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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.
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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.
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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.
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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.
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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/
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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.
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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
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Curriculum and Instruction – Mathematics
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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
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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,
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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
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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
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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
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