Download Statistics Suggested Unit Pacing (# of days): 7

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.
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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