PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Mathematics
Probability and Statistics
Yes
R-E-S-P-O-N-S-E
No
N/A
CRITERIA
NOTES
I. INTER-ETHNIC
The instructional material meets the
requirements of inter-ethnic: concepts,
content and illustrations, as set by West
Virginia Board of Education Policy (Adopted
December 1970).
II. EQUAL OPPORTUNITY
The instructional material meets the
requirements of equal opportunity: concept,
content, illustration, heritage, roles
contributions, experiences and achievements
of males and females in American and other
cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
1
INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA
GENERAL EVALUATION CRITERIA
20010-2015
Mathematics
Probability and Statistics
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to
Learning for the 21st Century which includes opportunities for students to develop
A.
Learning Skills

Thinking and Problem-Solving Skills/ Rigor and Depth of Content
Content is presented in a way that deepens student understanding
through engagement in meaningful, challenging mathematics that
builds on prior knowledge and promotes connections among
mathematical concepts.

Thinking and Problem-Solving Skills /Development of Conceptual
Understanding
Learning opportunities require students to develop their own viable
mathematical understandings and help them build connections
between mathematical ideas.

Information and Communication Skills/Mathematical Language
Appropriately introduce and reinforce in multiple ways all necessary
terms and symbols.

Personal and Work Place Productivity Skills
2
B.
21st Century Tools

Problem-solving tools (such as spreadsheets, decision support, design
tools)

Communication, information processing and research tools (such as word
processing, e-mail, groupware, presentation, Web development, Internet
search tools)

Personal development and productivity tools (such as e-learning, time
management/calendar, collaboration tools)
3
INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I
(In-depth) or A (Adequate) in order to be recommended.
20010-2015
Mathematics
Probability and Statistics
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
4. Multimedia
1. offer appropriate multimedia (e.g., software, audio, visual, internet
access) materials.
2. provide a website which provides links to relevant sites as well as
lesson plans, student activities and parent resources.
4
3. Integrate technology seamlessly when appropriate to model
mathematical situations, analyze data, calculate results, and solve
problems.
B. Scientifically-Based Research Strategies
1. Consistently require students to link prior knowledge to new
information to construct their own viable understandings of
mathematical ideas.
2. Consistently provide opportunities for students to solve complex
problems that have multiple entry points and the possibility of multiple
solution processes.
3. Consistently provide opportunities for students to communicate their
mathematical thinking processes to others orally, in writing, or
pictorially.
4. Routinely require students to develop and defend mathematical
conjectures, arguments, reasoning and proof.
5. Provide opportunities for the students to be involved in investigations
that enable them to make connections among mathematical ideas.
6. Expect students to develop multiple representations of the
mathematics in order to depict reasoning used to explain real world
phenomena or solutions to relevant problems and move fluently
between those representations.
7. Present varied teaching models with emphasis on differentiated
instruction in content, process, and product.
5
C. Critical Thinking
1. emphasize questioning models to promote higher order thinking skills
based on depth of knowledge.
2.
Consistently require students to discuss mathematics with each other and
with the teacher, make arguments, conjecture and reason, and
justify/clarify their ideas in writing and orally in precise mathematical
symbols and language.
3. Present real world application that is current, engaging, integrated
throughout the instruction, and promotes and develops critical
thinking.
D. Life Skills
1. address life skills (e.g., reading road maps, using reference tools,
researching, reading a newspaper, using want ads, completing an
application, applying the interview process and goal setting).
2. address habits of mind activities (e.g., literacy skills, interpersonal
communications, problem solving and self-directional skills).
E. Classroom Management
1. include opportunities for large group, small group, and independent
learning.
2. Consistently require students to explore mathematical ideas,
individually and collaboratively, while integrating the process
standards (see Section I of this rubric).
3. provide suggestions for differentiated instruction (e.g., practice
activities, learning stations, assessment, lesson plans).
6
F. Instructional Materials
1. Are organized according to WV content standards or other increments
that allow students to investigate and explore major mathematical
ideas; provide a variety of lessons, activities, and projects from which
to choose; and emphasize connections between mathematical ideas.
2. Consistently integrate tasks that engage students and invite them to
speculate and hypothesize, are open-ended, and require them to
determine appropriate strategies.
3. Provide teachers with guiding questions to aid students’ development
of mathematical discourse to further mathematical understanding.
4. Provide additional resources that are organized in a way that is easy
to access and use.
5. Include various instructional models to address varied learning styles
of students.
6. Provide extensive and varied opportunities to differentiate individual
needs for skill-building.
7. Provide supplemental materials for intervention and enrichment.
8. Provide teachers with support to properly integrate the process
standards using the available resources.
9. Include a teacher resource that builds content knowledge for the
teacher.
10. Spiral previously taught skills and strategies with new content.
7
G. Assessment
1. provide assessment formats commensurate with WV assessment
programs (e.g., WESTEST, NAEP, State Writing Assessment,
informal assessments, PLAN, EXPLORE, ACT and SAT).
2. provide opportunities for assessment based on performance-based
measures, open-ended questioning, portfolio evaluation, rubrics and
multimedia simulations.
3. provide benchmark and ongoing progress monitoring.
4. provide rubric-based differentiated assessment.
5. provide an electronic system for managing assessment data to
facilitate the implementation of tiered instruction
6. integrate student self-assessment for and of learning by providing
tools and organizers that are linked to clearly identified learning goals.
7. Integrate formal and informal means of assessment in the materials
for diagnostic, formative, and summative purposes.
8. include various types of assessments: performance tasks, multiple
choice, short answer, and free response.
8
H. Process Standards
1. Problem Solving: Provide frequent opportunities for students to
formulate, grapple with, and solve complex problems that require a
significant amount of effort and have multiple viable solution paths.
2. Communication: Routinely challenge students to communicate their
thinking to others orally, in writing, and/or pictorially, using precise
mathematical language.
3. Reasoning and Proof: Provide frequent opportunities for students to
complete mathematical investigations with and without technology;
develop conjectures, mathematical arguments and proofs to confirm
those conjectures.
4. Connections with Mathematics: Consistently establish connections,
and provide opportunities for students to establish connections,
among mathematical concepts and their real-world applications.
5. Representations: Provide frequent opportunities for students to
develop multiple representations of the mathematics in order to depict
reasoning used to explain real world phenomena or solutions to
relevant problems and move fluently between those representations.
9
SPECIFIC EVALUATION CRITERIA
Mathematics
Probability and Statistics
Probability and Statistics is one of the most important branches of the mathematical sciences. Knowledge of these topics is critical to
decision-making and to the analysis of data. Using concepts of probability and statistics, individuals are able to predict the likelihood of
an event occurring, organize and evaluate data, and identify the significance of statements. Connections between content and
applications to the real-world will be emphasized. Graphing utilities such as calculators and computers will be used to enhance student
learning and to aid in the solution of practical problems. Prerequisites for this course are successful completion of Algebra II and
Geometry.
The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and
Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction
that integrates learning skills, technology tools and content standards and objectives.
Standard 5: Data Analysis and Probability
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the
field of mathematics, students will
 formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them,
 select and use appropriate statistical methods to analyze data,
 develop and evaluate inferences and predictions that are based on models, and
 apply and demonstrate an understanding of basic concepts of probability.
10
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
For student mastery of content standards and objectives, the instructional materials will provide
students with the opportunity to utilize interactive software, websites, applets, graphing
calculators, and manipulatives through out each criteria as they…
A. Data Analysis and Probability
1. distinguish between experimental and theoretical
probability through investigation and exploration.
2. using a real-world problem solving investigation, create
and interpret data using various methods of displaying
circle graphs, histograms, and frequency curves; make
predictions, include information concerning outliers,
present and justify results.
3. Use investigations to develop conjectures and procedures
necessary to determine possible outcomes using tree
diagrams and the counting principles of permutations and
combinations.
4. express the chances of events occurring either in terms of
a probability or odds.
11
5. use the normal distribution and the binomial distribution
including Pascal's triangle, to determine probability of
events.
6. analyze data given or collected through experimentations
and presented in a variety of formats (charts, tables, and
graphs) using measures of central tendency (mean,
median, and mode) from data presented in a variety of
forms such as charts, tables, and graphs.
7. interpret and calculate measures of dispersions (range
and standard deviation) from data presented in a variety
of forms such as charts, tables and graphs or from data
created through experimentation.
8. analyze individual performances in terms of percentiles, zscores, and t- scores.
9. analyze the role of sampling, randomness, bias, and
sample size in data collection and interpretation.
10. identify real life situations that involve statistical concepts
including a t-test, make a hypothesis as to the outcome;
develop, justify, and implement a method to collect,
organize and analyze data; generalize the results to make
a conclusion, compare the hypothesis and the conclusion;
present the project using predictive and analytic tools
(with and without technology).
12
11. determine the correlation values for given data or for data
generated by students and use the results to describe the
association of the variables within the given data. Identify
whether this association is systematic or predictable.
12. calculate the Chi-Square values for a given population.
13. perform a regression analysis on a set of data, either
given or created through experimentation, and use the
results to predict specific values of a variable. Identify the
regression equation.
14. perform an analysis of variance (ANOVA) and interpret
the results.
13