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Roselle
Common Core Content Mathematics Standards
Unit 5 Honors Algebra
Grade 8
Concept
Statistics
and
Probability
Strand
Investiga
te
patterns
of
associati
on in bivariate
data.
Standard
Learning Expectations
We are learning to/that…
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.
Construct and interpret scatter
plots for bivariate measurement
data to investigate patterns of
association between two
quantities.
Evidence
We can…
Unit
Unit
J
Describe patterns such as
clustering, outliers, positive or
negative association, linear
association, and nonlinear
association.
-Explain the relationship between
the wife’s age and the husband’s
age.
-Predict the husband’s age if the
wife is 40 years old.
-What is the correlation of this
graph? (positive, negative, neither)
or (linear/nonlinear association)

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.
J
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.
Create the line of best fit for
CAR © Bormann & Wright
1
Roselle
Common Core Content Mathematics Standards
Unit 5 Honors Algebra
Grade 8
Concept
Strand
Standard
Learning Expectations
We are learning to/that…
Evidence
We can…
Unit
Unit
scatter plot that suggest a linear
association.
Create the line of best fit for scatter
plot that suggest a linear association.

Statistics
and
Probability
(continued)

Investiga
te
patterns
of
associati
on in bivariate
data.
(continu
ed)
3. Use the equation of a linear model
to solve problems in the context of
bivariate measurement data,
interpreting the slope and intercept.
For example, in a linear model for a
biology experiment, interpret a slope
of 1.5 cm/hr as meaning that an
additional hour of sunlight each day
is associated with an additional 1.5
cm in mature plant height.
Use the equation of a linear
model to solve problems in the
context of bivariate
measurement data, interpreting
the slope and intercept.
4. Understand that patterns of
association can also be seen in
bivariate categorical data by
displaying frequencies and 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 relative
frequencies calculated for rows or
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 nights and whether or not
they have assigned chores at home.
Understand that patterns of
association can also be seen in
bivariate categorical data by
displaying frequencies and
relative frequencies in a twoway table.
CAR © Bormann & Wright
J
For example, in a linear model for a
biology experiment, interpret a
slope of 1.5 cm/hr as meaning that
an additional hour of sunlight each
day is associated with an additional
1.5 cm in mature plant height.
Collect data from students in your
class on whether or not they have a
curfew on school nights and
whether or not they have assigned
chores at home. Is there evidence
that those who have a curfew also
tend to have chores?
J
Construct and interpret a twoway table summarizing data on
two categorical variables
collected from the same
subjects.
Use relative frequencies
calculated for rows or columns
to describe possible association
between the two variables.
2
Roselle
Common Core Content Mathematics Standards
Unit 5 Honors Algebra
Grade 8
Concept
Strand
Standard
Learning Expectations
We are learning to/that…
Evidence
We can…
Unit
Unit
Is there evidence that those who
have a curfew also tend to have
chores?



CAR © Bormann & Wright
4.4.8A
1. Select and use appropriate
representations for sets of data, and
measures of central tendency (mean,
median, and mode).

Type of display most
appropriate for given data

Box-and-whisker plot, upper
quartile, lower quartile

Calculators and computer
used to record and process
information

Finding the median and
mean (weighted average)
using frequency data

Effect of additional data on
measures of central tendency
2. Make inferences and formulate
and evaluate arguments based on
displays and analysis of data sets.
4. Use surveys and sampling
techniques to generate data and draw
conclusions about large groups.
4.4.8B Probability
1. Interpret probabilities as ratios,
percents, and decimals.
2. Determine probabilities of
compound events.
3. Explore the probabilities of
conditional events (e.g., if there are
seven marbles in a bag, three red and
four green, what is the probability that
two marbles picked from the bag,
without replacement, are both red).
J
The table below shows the ages of the
students in Elaine’s class. To the nearest
tenth of a year, what is the mean, median
and mode of the 30 students’ ages?
Student age
12
13
14
# of students
1
4
25
Jeremy has a fair coin and number cube
with the sides labeled one through six.
What is the probability of getting both a
head on a toss of the coin and a four on a
roll of the number cube?
K
Design a spinner that has the following
probabilities:
3
Roselle
Common Core Content Mathematics Standards
Unit 5 Honors Algebra
Grade 8
Concept
Strand
Standard

Learning Expectations
We are learning to/that…
Evidence
We can…
4. Model situations involving
probability with simulations (using
spinners, dice, calculators and
computers) and theoretical models.
5. Estimate probabilities and make
predictions based on experimental and
theoretical probabilities.
6. Play and analyze probabilitybased games, and discuss the concepts
of fairness and expected value.
P(red)= 3 ; P(blue)=25%; P(yellow)=12.5%;
4.4.8C. Discrete Mathematics –
Systematic Listing and Counting
1. Apply the multiplication principle

of counting.

 Permutations: ordered
situations with replacement(e.g.,
number of possible license 

plates) vs. ordered situations
without replacement (e.g., 
number of possible slates of3

class officers from a 23 student

class)

 Factorial notation

 Concept of combinations (e.g.,
number of possible delegations
of 3 out of 23 students)
2. Explore counting problems
involving Venn diagrams with three
attributes (e.g., there are 15, 20, and 25
students respectively in the chess club,
the debating team, and the
engineering society; how many
different students belong to the three
clubs if there are 6 students in chess
and debating, 7 students in chess and
CAR © Bormann & Wright
Unit
Unit
8
P(white)=remaining section.
Design means to draw your spinner and
label each section with its appropriate
color and probability.

Is this a fair spinner? Why or why
not? Explain your reasoning

Devise a fair game using this
spinner. Describe your game.
K
Number of possible license plates
Ordered situations without replacement
Number of possible combination of 3
class officers from a 23 student class
There are 15, 20, and 25 students respectively
in the chess club, the debating team, and
the engineering society;
 how many different students belong to
the three clubs if there are 6 students in
chess and debating, 7 students in chess and
engineering, 8 students in debating and
engineering, and 2 students in all three?
4
Roselle
Common Core Content Mathematics Standards
Unit 5 Honors Algebra
Grade 8
Concept
Strand
Standard
Learning Expectations
We are learning to/that…
Evidence
We can…
Unit
Unit
engineering, 8 students in debating and
engineering, and 2 students in all
three?).
3. Apply techniques of systematic
listing, counting, and reasoning in a
variety of different contexts.

4.4.8D. Discrete Mathematics-VertexEdge Graphs and Algorithms
1. Use vertex-edge graphs and
algorithmic thinking to represent
and find solutions to practical
problems.
 Finding the shortest network
connecting specified sites
Finding a minimal route that includes
every street (e.g., for trash pick-up
CAR © Bormann & Wright
The above graph shows the
distance between 7 different
people’s homes. Find the shortest
route for Person A to travel to each
other home. Person A must start
and end at their home.
5