Download Cluster 1

CCGPS Statistics
A look at the curriculum in High School
math courses
Essential Questions
How can I effectively teach the standards
for Statistics in grades 9 through 12?
 What are Formative Assessment Lessons?
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Mathematical Thinking vs.
Statistical Thinking
Read the questions on your handout and
determine if they represent mathematical
thinking or statistical thinking.
A Vertical Look
6th Grade
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Recognize a statistical question
Describe data using center, shape, and spread
Recognize measure of center and measure of spread
Create dot plots, histograms, and box plots
Summarizing data sets
7th Grade
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Generalizing about the population based on sample data
Relate difference in data sets to measure of variability
Use measure of center and measure of spread to compare data sets
Understand that 0 ≤ 𝑃 𝑥 ≤ 1
Approximate probability using relative frequency
Develop a probability model
Find the probability of compound events using lists, tables, trees, and
simulation
8th Grade
• Use scatterplots to investigate patters of association (positive,
negative, linear, nonlinear)
• Informally fit data to a line
• Interpret slope and intercepts for linear model
• Use two-way tables and relative frequency to find associations
Ninth Grade
Cluster 1: Summarize, represent, and
interpret data on a single count or
measurement variable
 Cluster 2: Summarize, represent, and
interpret data on two categorical and
quantitative variables
 Cluster 3: Interpret linear models
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Cluster 1 (MCC9-12.S.ID.2)
PreAssessment: Cell Phones 1
 Introduction: Drawing Graphs
 Collaborative Activity: Matching Card
Sets
 Follow-up: Cell Phones 1 Revisited
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Drawing Graphs
Eleven students take a test.
 The test is out of 10.
 All students scored more than 5.
 At least one student scored each mark
between 6 and 10.
 The mode is 9 out of 10.
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Histogram
Matching Cards
Take turns at matching pairs of cards that you
think belong together.
2. Each time you do this, explain your thinking
clearly and carefully.
3. Your partner should either explain that
reasoning again in his or her own words, or
challenge the reasons you gave.
4. Write your reasons for the match on the poster
5. You both need to be able to agree on and
explain the placement of every card.
1.
To carry this concept further…
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Cell Phones 2
Matching Box Plots to Frequency Graphs
Possible Assessment Questions
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2009 AP© Statistics FRQ 1
2003 AP© Statistics FRQ 1
2012 AP© Statistics FRQ (adapted)
2011 AP© Statistics FRQ 1
2010 AP© Statistics FRQ 1
Tenth Grade
Cluster 1: Understand independence
and conditional probability and use them
to interpret data
 Cluster 2: Use the rules of probability to
compute probabilities of compound
events in a uniform probability model.
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Cluster 1 and 2
PreAssessment: Medical Testing
(individual)
 Introduction: Medical Testing (group)
 Collaborative Activity: Sample
Responses
 Follow-up: How Did You Work?
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Medical Testing Applet
Medical Testing
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4.
Take turns to explain your method and how
you think your work could be improved.
Listen carefully to each other.
Once everyone in the group has explained
their method, plan a joint method that is
better than each of your separate ideas.
Write a brief outline of your method on one
side of your sheet of paper.
Sample Responses
Take it in turns to work through a
student’s solution.
 Explain your answer to the rest of the
group.
 Listen carefully to explanations
 Once everyone is satisfied with the
explanations, write the answers to the
questions below the student’s solution.
The students in these samples have looked at
Country A.
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Noreen’s Response
Chun’s Response
Rajeev’s Response
Amy’s Response
Rules of Probability
Possible Assessment Questions
2003 AP© Statistics FRQ 2
 1997 AP© Statistics FRQ 3
 2009 AP© Statistics FRQ 2
 2011 AP© Statistics FRQ 2
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Eleventh Grade
Cluster 1: Summarize, represent, and
interpret data on a single count or
measurement variable
 Cluster 2: Make inferences and justify
conclusions from sample surveys,
experiments, and observational studies
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Cluster 2 (MCC9-12.S.IC.3-6)
Introduction: Muddying the Waters
 Collaborative Activity: A Case for
Muddying the Waters
 Follow-up: Reaching a Judgment
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Muddying the Waters
Muddying the Waters
A Case for Muddying the Waters
Exhibit 1
A Case for Muddying the Waters
Exhibit 2
A Case for Muddying the Waters
Exhibit 3
Reaching a Judgment:
Judge’s Instructions
Notes
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Formative Assessment Lessons
◦ http://map.mathshell.org/materials/index.php
Concept Mapping (effect size of 0.57)
 Universal Design for Learning
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◦ http://www.udlcenter.org/
Universal Design for Learning