Mr. Mariani
1/7 – 1/11/2013
Probability & Statistics
WOODLAND HILLS HIGH SCHOOL
LESSON PLANS
Length of Lesson: 10 days
STAGE I – DESIRED RESULTS
Lesson Topic (Standards/Anchors):
Big Ideas:
Understanding Goals (Concepts):
Topic 9:
Correlation Coefficient
M11.E.1.1.1 Create and/or use appropriate
graphical representations of data, including boxand-whisker plots, stem-and-leaf plots or scatter
plots.



Concepts (form, strength and direction of
associations, statistical tendency, bivariate
quantitative data/variables)
Calculations (correlation coefficient)
Displays (scatterplot, labeled scatterplot)
M11.E.1.1.2 Analyze data and/or answer questions
based on displayed data (box-and-whisker plots,
stem-and-leaf plots or scatter plots).
M11.D.1.1.1 Analyze a set of data for the existence
of a pattern and represent the pattern algebraically
and/or graphically.
Student Objectives (Competencies/Outcomes):
Essential Questions:
Vocabulary:
Students will be able to:
 Verbally describe an association’s form,
strength and direction based on a scatterplot or
other display of data
 Create scatterplots by hand and with graphing
calculators to display bivariate quantitative
data
 Calculate the correlation coefficient of paired
data and describe such calculations
 Define data relative to a y = x line on a
scatterplot
Performance Task:
1. What is an association?
Association, form, strength, direction, scatterplot,
2. What do the form, strength and direction
labeled scatterplot, bivariate data, y = x line,
of an association represent? Can they be
correlation coefficient, statistical tendency
quantified?
3. What does a scatterplot display? How is
one created by hand/calculator?
4. What purpose does including a y = x line
with a scatterplot serve? What does it show
for an association?
5. What is correlation? What does it
measure? What are its limitations?
STAGE II – ASSESSMENT EVIDENCE
Other Evidence:
Students will participate during class discussion and completion of in-class
assignments, use extra class time to complete homework activities, and will ask
questions as needed to grasp “Big Ideas” daily.
Students will complete all assigned activities by the test date. Also, students
will undergo informal questioning for understanding daily throughout the
course.
STAGE III – LEARNING PLAN
Interventions:
Materials and Resources:
Workshop Statistics textbook, folder/binder, graphing calculator
After school tutoring (Math Lab)
Instructional Procedures:
Monday
Assignments
Procedures
1/7
Day 77
Tuesday
1/8
Day 78
 Review correlation
coefficient, related to
strength and direction
of linear associations
 Review values of
correlation, their
relation to strength &
direction, and using
calculator to compute
 Review correlation
coefficient, related to
strength and direction
of linear associations
 Review values of
correlation, their
relation to strength &
direction, and using
calculator to compute
9-4
9-14
Discuss/complete
previous activities
Wednesday
1/9
Day 79
Thursday
1/10
Day 80
 Review correlation via puzzle packet
 Due Friday
Correlation packet
Correlation packet
KEYSTONE
TESTING
KEYSTONE
TESTING
Friday
1/11
Day 81
 Review correlation
coefficient, related to
strength and direction
of linear associations
 Review values of
correlation, their
relation to strength &
direction, and using
calculator to compute
9-12