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CAMPBELL HIGH SCHOOL UNIT PLAN TEMPLATE
Name of Collaborative: CCGPS Advanced Algebra
Members of Collaborative Team: Mazzei, Turner, Hutchins, Marsh, Bartlett, West
Curriculum Area: Math
Unit Title: Inferences and Conclusion from Data
Time Frame : 2.5 weeks
Note: Each teacher keeps his/her own copy reflecting teacher’s unit plan
Desired Results
Content Standards ( # and brief description): Copy and paste from Picasso
MCC9-12.F.IF.4 For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description
of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing,
positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★
MCC9-12.S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median,
mean) and spread (interquartile range, standard deviation) of two or more different data sets.★
MCC9-12.S.ID.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to
estimate population percentages. Recognize that there are data sets for which such a procedure is not
appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.★
MCC9-12.S.IC.1 Understand statistics as a process for making inferences about population parameters based
on a random sample from that population.★
MCC9-12.S.IC.2 Decide if a specified model is consistent with results from a given data-generating process,
e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0. 5. Would a
result of 5 tails in a row cause you to question the model?★
MCC9-12.S.IC.3 Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.★
MCC9-12.S.IC.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin
of error through the use of simulation models for random sampling.★
MCC9-12.S.IC.6 Evaluate reports based on data.★
Essential Questions:
How do I choose which set of summary statistics are appropriate for the data distribution? How is the
standard deviation calculated? When is it appropriate to use a normal distribution to describe a set of data?
How can I find the sampling distribution of a sample proportion or a sample mean? How does the size of a
sample affect the conclusions that can be drawn? How does a margin of error help determine a confidence
interval?
Content (Unpack Nouns from Standards):
Skills (Unpack Verbs from Standards):
Students will know…
Students will be able to…
Understand how to choose summary statistics that
are appropriate to the characteristics of the data
distribution, such as the shape of the distribution or
the existence of outliers.
Use summary statistics appropriately based on data
distribution.
Recognize that only some data are described well by
a normal distribution.
Recognize that Normal distribution does not describe
every data set.
Understand how the normal distribution uses area to
make estimates of probability.
Understand how the normal distribution uses area to
make estimates of probabilities.
Compare theoretical and empirical results.
Compare theoretical and empirical results to evaluate
the effectiveness of a treatment.
Understand that the way data is collected affects the
conclusions that can be drawn from it.
Understand the way in which data is collected
determines the scope and nature of the conclusions
that can be drawn from the data.
Use statistics to deal with variability.
Use margin of error to find a confidence interval.
Understand how to use statistics as a way of dealing
with, but not eliminating, variability of results from
experiments and inherent randomness.
Understand how to use the margin of error to find a
confidence interval.
Essential Vocabulary: What critical vocabulary must be learned in order to master the content?
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Center
Central Limit Theorem
Confidence Interval
Empirical Rule
Margin of Error
Mean Absolute Deviation
Parameters
Populations
Random
Sample
Sample Mean
Sample Proportion
Sample Distribution
Sampling Variability
Shape (Symmetry, Number of Peaks, Directions of Skew, Uniformity)
Spread
Standard Deviation
Statistics
Variance
Assessment Evidence
Summative
(attach)
Formative
(build from Summative)
Currently not developed
Normal Distribution
Normal Distribution,
and z-score Assessment.docx
z-score and Central Tendency Assessment.docx
Learning Plan
Pacing Guide
(weekly or daily)
Engagement
(Highlight all that
apply)
Learning Activities
CCGPS Advanced
Algebra Spring 2014 Pacing Guide.docx
Independent activities
Cooperative learning
instruction
Technology integration
Peer tutoring
Discussion
Pairing /small Groups
Hands on
Project
Visuals
Performance Task
Learning Stations
Whole group
Lecture
Drawing/labelling
Game
What learning experiences and instruction will enable students to achieve the
desired results? Create a list with a brief description.
Performance tasks will be used during this unit to reinforce concepts taught in
class.
“Let’s be normal”
“Empirical Rule”
“And you believe that?”
“How tall are our students?”
“Color of skittles”
“Final Grades” (Culminating task)
Visuals will be used throughout the unit to help students understand vocabulary,
particularly with normal distribution curves (Empirical Rule).
Technology will be used in class to help students visualize normal distribution
curves and how to create them. Technology in the form of calculators will be
used to find summary statistics such as mean, median, mode, range, standard
deviation, and variance. Video clips will be used to introduce various concepts
throughout the unit.
Students will complete a choice activity in which they will work in groups to
create their own research study, using any method of their choice, to study any
research question of their choice. Students will use concepts learned in class to
analyze data and present results to the class.
Differentiation
(Specialized
Instruction)
Practice problems with varying levels of difficulty will be used throughout the
unit. Students will be grouped differently depending on the task. Teacher will
utilize mixed ability grouping when appropriate as well as same ability grouping
with assignment suited to group ability level. Enrichment/challenge activities
will be provided for gifted/acc students that understand content standards and
Integration of Literacy
are ready to move forward or more in-depth. Remediation will be provided for
students needing extra assistance. Study Island will be utilized.
The performance tasks require students to read various real-world situations
and answer questions in regard to the scenarios. Students must write in
complete sentences to explain their answers as well as interpret information
from word problems.
Closing tasks will require students to answer the daily EQ’s using complete
sentences and citing examples from their notes and examples.
Students will create poster presentations summarizing work as well as creating
their own real-world practice problems.
Students will take turns critique each other’s work. Students will be required
to give valuable feedback relating to the standards, both positive and negative,
not just remarks such as “Good Job” or “Nice work”
Activities will be used for students to be able to practice using unit vocabulary
accurately and in correct context.
Materials/Resources
Holt Online textbook
Ga DOE frameworks learning tasks
Khan Academy
YouTube instructional video clips
Study Island
Collaborative Reflection Will reflect on student progress throughout the unit in addition to keeping data
of student assessment scores.