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Curriculum and Instruction – Mathematics Quarter 1 Statistics Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025, 80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor. Focus • The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major concepts of each subject so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. Coherence Rigor • Thinking across grades/courses: • learning of mathematics is carefully connected across grades and subjects so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning. • Linking to major topics: • Instead of allowing additional or supporting topics to detract from the focus of the grade, these concepts serve the grade/subject level focus. • Conceptual understanding: • The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures. • Procedural skill and fluency: • The Standards call for speed and accuracy in calculation. Students are given opportunities to practice core functions such as solving one-and two-step equations so that they have access to more complex concepts and procedures. • Application: • The Standards call for students to use math flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content. Shelby County Schools 2016/2017 Revised 8/18/16 1 of 12 Curriculum and Instruction – Mathematics Quarter 1 8. Look for and express regularity in repeated reasoning 7. Look for and make use of structure 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quatitatively Mathematical Practices 6. Attend to precision 3. Construct viable arguments and crituqe the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically Statistics The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice. This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts. Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some highleverage resources around the content standards and mathematical practice standards that teachers should consistently access: The TN Mathematics Standards The Tennessee Mathematics Standards: Teachers can access the Tennessee State standards, which are featured https://www.tn.gov/education/article/mathematics-standards throughout this curriculum map and represent college and career ready learning at reach respective grade level. Standards for Mathematical Practice Mathematical Practice Standards Teachers can access the Mathematical Practice Standards, which are https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions. Shelby County Schools 2016/2017 Revised 8/18/16 2 of 12 Curriculum and Instruction – Mathematics Quarter 1 Statistics Purpose of the Mathematics Curriculum Maps This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including sample questions, tasks and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students. The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected-with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—highquality teaching and learning to grade-level specific standards, including purposeful support of literacy and language learning across the content areas. Additional Instructional Support Shelby County Schools adopted our current math textbooks for grades 9-12 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards; therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria. Shelby County Schools 2016/2017 Revised 8/18/16 3 of 12 Curriculum and Instruction – Mathematics Quarter 1 Statistics How to Use the Mathematics Curriculum Maps Overview An overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide some non-summative assessment items. Tennessee State Standards The TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards that supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teacher’s responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. Content Teachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, etc.). Support for the development of these lesson objectives can be found under the column titled ‘Content’. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery. Instructional Support and Resources District and web-based resources have been provided in the Instructional Resources column. Throughout the map you will find instructional/performance tasks, iReady lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation. Shelby County Schools 2016/2017 Revised 8/18/16 4 of 12 Curriculum and Instruction – Mathematics Quarter 1 Statistics Topics Addressed in Quarter Probability and Counting Rules Discrete Probability Distributions The Normal Distribution Overview In this quarter students extend their work in probability and statistics by applying statistics ideas to real-world situations. They link classroom mathematics and statistics to everyday life, work, and decision-making, by applying these standards in modeling situations. They choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. The basic concepts of probability are explained including probability experiments, sample spaces, the addition and multiplication rules, and the probabilities of complementary events. Students learn the rule for counting, the differences between permutations and combinations, and how to figure out how many different combinations for specific situations exist. Students take their understanding of probability further by studying expected values, interpreting them as long-term relative means of random variables, functions of the outcomes of a random process, with associated probabilities attached to their possible values. Random variables can be either discrete or continuous. Discrete variables and their distributions are explained and students explore probability distributions in general and a specific, often used distribution called the binomial distribution. Students also begin to discuss and explore the properties of a normal distribution and its applications. Fluency The high school standards do not set explicit expectations for fluency, but fluency is important in high school mathematics. Fluency in algebra can help students get past the need to manage computational and algebraic manipulation details so that they can observe structure and patterns in problems. Such fluency can also allow for smooth progress toward readiness for further study/careers in science, technology, engineering, and mathematics (STEM) fields. These fluencies are highlighted to stress the need to provide sufficient supports and opportunities for practice to help students gain fluency. Fluency is not meant to come at the expense of conceptual understanding. Rather, it should be an outcome resulting from a progression of learning and thoughtful practice. It is important to provide the conceptual building blocks that develop understanding along with skill toward developing fluency. References: http://www.tn.gov/education/article/mathematics-standards http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/ Shelby County Schools 2016/2017 Revised 8/18/16 5 of 12 Curriculum and Instruction – Mathematics Quarter 1 Statistics TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Chapter 4 - Probability and Counting Rules (Allow approximately 4 weeks for instruction, review, and assessment) Domain: Conditional Probability and the Rules of Probability Cluster: Understand and apply basic concepts of probability S-CP.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not"). S-CP.3 Demonstrate an understanding of the Law of Large Numbers (Strong and Weak). Enduring Understanding(s): Numbers, expressions, and measures can be compared by their relative values. Some questions can be answered by collecting and analyzing data, and the question to be answered determines the data that needs to be collected and how best to collect it. Essential Question(s): How to use the laws of probability and simulation to make informed decisions? How can large numbers based on a pattern be efficiently calculated to form probabilities? How can you model a simulation to represent a real life situation? How does theoretical probability relate to empirical probability? How do mutually exclusive events affect probability calculations? Elementary Statistics Textbook (Bluman) 4-1 Sample Spaces and Probability Additional Resource(s) Elementary Statistics PowerPoint – Chapter 4 Against All Odds Videos (Against All Odds is a Video Series that introduces a statistical topic and illustrates it with a real-world example) Khan Academy: Probability Law of Large Numbers Applet STatistics Education Web Task(s) SCS Math Task: Statistics Too Many Choices Law of Large Numbers Vocabulary (Chapter 4) classical probability, combination, complement of an event, compound event, conditional probability, dependent events, empirical probability, equally likely events, event, fundamental counting rule, independent events, law of large numbers, mutually exclusive events, outcome, permutation, probability, probability experiment, sample space, simple event, subjective probability, tree diagram, Venn diagrams Elementary Statistics Textbook (Bluman) Statistics Today, pp. 182, 245 Critical Thinking Challenges, p. 248 Speaking of Statistics, p. 240 Applying the Concepts, pp. 195, 203, 220, 232, 239 Extending the Concepts, pp.198, 207, 224, 235 Data Projects, p. 248 TI-83/84 Step by Step, pp. 207, 235 Objective(s) The student will: Determine sample spaces and find the probability of an event. Explain what is meant by the Law of Large Numbers. Shelby County Schools 2016/2017 Revised 8/18/16 6 of 12 Curriculum and Instruction – Mathematics Quarter 1 TN STATE STANDARDS Statistics CONTENT Domain: Conditional Probability and the Rules of Probability Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. S-CP.4 Demonstrate an understanding of the addition rule, the multiplication rule, conditional probability, and independence. Objective(s) The student will: Find the probability of compound events using the addition rule of probability Domain: Conditional Probability and the Rules of Probability Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. S-CP.4 Demonstrate an understanding of the addition rule, the multiplication rule, conditional probability, and independence. Objective(s) The student will: Find the probability of compound events using the multiplication rule of probability. Find the conditional probability of an event. Discuss the concept of independence INSTRUCTIONAL SUPPORT & RESOURCES Elementary Statistics Textbook (Bluman) 4-2 The Addition Rules for Probability Additional Resource(s) Elementary Statistics PowerPoint – Chapter 4 Khan Academy: Probability Elementary Statistics Textbook (Bluman) 4-3 The Multiplication Rules and Conditional Probability Additional Resource(s) Elementary Statistics PowerPoint – Chapter 4 Against All Odds Videos Khan Academy: Probability Task(s) SCS Math Task: Statistics- Independence Domain: Conditional Probability and the Rules of Probability Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. S-CP.4 Demonstrate an understanding of the addition rule, the multiplication rule, conditional probability, and independence. S-CP.5 Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model Objective(s) The student will: Find the total number of outcomes in a sequence of events using the fundamental counting rule. Find the number of ways that r objects can be selected from n objects, using the permutation rule. Find the number of ways that r objects can be selected from n objects, without regard to order, using the combination rule. Elementary Statistics Textbook (Bluman) 4-4 Counting rules Vocabulary (Chapter 4) classical probability, combination, complement of an event, compound event, conditional probability, dependent events, empirical probability, equally likely events, event, fundamental counting rule, independent events, law of large numbers, mutually exclusive events, outcome, permutation, probability, probability experiment, sample space, simple event, subjective probability, tree diagram, Venn diagrams Elementary Statistics Textbook (Bluman) Statistics Today, pp. 182, 245 Critical Thinking Challenges, p. 248 Speaking of Statistics, p. 240 Applying the Concepts, pp. 195, 203, 220, 232, 239 Extending the Concepts, pp.198, 207, 224, 235 Data Projects, p. 248 TI-83/84 Step by Step, pp. 207, 235 Additional Resource(s) Elementary Statistics PowerPoint – Chapter 4 Against All Odds Videos Khan Academy: The Counting Principle Task(s) SCS Math Task: Statistics- Too Many Choices Shelby County Schools 2016/2017 Revised 8/18/16 7 of 12 Curriculum and Instruction – Mathematics Quarter 1 TN STATE STANDARDS Domain: Conditional Probability and the Rules of Probability Cluster: Understand and apply basic concepts of probability S-CP.2 Use permutations and combinations to compute probabilities of compound events and solve problems. Domain: Using Probability to Make Decisions Cluster: Understand and use the discrete probability distributions. S-MD.1 Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions Statistics CONTENT Objective(s) The student will: Find the probability of an event using the counting rules. INSTRUCTIONAL SUPPORT & RESOURCES Elementary Statistics Textbook (Bluman) 4-5 Probability and Counting Rules Additional Resource(s) Elementary Statistics PowerPoint – Chapter 4 Against All Odds Videos Khan Academy: The Counting Principle STatistics Education Web Task(s) SCS Math Task: Statistics- M&Ms6 Chapter 5 - Discrete Probability Distributions (Allow approximately 3 weeks for instruction, review, and assessment) Enduring Understanding(s): Elementary Statistics Textbook (Bluman) There are special numerical measures 5-1 Probability Distributions that describe the center and spread of numerical data sets. Additional Resource(s) The chance of an event occurring can be described numerically by a Elementary Statistics PowerPoint – Chapter 5 number between 0 and 1 inclusive Against All Odds Videos and used to make predictions about Khan Academy: Statistics and Probability other events. STatistics Education Web Essential Question(s): What probability distribution patterns Task(s) occur in real life situations? SCS Math Task: Statistics- GOFISH How do you distinguish when to use the three distributions (poison, binomial, geometric)? How do you apply your understanding of probability distribution to determine examples of it? Vocabulary (Chapter 5): Binomial distribution, binomial experiment, discrete probability distribution, expected value, hypergeometric distribution, multinomial distribution, Poisson distribution, random variable Elementary Statistics Textbook (Bluman) Statistics Today, pp. 252, 269, 295 Critical Thinking Challenges, p. 296 Speaking of Statistics, p.256, Applying the Concepts, pp. 276, 289 Extending the Concepts, pp. 259, 268, 279 Data Projects, p. 297 TI-83/84 Step by Step, pp. 269, 281, 291 Shelby County Schools 2016/2017 Revised 8/18/16 8 of 12 Curriculum and Instruction – Mathematics Quarter 1 TN STATE STANDARDS Domain: Using Probability to Make Decisions Cluster: Understand and use the discrete probability distributions. S-MD.2 Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. S-MD.6 Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. S-MD.7 Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. S-MD.8 Use probabilities to make fair decisions Statistics CONTENT Objective(s): The student will: Construct a probability distribution for a random variable. Objective(s): The student will: Find the mean, variance, standard deviation, and expected value for a discrete random variable. INSTRUCTIONAL SUPPORT & RESOURCES Elementary Statistics Textbook (Bluman) 5-2 Mean, Variance, Standard Deviation, and Expected Value Additional Resource(s) Elementary Statistics PowerPoint – Chapter 5 Khan Academy-: Summarizing Spread of Distributions Against All Odds Videos STatistics Education Web Task(s) SCS Math Task: Statistics- It’s To Be Expected SCS Math Task: Statistics- Collecting Pens Domain: Using Probability to Make Decisions Cluster: Understand and use the discrete probability distributions. S-MD.6 Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. S-MD.8 Use probabilities to make fair decisions The student will: Domain: Using Probability to Make Decisions Cluster: Understand and use the discrete probability distributions. The student will: Construct a probability distribution for a random variable using a simulation. Find the expected value of the simulation. Elementary Statistics Textbook 14-3 Simulation Techniques and Expected Value Additional Resource(s) Khan Academy-: Summarizing Spread of Distributions Against All Odds Videos Vocabulary (Chapter 5): Binomial distribution, binomial experiment, discrete probability distribution, expected value, hypergeometric distribution, multinomial distribution, Poisson distribution, random variable Elementary Statistics Textbook (Bluman) Statistics Today, pp. 252, 269, 295 Critical Thinking Challenges, p. 296 Speaking of Statistics, p.256, Applying the Concepts, pp. 276, 289 Extending the Concepts, pp. 259, 268, 279 Data Projects, p. 297 TI-83/84 Step by Step, pp. 269, 281, 291 Vocabulary (Section 14-3): Simulation technique, Monte Carlo method Elementary Statistics Textbook (Bluman) Applying the Concepts, pp. 742 Task(s) SCS Math Task: Statistics- Distracted Driving Find the exact probability for X successes in n trials of a binomial experiment. Elementary Statistics Textbook 5-3 The Binomial Distribution Vocabulary (Chapter 5): Binomial distribution, binomial experiment, discrete probability distribution, expected value, Shelby County Schools 2016/2017 Revised 8/18/16 9 of 12 Curriculum and Instruction – Mathematics Quarter 1 TN STATE STANDARDS CONTENT S-MD.2 Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. S-MD.6 Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. S-MD.8 Use probabilities to make fair decisions Domain: Using Probability to Make Decisions Cluster: Understand and use the discrete probability distributions. S-MD.2 Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. S-MD.6 Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. S-MD.8 Use probabilities to make fair decisions The student will: Domain: Using Probability to Make Decisions Cluster: Understand the normal probability distribution. S-MD.11 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 Statistics Find the mean, variance, and standard deviation for the variable of a binomial distribution. INSTRUCTIONAL SUPPORT & RESOURCES Additional Resource(s) Elementary Statistics PowerPoint – Chapter 5 Khan Academy: Binomial Distribution Against All Odds Videos STatistics Education Web Task(s) SCS Math Task: Statistics- Makin It Through Winter Find the probabilities for outcomes of variables, using Geometric, Poisson, hypergeometric, and multinomial distributions. hypergeometric distribution, multinomial distribution, Poisson distribution, random variable Elementary Statistics Textbook (Bluman) Statistics Today, pp. 252, 269, 295 Critical Thinking Challenges, p. 296 Speaking of Statistics, p.256, Applying the Concepts, pp. 276, 289 Extending the Concepts, pp. 259, 268, 279 Data Projects, p. 297 TI-83/84 Step by Step, pp. 269, 281, 291 Elementary Statistics Textbook 5-4 Other Types of Distributions (optional) Additional Resource(s) Elementary Statistics PowerPoint – Chapter 5 Against All Odds Videos STatistics Education Web Chapter 6-The Normal Distribution (Sections 1 & 2) (Allow approximately 2 weeks for instruction, review, and assessment) Enduring Understanding(s): Elementary Statistics Textbook Relationships between quantities can be 6-1 Normal Distributions represented symbolically, numerically, graphically and verbally in the Additional Resource(s) exploration of real world situations. The results of statistical analysis must be Elementary Statistics PowerPoint – Chapter 6 Vocabulary (Sections 6-1 & 6-2): Binomial distribution, binomial experiment, discrete probability distribution, expected value, hypergeometric distribution, multinomial distribution, Poisson distribution, random variable Shelby County Schools 2016/2017 Revised 8/18/16 10 of 12 Curriculum and Instruction – Mathematics Quarter 1 TN STATE STANDARDS Statistics CONTENT sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. interpreted and analyzed to determine if there is a significant evidence to justify conclusions about real world situations. INSTRUCTIONAL SUPPORT & RESOURCES Khan Academy: Normal Distributions Against All Odds Videos STatistics Education Web Essential Question(s): What characteristics of a problem influence the choice of representation and analysis of the data? How can data be represented to best communicate important information about a problem? Elementary Statistics Textbook (Bluman) Statistics Today, p.300 Applying the Concepts, p. 311, 324 Extending the Concepts, pp. 313, TI-83/84 Step by Step, pp. 313, 329 The student will: Identify distributions as symmetric or skewed. Identify the properties of a normal distribution. Domain: Using Probability to Make Decisions Cluster: Understand the normal probability distribution. S-MD.11 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. Find the area under the standard normal distribution, given various z values. The student will: Find probabilities for a normally distributed variable by transforming it into a standard normal variable. Elementary Statistics Textbook (Bluman) 6-2 Applications of the Normal Distribution Additional Resource(s) Elementary Statistics PowerPoint – Chapter 6 Khan Academy: Normal Distributions Against All Odds Videos STatistics Education Web Task(s) The Normal Distribution Is Your Score Normal Shelby County Schools 2016/2017 Revised 8/18/16 11 of 12 Curriculum and Instruction – Mathematics Quarter 1 Statistics RESOURCE TOOLBOX Textbook Resources Elementary Statistics 7th edition Bluman Elementary Statistics PowerPoints (Bluman) Standards Common Core Standards - Mathematics Common Core Standards - Mathematics Appendix A The Mathematics Common Core Toolbox Link to common core glossary Tennessee’s State Mathematics Standards State Academic Standards (Statistics) Edutoolbox (formerly TNCore) Videos Against All Odds Videos (with Study Guides) (A Video Series that introduces a statistical topic and illustrates it with a realworld example) Khan Academy Calculator Texas Instruments Education http://www.casioeducation.com/educators Interactive Manipulatives Stat Trek AmStat.org Applet Collection Additional Sites The Data and Story Library Fed Stats Bureau of Labor Statistics Educational Statistics NCTM Math Illuminations United States Census Bureau Core Math Tools STatistics Education Web Mathematics Vision Project: Modeling Data Literacy Glencoe- Reading and Writing in the Math Classroom Graphic Organizers (9-12) Graphic Organizers (dgelman) ACT TN ACT Information & Resources ACT College & Career Readiness Mathematics Standards Shelby County Schools 2016/2017 Revised 8/18/16 12 of 12