Mathematics Common Core State Standards Curriculum Map



Mathematics Common Core State Standards Curriculum Map

George County School District…2014-2015

| |Unit 3.2: Sampling, Inferences, and Comparing Populations | |

|Grade Level: 7th grade |Essential Questions: |Suggested Days: 15 |

| |Why is being able to analyze data an important skill in the 21st century? | |

| |What are the measures of central tendency? How can they be used to interpret data? | |

| |How do you generate multiple samples to gauge the variations in estimates or predictions? | |

| |How do you draw informal comparative inferences about two populations? | |

| |Why is it important to choose a random sample when looking at data? | |

|Vocabulary: | |

|Statistics variabilty |Mathematical Practices: Highlighted practices to be assessed: 1.Make sense of problems and persevere in solving them. |

|Measures of center measures of variability |2. Reason abstractly and quantitatively. |

|( mean, median, mode & range) |3. Construct viable arguments and critique the reasoning of others. |

|Survey |4. Model with mathematics. |

|Population |5. Use appropriate tools strategically. |

|Sample |6. Attend to precision. |

|Unbiased sample |7. Look for and make use of structure. |

|Biased sample |8. Look for and express regularity in repeated reasoning. |

|Simple random sample | |

|Simulated samples | |

|Convenience sample | |

|Voluntary response sample | |

|Inferences | |

| Content Standard |Resources |Assessments |

|7.SP.1. Understand that statistics can be used to gain information |Holt McDougal 7th grade Common Core Mathematics Textbook |Pre-test |

|about a population by examining a sample of the population; |Web based activities, videos, and powerpoints |Formative assessments: |

|generalizations about a population from a sample are valid only if |Lab with manipulatives |Observations, anecdotal notes, admit/exit slips, math journals, |

|the sample is representative of that population. Understand that | |peer/self assessments, think-pair-share, quizzes |

|random sampling tends to produce representative samples and support | |Post test (summative) |

|valid inferences. | |I Can Statements: |

|7.SP.2. Use data from a random sample to draw inferences about a |Task: |Explain how statistics about a sample can be used to describe a |

|population with an unknown characteristic of interest. Generate |Students will randomly sample given text from two pieces of literature. Prior |population. |

|multiple samples (or simulated samples) of the same size to gauge |to the task, students may need a mini-lesson about the following concepts: box|Explain what conditions need to be met for a sample to be a |

|the variation in estimates or predictions. For example, estimate the|plots, dot plots, 5-number summary and mean absolute deviation. |representation of a population. |

|mean word length in a book by randomly sampling words from the book;|Shakespeare vs. Harry Potter, Students will analyze text from two periods of |Explain that random sampling tends to produce representative samples |

|predict the winner of a school election based on randomly sampled |time to determine which author used longer words. |and support valid inferences. Analyze whether a sample is |

|survey data. Gauge how far off the estimate or prediction might be. | |representative of a population. |

|7.SP.3. Informally assess the degree of visual overlap of two | |Draw inferences from a random data sample |

|numerical data distributions with similar variabilities, measuring | |from a table or graph. |

|the difference between the centers by expressing it as a multiple of|(More websites are on the next page.) |Draw inferences from a random data sample |

|a measure of variability. For example, the mean height of players on| |without a table or graph. |

|the basketball team is 10 cm greater than the mean height of players| |Collect and use multiple samples of data to |

|on the soccer | |make generalizations about population. |

|team, about twice the variability (mean absolute deviation) on | |Generate multiple samples of the same size to gauge the variations in|

|either team; on a dot plot, the separation between the two | |estimates or predictions |

|distributions of heights is noticeable. | |Calculate the mean, range, and the mean absolute deviation (MAD)to |

|7.SP.4. Use measures of center and measures of variability for | |compare two data sets (Note: MAD is the average distance between each|

|numerical data from random samples to draw informal comparative | |value and the mean.) |

|inferences about two populations. For example, decide whether the | |Observe the overlap and differences of two data sets with similar |

|words in a chapter of a seventh-grade science book are generally | |variability. |

|longer than the words in a chapter of a fourth-grade science book. | |Compare two data sets using the range or MAD. |

| | |Make informal comparisons of data about two populations. |

| | |Compare two sets of data using measures of center (mean, median, |

| | |mode) and measures of variability (MAD and IQR). |

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