Download Learning Targets 8 legal

Eighth Grade * Common Core Mathematics
Domain Target
Number System
Cluster Target
*
I know there are
numbers that are not
rational and I can
approximate them with
rational numbers.
Number System
*
I know there are
numbers that are not
rational and I can
approximate them with
rational numbers.
Domain &
Standard
Learning Target
A Specific Example
Standard
Number System
*
Number System
*
Number System
*
Number System
*
Number System
*
Number System
8.NS-1. Know that numbers that are not
I can explain the difference between rational and Rational numbers can be expressed
rational are called irrational. Understand
irrational numbers.
as a fraction of integers.
informally that every number has a decimal
8.NS-1
expansion; for rational numbers show that the
All rational numbers repeat as a
decimal expansion repeats eventually, and
I can identify and explain the decimal expansion for
decimal. (If you define terminating
convert a decimal expansion which repeats
rational numbers.
decimals as repeating zeros)
eventually into a rational number.
8.NS-2. Use rational approximations of
irrational numbers to compare the size of
I can find the approximate value of a irrational numbers
irrational numbers, locate them approximately by a system of better approximations.
on a number line diagram, and estimate the
8.NS-2
Expressions and Equations
*
Expressions and Equations
8.EE-1
value of expressions (e.g., pi2). For example,
by truncating the decimal expansion of √2,
show that √2 is between 1 and 2, then
between 1.4 and 1.5, and explain how to
continue on to get better approximations.
* Expressions and Equations *
8.EE-1. Know and apply the properties of
integer exponents to generate
equivalent numerical expressions. For
*
Expressions and Equations
I can simplify expressions with integer exponents.
*
I can work with
radicals and integer
exponents.
8.EE-3
8.EE-4
print date 1/18/13
I can evaluate the square roots of small perfect squares.
the form x2 = p and x3 = p, where p is a
positive rational number. Evaluate square
roots of small perfect squares and cube roots I can evaluate the cube roots of small perfect cubes.
of small perfect cubes. Know that √2 is
I know 2 is irrational.
irrational.
8.EE-3. Use numbers expressed in the form of
a single digit times an integer power of 10 to
I can express very large and small numbers in scientific
estimate very large or very small quantities,
!
! notation.
and to express how many times as much one
is than the other. For example, estimate the
population of the United States as 3 × 108
and the population of the world as 7 × 109,
and determine that the world population is
more than 20 times larger.
8.EE-4. Perform operations with numbers
expressed in scientific notation, including
problems where both decimal and scientific
notation are used. Use scientific notation and
choose units of appropriate size for
measurements of very large or very small
quantities (e.g., use millimeters per year for
seafloor spreading). Interpret scientific
notation that has been generated by
technology.
*
Express 2.999… as a fraction of integers in
lowest terms.
John says that 3.121231234… is rational
because it repeats. Jane says it is irrational.
Explain who is correct and why.
Between what two integers is √120 located?
Expressions and Equations
Simplify 32 x 3-5
example, 32 × 3–5 = 3–3 = (1/3)3 = 1/27.
I can solve simple equations involving squares and
8.EE-2. Use square root and cube root
Solve for x: x3 = 27
symbols to represent solutions to equations of cubes.
8.EE-2
Number System
Find the √3 to two decimal places by Find the √12 accurate to 1 decimal place
a series of division estimates.
without a calculator.
I can locate the approximate the value of an irrational Point on the number line where the
number on a number line.
square root of 15 is located.
Expressions and Equations
ONE Example of Assessment
*
*
Expressions and Equations
Simplify 23 x 3-3 x 2-4 x 35
Solve for x: 2x2 + 3x2 = 35
Find the square root of 36.
Find the cube root of 27.
Find the cube root of 27.
What is the square root of 49?
Is
2 rational or irrational?
*
Identify each as rational or irrational.
1
2
4
Express the number 3, 480, 000 in
Write the number equivalent to 3.5 X 10-3 in
scientific notation.
! standard
!
! notation.
I can determine the proportional difference between How many times larger is 4 x 103
scientific numbers.
than 4 x 10-3?
I can add, subtract, multiply, and divide combinations of
Calculate (3 x 104)(4 x 103)
numbers in scientific notation.
The distance from Vonnie's house to
I can appropriately use scientific notations and units of
the
capital is 4.2 x 105 meters. What
measurement in real-world situations.
would it be in km?
John's spreadsheet displays a
I can explain scientific notation generated by technology. number as 5.3E-2. How would this
be written in scientific notation?
The population of the United States is about 3
x 108 and the population of India is 1.2 x 109.
How many times larger is India's population?
Calculate (6 x 10-3) divided by 4, 000.
The speed of light is 3x108m/sec. The sun is
150,000,000km from the sun. How long does
it take light to reach the earth?
How would a calculator or spreadsheet display
a number in scientific notation like 3.5 x 10-7?
page 1 of 6
Eighth Grade * Common Core Mathematics
Domain Target
Cluster Target
Domain &
Standard
8.EE-5
I understand the
connections between
proportional
relationships, lines,
and linear equations.
I can create and
explain the attributes
of linear equations.
8.EE-6
I can solve linear
equations and pairs of
simultaneous linear
equations to answer
real-world problems.
Standard
8.EE-5. Graph proportional relationships,
interpreting the unit rate as the slope of the
graph. Compare two different proportional
relationships represented in different ways.
For example, compare a distance-time graph
to a distance-time equation to determine
which of two moving objects has greater
speed.
8.EE-6. Use similar triangles to explain why
the slope m is the same between any two
distinct points on a non-vertical line in the
coordinate plane; derive the equation y = mx
for a line through the origin and the equation
y = mx + b for a line intercepting the vertical
axis at b.
Learning Target
A Specific Example
I can explain proportional relationships with a graph.
Car
A
Car
B
If the horizontal axis is time and the vertical
axis is distance for a moving car, what do you
know about each vehicle?
What would you need to know before you can
Car B's rate can
be expressed as accurately compare the speed of Car A and
Car B?
s=10 miles/5 min.
I can compare two proportional relationships when one is Car
A
a graph and the other an equation.
Explain how you can use right triangles to
prove the slope is the same no matter what
two points you choose on a line.
I can explain the constant slope of a line using points on
the line and similar triangles
I can determine the equation of a line given on a
coordinate graph.
ONE Example of Assessment
5
What is the equation of the line displayed at
the left if it crosses the y-axis at 5 and has a
slope of -1/3?
8.EE-7. Solve linear equations in one variable.
8.EE-7a
a. Give examples of linear equations in one
variable with one solution, infinitely many
solutions, or no solutions. Show which of
these possibilities is the case by successively
transforming the given equation into simpler
forms, until an equivalent equation of the
form x = a, a = a, or a = b results (where a
and b are different numbers).
Simplify the following equation until
you can determine whether it will
have one, none, or an infinite
I can classify linear equations that have one solution,
solution set and explain how you
infinite solutions, and no solutions.
know.
How many solutions will the following
equation have?
3(4x - 7) + 5 = 2(6x -8)
12x - 3 = 4(3 + 3x)
8.EE-7. Solve linear equations in one variable.
8.EE-7b
I can analyze and solve
linear equations and
pairs of simultaneous 8.EE-8a
linear equations.
8.EE-8b
print date 1/18/13
b. Solve linear equations with rational number
coefficients, including equations whose
I can solve any linear equation with rational numbers.
solutions require expanding expressions using
the distributive property and collecting like
terms.
8.EE-8. Analyze and solve pairs of
simultaneous linear equations.
a. Understand that solutions to a system of
two linear equations in two variables
correspond to points of intersection of their
graphs, because points of intersection satisfy
both equations simultaneously.
8.EE-8. Analyze and solve pairs of
simultaneous linear equations.
Solve for x:
2
1
5( x + 3) " 4 = (x " 8) " x
5
2
!
5 2
1
2
1
( x + 3) " 4 = (x " ) + 2 x
2 5
2
3
2
!
If you know that a pair of
I can explain how a solution to a pair of simultaneous simultaneous linear equations have
equations relates to the intersection of their graphs.
no common solution, how would you
describe their graphs?
I can solve a system of linear equations algebraically.
Solve for y:
Solve algebraically:
2x - y = 5
x + y = -2
Graph to find the solution:
x-y=4
x + y = -2
If you know that a pair of simultaneous linear
equations have only one solution of x=3 and
y=-5, what all the details you can say about
their graphs?
Solve algebraically:
2x - 4y = -6
y=3
Graph to find the solution:
x-y=4
2 x = -2 + 2y
b. Solve systems of two linear equations in
two variables algebraically, and estimate
I can solve a system of linear equations graphically.
solutions by graphing the equations. Solve
simple cases by inspection. For example, 3x +
How many solutions for this system?
2y = 5 and 3x + 2y = 6 have no solution
I can determine solutions or special conditions to simple
Write an equation that will have an infinite
x-y=4
because 3x + 2y cannot simultaneously be 5 linear simultaneous equations mentally.
solution set with the equation 2x - y = 7.
2 x = 8 + 2y
and 6.
page 2 of 6
Eighth Grade * Common Core Mathematics
Domain Target
Domain &
Standard
Cluster Target
Standard
Learning Target
A Specific Example
ONE Example of Assessment
8.EE-8. Analyze and solve pairs of
simultaneous linear equations.
8.EE-8c
Functions
*
Functions
*
Functions
*
8.F-1
c. Solve real-world and mathematical
I can solve real-world problems using simultaneous
problems leading to two linear equations in
equations.
two variables. For example, given coordinates
for two pairs of points, determine whether the
line through the first pair of points intersects
the line through the second pair.
Functions
*
Functions
*
Functions
*
Functions
*
Functions
*
I can define and explain in my words what function is
8.F-1. Understand that a function is a rule
that assigns to each input exactly one output. and how it relates to input/output tables at earlier
grades.
The graph of a function is the set of ordered
pairs consisting of an input and the
corresponding output. [1]
print date 1/18/13
Functions
*
Functions
*
Functions
*
Functions
*
Write the definition of a function and Explain the different ways a function may be
give an example.
displayed.
From an in-out table, list the ordered List the ordered pairs from the rule; "add 3"
pairs and graph the points.
and then graph the line from these pairs.
8.F-2
8.F-2. Compare properties of two functions
each represented in a different way
(algebraically, graphically, numerically in
I can compare the properties of two functions that are Click on link to the right to see the
tables, or by verbal descriptions). For
Matching graphs, tables, and
example, given a linear function represented displayed in different ways (equation, graph, table, or function match game available on the
equations
words)
internet.
by a table of values and a linear function
represented by an algebraic expression,
determine which function has the greater rate
of change.
8.F-3
8.F-3. Interpret the equation y = mx + b as
defining a linear function, whose graph is a
straight line; give examples of functions that
are not linear.
For example, the function A = s2 giving the
area of a square as a function of its side
length is not linear because its graph contains
the points (1,1), (2,4) and (3,9), which are
not on a straight line.
I can define, evaluate,
and compare functions.
I can explain the
important attributes of
functions and use them
to model relationships.
I can explain how the graph of a function relates to its
set of ordered pairs.
The length of a rectangle is twice its Two tables and 3 chairs together cost $2,000
width. The perimeter is 30. Find its whereas 3 tables and 2 chairs together cost
dimensions.
$2,500. Find the cost of a table and a chair.
I can rewrite linear equations in the form of y = mx + b.
Rewrite 3x - 5y = 10 as a linear
equation in slope-intercept form.
Write an equation for the linear function
where the slope = 2 and the y-intercept is 3.
I can recognize when an equation is a linear function.
Explain why 2x - y = 7 is a linear
function.
Select all the functions that are linear.
x - y = 3; y = -2; 1/2x = 3y; 1/x + y = 2
I can generate functions that are not linear and explain
why they are not linear.
Bob says that 1/x + y = 3 is linear because
Generate a function that is not linear
there are no exponents. Sally disagrees.
and explain why.
Who is correct and why?
page 3 of 6
I can explain the
important attributes of
functions and use them
to model
Domain
relationships.
Target
Eighth Grade * Common Core Mathematics
Domain &
Standard
Cluster Target
8.F-4
I can use functions to
model relationships
between quantities.
8.F-5
Geometry
*
Geometry
*
Geometry
*
Geometry
Standard
Learning Target
8.F-4. Construct a function to model a linear
relationship between two quantities.
Determine the rate of change and initial value
of the function from a description of a
relationship or from two (x, y) values,
including reading these from a table or from a
graph. Interpret the rate of change and initial
value of a linear function in terms of the
situation it models, and in terms of its graph
or a table of values.
8.F-5. Describe qualitatively the functional
relationship between two quantities by
analyzing a graph (e.g., where the function is
increasing or decreasing, linear or nonlinear).
Sketch a graph that exhibits the qualitative
features of a function that has been described
verbally.
A Specific Example
I can create an equation to model two quantities that
are linear.
I can determine the rate of change when given a linear
relationship shown by a table or graph.
8.G-1c
8.G-2
I can explain
congruence and
similarity in a variety
of ways.
8.G-3.
print date 1/18/13
I can explain
congruence, similarity,
the Pythagorean
Y
2
4
6
5
7
9
I can determine the initial value when given a linear
relationship shown by a table or graph.
I can explain what the
a linear relationship in
I can explain what the
linear relationship in a
After driving a 20 miles, Todd has 5
gallons in his motorcycle. Driving
rate of change means when given another 100 miles he now has 3 gal
a real-world situation.
in his tank. How many miles per
initial value means when given a gallon is he getting? How much gas
did he start with?
real-world situation.
The graph at the right has a
slope of -1/3. What function
describes this graph and what
is the rate of change?
5
Week
John is saving for a new
3
smart phone shown by the
table. Write the equation
4
the describes this table. How
5
much money did he start with
and what does the slope tell you?
Money
$ 55
$ 62
$ 69
Describe the areas of the graph shown at the
left as increasing, decreasing, constant, linear,
and nonlinear.
I can describe where a graph is increasing, decreasing,
constant, linear, and nonlinear.
Sketch a graph that is increasing at a
constant rate, then becomes
constant, and finally begins to
decrease at a slow constant rate.
* Geometry * Geometry *
Sketch a graph that describes Amy walking to
school at a constant rate, then realizing she
dropped her book goes back and gets it and
then runs the rest of the way to school.
Geometry * Geometry * Geometry
8.G-1. Verify experimentally the properties of I can demonstrate and explain what happens to a line
when it is rotated, reflected, and translated by various
rotations, reflections, and
amounts.
translations:
Describe what a line will look like
after being rotated by 180 degrees.
What will the line described by y = x look like
after being reflected on the y-axis?
a. Lines are taken to lines, and line segments I can demonstrate and explain what happens to a line
to line segments of the
segment when it is rotated, reflected, and translated by
same length.
various amounts.
What transformations
are necessary to
make segment A
match segment B?
Draw segment A after being
rotated about the point shown
by 180 degrees.
*
Geometry
*
Geometry
*
I can sketch a graph if I am told where and how it is
increasing, decreasing, constant, linear, and nonlinear.
Geometry
*
Geometry
*
Geometry
*
Geometry
8.G-1a
8.G-1b
Create an equation from
the table shown and
describe the rate of
change.
ONE Example of Assessment
X
A
B
8.G-1. Verify experimentally the properties of
rotations, reflections, and
I can demonstrate and explain what happen to a angle
translations:
when it is rotated, reflected, and translated by various
amounts.
b. Angles are taken to angles of the same
measure.
8.G-1. Verify experimentally the properties of
I can demonstrate and explain what happen to parallel
rotations, reflections, and
lines when they are rotated, reflected, and translated by
translations:
various amounts.
c. Parallel lines are taken to parallel lines.
8.G-2. Understand that a two-dimensional
figure is congruent to another if the second
can be obtained from the first by a sequence
of rotations, reflections, and translations;
given two congruent figures, describe a
sequence that exhibits the congruence
between them.
I can define congruence in terms of rotating, reflecting,
or translating the first to obtain the second.
I can specifically name the rotation, reflection, or
translation of one 2-D shape necessary to obtain the
second congruent figure.
8.G-3. Describe the effect of dilations,
I can explain how a translation changes a figure on a
translations, rotations, and reflections on twocoordinate graph.
dimensional figures using coordinates.
A
What will the angle at the left look like after it
has been reflected on the dashed line?
The lines shown at the left are parallel. Carl
says that he can reflect these lines together
(not independently) so they will no longer be
parallel. Explain why you agree or disagree.
Example: A two- dimensional figure
is congruent to another if the 2nd
can be obtained from the 1st by a
combination of translations,
rotations, and reflections.
Explain how a traditional definition of
congruent (two shapes that have the same
size and shape) differs from the
transformational definition.
Name the transformations
necessary to prove these
two figures are congruent.
If a triangle has coordinates of (0,0),
What translation would change a triangle with
(5,0), & (3,7). What will the
coordinates of (-2,3), (4,3), & (-2, 6) to one
coordinates be when it is reflected
with coordinates of (-4,3), (8,3), (-4,9)?
over the y-axis?
page 4 of 6
I can explain
congruence and
similarity in a variety
of ways.
Domain Target
Cluster Target
I can explain
congruence, similarity,
the Pythagorean
Theorem, and how to
find the volume of
cylinders, cones, and
spheres.
Eighth Grade * Common Core Mathematics
Domain &
Standard
8.G-4.
8.G-5
Standard
8.G-4. Understand that a two-dimensional
figure is similar to another if the second can
be obtained from the first by a sequence of
rotations, reflections, translations, and
dilations; given two similar two-dimensional
figures, describe a sequence that exhibits the
similarity between them.
Learning Target
I can explain how two geometric figures are similar when
you can dilate, rotate or reflect or translate the first to
Example: A two- dimensional figure
obtain the second.
is similar to another if the 2nd can be
obtained from the 1st by a
I can specifically name the dilation, rotation or reflection combination of translations,
or translation of one geometric figure necessary to obtain rotations, reflections, and dilations.
the second similar figure.
I can explain why the interior angles of a triangle always Arrange three copies of the same
triangle so that the sum of the three
add to 180o.
angles appears to form a line.
8.G-5. Use informal arguments to establish
If the interior angles of a triangle are
facts about the angle sum and exterior angle I can explain the measures of the exterior angles of a
0
0
0
20 , 60 , and 100 , what is the
of triangles, about the angles created when
o
triangle and why they add to 360 .
measure of each exterior angle?
parallel lines are cut by a transversal, and the
angle criterion for similarity of triangles. For
When parallel lines are cut by a
I can explain the relationship between all the angles
example, arrange three copies of the same
transversal, what angles are
formed by parallel lines cut by a transversal.
triangle so that the sum of the three angles
complimentary?
appears to form a line, and give an argument
A drawing of a triangle is duplicated
in terms of transversals why this is so.
I can explain the relationship between all the angles of
on a copier that increases its size by
two similar triangles.
200%. Describe the angles and
sides of the new figure compared to
I can explain at least one method of proof of the
Pythagorean Theorem.
8.G-6
8.G-6. Explain a proof of the Pythagorean
Theorem and its converse.
8.G-7
8.G-7. Apply the Pythagorean Theorem to
determine unknown side lengths in right
triangles in real-world and mathematical
problems in two and three dimensions.
8.G-8
8.G-8. Apply the Pythagorean Theorem to find
I can find the distance between two points on a
the distance between two points in a
coordinate grid.
coordinate system.
I can explain and apply
the Pythagorean
Theorem.
I can solve real-world
problems involving the
8.G-9
volume of cylinders,
cones, and spheres.
print date 1/18/13
A Specific Example
8.G-9. Know the formulas for the volumes of
cones, cylinders, and spheres and use them to
solve real-world and mathematical problems.
ONE Example of Assessment
Explain how a traditional definition of
similarity (two shapes that have the same
shape but not necessarily the same size)
differs from the transformational definition.
Name the transformations
necessary to prove these
two figures are congruent.
If ∆ABC is constructed between
two parallel lines, prove the
B
0
C
A
interior angles add to 180 .
Bob says the exterior angles of a triangle are
the same as the interior angles. Explain why
you agree or disagree.
When parallel lines are cut by a transversal,
name all the congruent angles.
A triangle has all of its sides decreased by a
factor of 1/3. If one of the angles was
0
originally 30 , what is this angle on the new
figure?
Present a proof of the Pythagorean Theorem. (if a, b, and c are sides of a right
triangle with c=hypotenuse, then a2 + b2 = c2)
I can explain a proof of the converse of the Pythagorean
Theorem which says, if the square of one side of a
Present a proof of the converse of the Pythagorean Theorem. (if a2 + b2 = c2 then
triangle is equal to the sum of the squares of the other
∆abc is a right triangle)
two sides, then the triangle is a right triangle
I can solve real-world problems using the Pythagorean
Theorem.
I can find the volume of any cone, cylinder, or sphere.
John leaves school to go home. He
walks 6 blocks North and then 8
blocks west. How far is John from the
school?
A string connects to opposite corners of a
cube in such a way as it goes through the
center of the cube. How long is the string is
the cube measures 5 cm on each edge?
Find the distance between the two
points (-3, 5) and (4, -1).
Name a coordinate point that is 9 units from
the point (-3, -5) and is in the first quadrant
(where both coordinates are positive).
Find the volume of a cylinder with a
height of 7cm. and a diameter of
3cm.
A cone and cylinder have the same base
diameter and same volume. What is the
height of the cone compared to the cylinder?
A sphere is inside a 6 cm cube and
I can solve real-world problems involving the volumes of
touches all 6 sides. What is the
cones, cylinders, or spheres.
volume of the cube?
A 6cm cube is constructed to hold a sphere
with a diameter of 6cm. How much empty
space will be in the cube?
page 5 of 6
Eighth Grade * Common Core Mathematics
Domain Target
Statistics & Probability
Domain &
Cluster Target
Standard
Standard
* Statistics & Probability * Statistics & Probability *
8.SP-1
8.SP-2
I can explain patterns
of association in data
with two variables
(bivariate).
I can explain patterns
of association in data
with two variables
(bivariate).
8.SP-3.
8.SP-4
Created by Carl Jones, Darke County ESC, Karen Smith,
Auglaize County ESC, Virginia McClain, Sidney City
Schools, and Leah Fullenkamp, Waynesfield-Goshen
print date 1/18/13
Learning Target
Statistics & Probability
8.SP-1. Construct and interpret scatter plots
for bivariate measurement data to investigate
patterns of association between two
quantities. Describe patterns such as
clustering, outliers, positive or negative
association, linear association, and nonlinear
association.
8.SP-2. Know that straight lines are widely
used to model relationships between two
quantitative variables. For scatter plots that
suggest a linear association, informally fit a
straight line, and informally assess the model
fit by judging the closeness of the data points
to the line.
*
Statistics & Probability
A Specific Example
*
Statistics & Probability
I can create a scatter plot with data involving two
variables (bivariate data).
ONE Example of Assessment
*
Statistics & Probability * Statistics & Probability
Create a scatter plot with the following data
Create a scatter plot with data of all your
that compares
student's arm span compared to their height.
the ages of
(web link)
married couples.
I can interpret a scatter plot by explaining patterns such Describe the attributes of the scatter plots addressing things like data points that
as clustering, outliers, positive and negative patterns,
are clustered, data points that are extreme, linear or nonlinear patterns, and
linear patterns, and nonlinear patterns.
whether the pattern of points go up (positive) or down (negative).
I can identify linear patterns in a scatter plot and can
estimate a straight line that fits the pattern.
Draw a line that best fits the data in
the scatterplot at the right.
I can judge the quality of a line fitting a scatter plot by
judging the closeness of the points to the line.
Explain why the line you chose would
be the best. What is the average
distance from any point to the line?
8.SP-3. Use the equation of a linear model to
solve problems in the context of bivariate
measurement data, interpreting the slope and
I can create a linear model of a problem and describe
intercept.
how the slope and/or intercepts relate to the context of
For example, in a linear model for a biology
experiment, interpret a slope of 1.5 cm/hr as the problem .
meaning that an additional hour 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 I can create a two-way table on data with two variables.
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
I can recognize patterns of association with categorical
relative frequencies calculated for rows or
data.
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
I can use the relative frequencies to find possible
nights and whether or not they have assigned
associations between the bivariate data.
chores at home. Is there evidence that those
who have a curfew also tend to have chores?
[1] Function Notation is not required in Grade 8.
The graph at the right models how
the height of a plant in inches (yaxis) relates to the time in days (xaxis). What does the y-intercept
mean in this context? What is the
slope and what does it mean in the
context of this problem?
Create a two-way table from a
population of adults that show their
highest degree earned compared to
their current annual salary.
Create a two-way table based on students in
your class and whether they have a curfew
and how many hours of chores they perform a
week.
Total the columns and rows in your
two-way table and explain any
patterns you may notice about the
data.
Total the columns and rows in your two-way
table and explain any patterns you may notice
about the data.
Explain whether or not you feel that
students who have a curfew tend to
also have chores and support your
position with data from the table.
Explain whether or not you feel that students
who have a curfew tend to also have chores
and support your position with data from the
table.
Created 1-3-2011
page 6 of 6