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Alamance-Burlington School System Math III Unit Plan Priority standards are highlighted in yellow. Unit 9: Statistics Mathematical Practices Conceptual Overview The Mathematical Practices are K-12 standards and together with the content standards prescribe that students experience mathematics as a coherent, useful, and logical subject. Teachers of mathematics should intentionally provide daily opportunities for students to develop these mathematical habits of mind. Suggested Unit Pacing (# of days): 7 P4 P5 P6 P7 Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. P8 Look for and express regularity in repeated reasoning. P1 P2 P3 During this unit, students will interpret and analyze statistical data. In statistics, the students summarize, represent, and interpret data for a variable. They make inferences and justify conclusions from sample surveys, experiments, and observational studies. Understand statistics as a process for making inferences about population parameters based on S.IC.1 a random sample from that population. Recognize the purposes of and differences among sample surveys, experiments, and S.IC.3 observational studies; explain how randomization relates to each. Use data from a sample survey to estimate a population mean or proportion; develop a margin S.IC.4 of error through the use of simulation models for random sampling. Use data from a randomized experiment to compare two treatments; use simulations to decide S.IC.5 if differences between parameters are significant. S.IC.6 Evaluate reports based on data. 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 S.ID.4 is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. Use probabilities to make fair decisions (e.g., drawing by lots, using a random number S.MD.6 (+) generator). Analyze decisions and strategies using probability concepts (e.g., product testing, medical S.MD.7 (+) testing, pulling a hockey goalie at the end of a game). Common Core Standards Essential Understandings These suggested learning targets were determined based on the intentions of the CCSS and/or NCES. Teachers will need to add the criteria for success in order to create outcome-based targets. Learning Targets The learner will be able to…. identify parameters and statistics and recognize different types of samples. S.IC.1 understand population versus sample. Students will identify SRS, stratified samples, cluster samples, multistage samples, etc. determine randomization in surveys, experiments and observational studies and which is more appropriate for cause and effect relationship. S.IC.3 identify surveys, experiments, and observational studies and their purposes. Students will recognize randomization and will determine what type of data collection is needed. find the measures of central tendency and the measures of dispersion from a sample survey and use the sample stats to find parameter intervals using the margin of error. S.IC.4 find mean, median, mode, standard deviation, variance, and range. Students will find the 5-number summary and create the box and whiskers. Students will find the IQR and population proportion. Students will use the margin of error to create a population interval. determine whether one treatment is more effective than another in a randomized experiment. S.IC.5 identify treatment versus control groups. Students will determine if there is a significant difference in the experiment. Students will identify a reasonable margin of error. use the mean and standard deviation to create a Standard Normal Distribution and to determine population percentages based on the 68-95-99 rule and know its limitations. S.ID.4 create the normal curve according to the Empirical Rule. Students will understand the “normal” limitations. give percentages and percentiles for a normally distributed data set evaluate a statistical report. S.IC.6 find a statistical report based on an experiment. Students will evaluate the report for multiple aspects of its design. HONORS (Plus Standards) analyze decisions made on expected values (Venn diagrams and tree diagrams). S.MD.6 &S.MD.7 generate random values for a simulation. determine expected values. use probability concepts in their analysis. Essential Terminology Literacy Integration Technology mean, median, mode, standard deviation, range, variance, quartiles, percentiles, IQR, standard normal distribution, SRS, stratified sample, multistage sample, cluster sample, convenience sample, population, parameter, sample, statistic, expected value, simulation, experiment, survey, observational study, interval, margin of error, treatment group, control group, statistically significant, skew, random, Empirical Rule, z-score Literacy Standards Literature Connections Technology Standards Integration Additional Resources Assessment Technology Resources Algebra 2 (Prentice Hall Mathematics) Textbook Chapter 11 Henrico County Public Schools (in Maryland) On Core – Ch. 10 CCSS Integrated Pathway Mathematics III by Walch Education – book is all stats Mathworksheetsland.com – free worksheets for various lessons Pre-/Postassessment On-going/ Formative Assessment Summative Teachers determine the learning plan while reflecting on the range of abilities, styles, interests and needs of students. How will the work be personalized and differentiated in order to achieve the desired learning targets? Considerations for the Learning Plan Re-teaching Enrichment