information) |

| (8.SP.1) |

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|(check this out) |

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