Algebra 1 Unit 3: Systems of Equations
BY THE END OF THIS UNIT:
CORE CONTENT
|Cluster Title: N/A |
|Standard: Goal 1.02 |
|Summarize and analyze univariate data to solve problems. |
|A) Apply and compare methods of data collection. |
|B) Apply statistical principles and methods in sample surveys. |
|C) Determine measures of central tendency and spread. |
|D) Recognize, define, and use the normal distribution curve. |
|E) Interpret graphical displays of univariate data. |
|F) Compare distributions of univariate data. |
|Concepts and Skills to Master: |
|• Apply and compare methods of data collection. |
|• Apply statistical principles and methods in sample surveys. |
|• Determine measures of central tendency and spread. |
|• Recognize, define, and use the normal distribution curve. |
|• Interpret graphical displays of univariate data. |
|• Compare distributions of univariate data. |
SUPPORTS FOR TEACHERS
|Critical Background Knowledge |
|• Bar graphs, histograms, stem-and-leaf plots, pie charts |
|• Percents |
|• Data collection methods |
|• Enter data into calculator |
|Academic Vocabulary |
| |
|mean, median, variance, standard deviation, normal distribution, random sampling, frequency distribution, census, survey, bias, population, various graphical |
|representation, translation of data |
|Suggested Instructional Strategies: |Resources: Refer to Binder (1st page of unit) |
| | |
|Use the Rolling Dice lab at the beginning of the unit to introduce the normal |The following resource is from the Statistics curriculum guides: |
|curve. Have students work in pairs and then gather data from all the groups and | |
|create a whole class frequency chart and discuss its shape. |1) Rolling Dice lab |
| | |
|While students may have heard of the normal distribution, it is unlikely that |2) What Does the Normal Distribution Sound Like? |
|they will have prior experience using it to make specific estimates. Build on |
|students’ understanding of data distributions to help them see how the normal |ionSoundLike.pdf/354591910/WhatDoestheNormalDistributionSoundLike.pdf |
|distribution uses area to make estimates of frequencies (which can be expressed | |
|as probabilities). Emphasize that only some data are well described by a normal | |
|distribution. | |
| | |
| | |
| | |
| | |
|Sample Assessment Tasks |
|Skill-based task |Problem Task |
| | |
|(This problem is from Study Island) |(This problem is from – Chapter 15) |
|The amount 5th grade students grow during the school year is normally distributed| |
|with a mean of 4 inches and a standard deviation of 1 inch as shown below. |An expert witness in a paternity suit testifies that the length (in days) of |
|[pic] |human gestation is approximately normally distributed with parameters µ = 270 |
|Out of 1,000 5th graders, how many grow between 4 inches and 7 inches? |and σ = 10. The defendant in the suit is able to prove that he was out of the |
|[pic] |country during a period that began 290 days before the birth of the child and |
|A. |ended 240 days before the birth. If the defendant was, in fact, the father of |
|501 |the child, what is the probability that the mother could have had the very long |
| |or very short gestation indicated by the testimony? |
| | |
|[pic] | |
|B. | |
|499 | |
| | |
| | |
|[pic] | |
|C. | |
|506 | |
| | |
| | |
|[pic] | |
|D. | |
|477 | |
| | |
| | |
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Mathematical Practices in Focus:
2-Reason abstractly and quantitatively
4-Model with mathematics
6-Attend to precision
7-Look for and make use of structure 8-Look for and express regularity in repeated reasoning
Suggested Pacing: 15 days
1.
Enduring understanding (Big Idea): Students will able to use various representations of univariate data to justify and support decisions made in real world scenarios. (Normal Distribution will focus will on the Empirical Rule. (z-scores, confidence intervals, and percentiles are not necessary)
Essential Questions: • How are statistics used for decision making in business and science?
• What are the limitations of statistics?
• What inferences can be made regarding data that is normally distributed?
Students will know…
• How to find the 5-point summary
• The measures of central tendency and the measures of variability
• The properties of normal distributions
Vocabulary:
mean, median, variance, standard deviation, normal distribution, random sampling, frequency distribution, census, survey, bias, population, various graphical representation
Students will be able to…
• Compare data and justify conclusions using box-and-whisker plots
• Compare data and justify conclusions using central tendency and the measures of variability
• Apply the Empirical Rule to normally distributed data to solve problems
•
Unit Resources
|AFM Binder |AFM Textbook |Other |
|General notes |Section 0-8 |Rolling Dice Lab |
|Resources from |Section 11-1 examples 1-4|Activity: What Does the |
|Instructional Web: |only |Normal Distribution Sound|
|Sampling & Bias | |Like? |
|Histograms + | | |
|Measures of Variation | | |
|Box-and-Whisker Plots | | |
|Compare Athletes Activity|Section 11-2 |Mindset Program |
| | |Chapter 15 |
|[pic][?] |Section 11-3 example 1 |Study Island |
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|[pic]jhC=*U[pic]mHnHu[pic| | |
|]hª>,h9Ü5?OJQJhª>,h\v=5?O| | |
|JQJhª>,hO‹5?OJQJh^Z5?OJQC| | |
|reating Curve by hand | | |
|PowerPoint Notes | | |
|Curve & Standard | | |
|Deviation Review | | |
|Normal Distribution | | |
|Review | | |
|Data collection Project | | |
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Standards are listed in alphabetical /numerical order not suggested teaching order.
PLC’s must order the standards to form a reasonable unit for instructional purposes.
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