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