Unit Title: 1
Grade Level: Statistics grades 11-12
Timeframe: 22 days
Essential Questions
How do you create an appropriate display for a specific data set?
How do you interpret graphical displays and statistical measures?
Why do banks favor a single line that feeds several teller windows rather than separate lines for each teller?
Standards
Standards/Cumulative Progress Indicators (Taught and Assessed) CCSS:
HS.S.ID.1: Represent data with plots on the real number line (dot plots, histograms, and box plots).
HS.S.ID.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard
deviation) of two or more different data sets.
HS.S.ID.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
HS.S.ID.4: 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 is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
HS.S.ID.5: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including
joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
21st Century Skills Standard and Progress Indicators: Critical thinking and problem-solving, Communication and media fluency.
Instructional Plan
Reflection
Pre-assessment : Unit Pretest- Teacher created
SLO - WALT
CAR © 2009
Student
Strategies
Formative
Assessment
Activities and Resources
Reflection
Interpret relative
frequencies in
the context of the
data (including
joint, marginal,
and conditional
relative
frequencies)
• Inquiry-­­
based Learning
• Cooperative
Learning
• Projectbased Learning
• Peer Led
Team Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback
based on
rubric
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
www.mathxlforschool.com
ww.mymathlabforschool.com
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
CAR © 2009
Teacher will create using:
http://electronicportfolios.com/reflection.html
Summarize
categorical data
for two
categories in twoway frequency
tables
• Inquiry-­­
based Learning
• Cooperative
Learning
• Projectbased Learning
• Peer Led
Team Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback
based on
rubric
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-5.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
CAR © 2009
Teacher will create using:
http://electronicportfolios.com/reflection.html
Represent data
with plots on the
real number line
(dot plots,
histograms, and
box plots).
• Inquiry-­­
based Learning
• Cooperative
Learning
• Projectbased Learning
• Peer Led
Team Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback
based on
rubric
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-1.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
CAR © 2009
Teacher will create using:
http://electronicportfolios.com/reflection.html
Use statistics
appropriate to
the shape of the
data distribution
to compare
center (median,
mean) and
spread
(interquartile
range, standard
deviation) of two
or more different
data sets.
• Inquiry-­­
based Learning
• Cooperative
Learning
• Projectbased Learning
• Peer Led
Team Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback
based on
rubric
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-2.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Benchmark Assessment: Teacher created quiz
CAR © 2009
Teacher will create using:
http://electronicportfolios.com/reflection.html
Interpret
differences in
shape, center,
and spread in the
context of the
data sets,
accounting for
possible effects
of extreme data
points (outliers).
• Inquiry-­­
based Learning
• Cooperative
Learning
• Projectbased Learning
• Peer Led
Team Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback
based on
rubric
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-3.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
CAR © 2009
Teacher will create using:
http://electronicportfolios.com/reflection.html
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
is not
appropriate. Use
calculators,
spreadsheets,
and tables to
estimate areas
under the normal
curve.
• Inquiry-­­
based Learning
• Cooperative
Learning
• Projectbased Learning
• Peer Led
Team Learning
• Think-pairShare
Benchmark Assessment:
CAR © 2009
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
https://www.engageny.org/resource/algebra-iimodule-4-topic-b-overview
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-4.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Teacher will create using:
http://electronicportfolios.com/reflection.html
Unit Title: 2
Grade Level: Statistics grades 11-12
Timeframe: 22days
Essential Questions
How we analyze categorical variables?
What do we do when we want to see how to categorical variables are related?
Standards
Standards/Cumulative Progress Indicators (Taught and Assessed) CCSS:
HS.S.ID.6: Represent data on two quantitative variables on a scatterplot, and describe how the variables are related.
HS.S.ID.6.A: Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function
suggested by the context. Emphasize linear, quadratic, and exponential models.
HS.S.ID.6.B: Informally assess the fit of a function by plotting and analyzing residuals
HS.S.ID.6.C: Fit a linear function for a scatter plot that suggests a linear association.
HS.S.ID.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
HS.S.ID.8: Compute (using technology) and interpret the correlation coefficient of a linear fit.
HS.S.ID.9: Distinguish between correlation and causation.
HS.F.LE.5: Interpret the parameters in a linear or exponential function in terms of a context.
21st Century Skills Standard and Progress Indicators: Critical thinking and problem-solving, Communication and media fluency.
Instructional
Plan
Pre-assessment
SLO - WALT
Represent data
on two
quantitative
variables on a
CAR © 2009
Reflection
Unit Pretest- Teacher created
Student Strategies
• Inquiry-­­
based Learning
• Cooperative
Learning
Formative
Assessment
*Graphic
Organizer
*Exit Slip
*Peer
Activities and Resources
Reflection
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-6.html
Teacher will create using:
http://electronicportfolios.com/reflection.html
scatterplot, and
describe how
the variables
are related.
• Project-based
Learning
• Peer Led Team
Learning
• Think-pairShare
Assessment
*Individualized
Teacher
feedback based
on rubric
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Distinguish
between
correlation and
causation.
• Inquiry-­­
based Learning
• Cooperative
Learning
• Project-based
Learning
• Peer Led Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-9.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
CAR © 2009
Teacher will create using:
http://electronicportfolios.com/reflection.html
Informally
assess the fit of
a function by
plotting and
analyzing
residuals
• Inquiry-­­
based Learning
• Cooperative
Learning
• Project-based
Learning
• Peer Led Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-6b.html
Teacher will create using:
http://electronicportfolios.com/reflection.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Fit a linear
function for a
scatter plot that
suggests a
linear
association.
• Inquiry-­­
based Learning
• Cooperative
Learning
• Project-based
Learning
• Peer Led Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
http://www.mathsisfun.com/links/core-high-school- Teacher will create using:
statistics-and-probability.html
http://electronicportfolios.com/reflection.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-6a.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-6c.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
CAR © 2009
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Interpret the
slope (rate of
change) and
the intercept
(constant term)
of a linear
model in the
context of the
data.
• Inquiry-­­
based Learning
• Cooperative
Learning
• Project-based
Learning
• Peer Led Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
http://www.mathsisfun.com/links/core-high-school- Teacher will create using:
statistics-and-probability.html
http://electronicportfolios.com/reflection.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-7.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Benchmark
Assessment:
Compute (using
technology)
and interpret
the correlation
coefficient of a
linear fit.
CAR © 2009
Teacher created quiz
• Inquiry-­­
based Learning
• Cooperative
Learning
• Project-based
Learning
• Peer Led Team
Learning
• Think-pair-
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-id-8.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
Teacher will create using:
http://electronicportfolios.com/reflection.html
Share
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Fit an
exponential
function for a
scatter plot that
suggests a
exponential
association.
• Inquiry-­­
based Learning
• Cooperative
Learning
• Project-based
Learning
• Peer Led Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher based
on rubric
http://www.shmoop.com/common-coreTeacher will create using:
standards/ccss-hs-s-id-6a.html
http://electronicportfolios.com/reflection.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Benchmark
Assessment:
Summative
Written
Assessments
Summative
Performance
CAR © 2009
Unit Benchmark Test
Students will conduct an experiment and analyze the
Assessment
results.
Unit Title: 3
Grade Level: Statistics I grades 11-12
Timeframe: 22 days
Essential Questions
How we think about the type of variable we’re summarizing?
What we do to help us see the story the data have to tell?
How we summarize distributions of quantitative variables numerically?
Standards
Standards/Cumulative Progress Indicators (Taught and Assessed) CCSS:
HS.S.IC.1: Understand statistics as a process of making inferences about population parameters based on a random sample from that population.
HS.S.IC.2: Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a
spinning coin falls heads up with a probability 0.5. Would a result of 5 tails in a row cause you to question the model?
HS.S.IC.3: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to
each.
HS.S.IC.4: Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for
random sampling.
HS.S.IC.5: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
21st Century Skills Standard and Progress Indicators: Critical thinking and problem-solving, Communication and media fluency.
Instructional
Plan
Pre-assessment
CAR © 2009
Reflection
Unit Pretest- Teacher created
SLO - WALT
Student
Strategies
Formative
Assessment
Understand
statistics as a
process of
making
inferences
about
population
parameters
based on a
random sample
from that
population.
• Inquiry-­­
based
Learning
•
Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualiz
ed Teacher
feedback
based on
rubric
Activities and Resources
http://www.regentsprep.org/regents/math/algebra/ad1/Tdata.htm
http://www.mathsisfun.com/links/core-high-school-statistics-andprobability.html
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/714
74
https://www.stat.berkeley.edu/~nolan/Papers/NCTM.pdf
http://www.math.uakron.edu/amc/DataAnalysis_Statistics/OldDataSt
at/RandomSampling.pdf
http://www.shmoop.com/common-core-/ccss-hs-s-ic-1.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Reflection
Teacher will create using:
http://electronicportfolios.com/reflect
ion.html
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Recognize the
purposes of
and differences
among sample
surveys,
experiments,
and
observational
studies; explain
CAR © 2009
• Inquiry-­­
based
Learning
•
Cooperative
Learning
• Projectbased
Learning
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualiz
ed Teacher
feedback
based on
Students will be given scenarios and asked to develop surveys,
experiments or observational studies and explain how randomization
relates to each.
http://www.mathsisfun.com/links/core-high-school-statistics-andprobability.html
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/714
74
http://www.regentsprep.org/regents/math/algebra/ad1/Tdata.htm
https://www.stat.berkeley.edu/~nolan/Papers/NCTM.pdf
Teacher will create using:
http://electronicportfolios.com/reflect
ion.html
how
randomization
relates to each.
• Peer Led
Team
Learning
• Think-pair.
rubric
http://www.shmoop.com/common-core-standards/ccss-hs-s-ic3.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Decide if a
specified model
is consistent
with results
from a given
datagenerating
process, e.g.,
using
simulation.
• Inquiry-­­
based
Learning
•
Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualiz
ed Teacher
feedback
based on
rubric
http://www.mathsisfun.com/links/core-high-school-statistics-andprobability.html
http://serc.carleton.edu/nnn/datasim/examples/reeses.html
http://courses.ncssm.edu/math/Stat_inst01/PDFS/river.pdf
https://www.engageny.org/resource/algebra-ii-module-4-topic-aoverview
http://www.shmoop.com/common-core-standards/ccss-hs-s-ic2.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
CAR © 2009
Teacher will create using:
http://electronicportfolios.com/reflect
ion.html
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Benchmark
Assessment:
Use data from
a sample
survey to
estimate a
population
mean or
proportion;
develop a
margin of error
through the
use of
simulation
models for
random
sampling.
Teacher created quiz.
• Inquiry-­­
based
Learning
•
Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualiz
ed Teacher
feedback
based on
rubric
http://www.mathsisfun.com/links/core-high-school-statistics-andprobability.html
https://www.illustrativemathematics.org/contentstandards/HSS/IC/B/4/tasks/2096
https://www.illustrativemathematics.org/contentstandards/HSS/IC/B/4/tasks/2073
https://learnzillion.com/lesson_plans/7178-determine-likelihoodthat-a-hypothesis-is-reasonable
https://learnzillion.com/lesson_plans/7833-approximating-asampling-distribution-from-a-simulation#
https://www.engageny.org/resource/algebra-ii-module-4-topic-coverview
http://www.shmoop.com/common-core-standards/ccss-hs-s-ic4.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
CAR © 2009
Teacher will create using:
http://electronicportfolios.com/reflect
ion.html
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Use data from
a randomized
experiment to
compare two
treatments; use
simulations to
decide if
differences
between
parameters are
significant.
• Inquiry-­­
based
Learning
•
Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualiz
ed Teacher
feedback
based on
rubric
https://learnzillion.com/lesson_plans/6546-decrease-the-size-of-aconfidence-interval
https://www.engageny.org/resource/algebra-ii-module-4-topic-doverview
http://www.shmoop.com/common-core-standards/ccss-hs-s-ic5.html
https://www.khanacademy.org/math/probability/statisticalstudies/hypothesis-test/e/hypothesis-testing-in-experiments
https://www.amstat.org/education/stew/pdfs/AnAmazingCompariso
n.pdf
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
CAR © 2009
Teacher will create using:
http://electronicportfolios.com/reflect
ion.html
Benchmark
Assessment:
Summative
Written
Assessments
Summative
Performance
Assessment
Unit Benchmark Test
Students will conduct a survey a create a report of their findings.
Unit Title: 4
Grade Level: Statistics I grades 11-12
Timeframe: 22 days
Essential Questions
Why we compare groups and looking for patterns among groups and over time?
Why we shifting and rescaling the data?
Standards
Standards/Cumulative Progress Indicators (Taught and Assessed) CCSS:
HS.S.CP.1: Describe events such as subsets of a sample space (the set outcomes) using characteristics (or categories) of the outcomes, or as unions,
CAR © 2009
intersections, or complements of other events ("or", "and", and "not").
HS.S.CP.2: Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities , and use
this characterization to determine if they are independent.
HS.S.CP.3 Understand the conditional probability of A given B as P(A and B)/ P(B), and interpret independence of A and B as saying that the conditional
probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.
HS.S.CP.4: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way
table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of
students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school
will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.
HS.S.CP.5: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example,
compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.
HS.S.CP.6: Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model.
HS.S.CP.7: Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model.
HS.S.CP.8: Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the
model.
HS.S.CP.9: Use permutations and combinations to compute probabilities of compound events and solve problems.
21st Century Skills Standard and Progress Indicators: Critical thinking and problem-solving, Communication and media fluency.
Instructional Plan
Pre-assessment
CAR © 2009
Reflection
Unit Pretest-
Teacher
created
SLO - WALT
Describe events
such as subsets of
a sample space
(the set outcomes)
using
characteristics (or
categories) of the
outcomes, or as
unions,
intersections, or
complements of
other events ("or",
"and", and "not").
Student
Strategies
• Inquiry-­­
based
Learning
• Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
Formative
Assessment
Activities and Resources
Reflection
*Graphic
Organizer
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
Teacher will create using:
http://electronicportfolios.com/reflection.html
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
https://www.engageny.org/resource/algebra-iimodule-4-topic-a-overview
http://www.shmoop.com/common-corestandards/ccss-hs-s-cp-1.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Apply the Addition
Rule, P(A or B) =
CAR © 2009
• Inquiry-­­
based
*Graphic
Organizer
http://www.mathsisfun.com/links/core-high-schoolstatistics-and-probability.html
Teacher will create using:
http://electronicportfolios.com/reflection.html
P(A) + P(B) - P(A
and B), and
interpret the
answer in terms of
the model.
Learning
• Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
https://www.engageny.org/resource/algebra-iimodule-4-topic-a-overview
http://www.shmoop.com/common-corestandards/ccss-hs-s-cp-7.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Understand the
conditional
probability of A
given B as P(A and
B)/ P(B), and
interpret
independence of A
and B as saying
that the
conditional
probability of A
CAR © 2009
• Inquiry-­­
based
Learning
• Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pair-
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
http://www.mathsisfun.com/links/core-highschool-statistics-and-probability.html
https://www.engageny.org/resource/algebra-iimodule-4-topic-a-overview
http://www.shmoop.com/common-corestandards/ccss-hs-s-cp-3.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
Teacher will create using:
http://electronicportfolios.com/reflection.html
given B is the same
as the probability
of A, and the
conditional
probability of B
given A is the
same as the
probability of B.
Share
Apply the general
Multiplication Rule
in a uniform
probability model,
P(A and B) =
P(A)P(B|A) =
P(B)P(A|B), and
interpret the
answer in terms of
the model.
• Inquiry-­­
based
Learning
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
• Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
http://www.mathsisfun.com/links/core-highschool-statistics-and-probability.html
https://www.engageny.org/resource/algebra-iimodule-4-topic-a-overview
http://www.shmoop.com/common-corestandards/ccss-hs-s-cp-8.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
CAR © 2009
Teacher will create using:
http://electronicportfolios.com/reflection.html
www.jmp.com
www.spss.com
Find the
conditional
probability of A
given B as the
fraction of B's
outcomes that also
belong to A, and
interpret the
answer in terms of
the model.
• Inquiry-­­
based
Learning
• Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
*Graphic
Organizer
http://www.mathsisfun.com/links/core-highschool-statistics-and-probability.html
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
https://www.engageny.org/resource/algebra-iimodule-4-topic-a-overview
Teacher will create using:
http://electronicportfolios.com/reflection.html
http://www.shmoop.com/common-corestandards/ccss-hs-s-cp-6.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Understand that
two events A and
B are independent
if the probability
CAR © 2009
• Inquiry-­­
based
Learning
• Cooperative
*Graphic
Organizer
*Exit Slip
*Peer
http://www.shmoop.com/common-corestandards/ccss-hs-s-cp-2.html
http://www.mathsisfun.com/links/core-high-
Teacher will create using:
http://electronicportfolios.com/reflection.html
of A and B
occurring together
is the product of
their probabilities ,
and use this
characterization to
determine if they
are independent.
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
Assessment
*Individualized
Teacher
feedback based
on rubric
school-statistics-and-probability.html
https://www.engageny.org/resource/algebra-iimodule-4-topic-a-overview
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Calculate the
expected value of
a random variable;
interpret it as the
mean of the
probability
distribution.
CAR © 2009
• Inquiry-­­
based
Learning
• Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
*Graphic
Organizer
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
https://www.engageny.org/resource/algebra-iimodule-4-topic-a-overview
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
Teacher will create using:
http://electronicportfolios.com/reflection.html
www.minitab.com
www.jmp.com
www.spss.com
Weigh the possible
outcomes of a
decision by
assigning
probabilities to
payoff values and
finding expected
values.
Analyze decisions
and strategies
using probability
concepts (e.g.,
product testing,
medical testing,
pulling a hockey
goalie at the end
CAR © 2009
• Inquiry-­­
based
Learning
• Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
• Inquiry-­­
based
Learning
• Cooperative
Learning
• Projectbased
Learning
• Peer Led
*Graphic
Organizer
https://www.engageny.org/resource/algebra-iimodule-4-topic-a-overview
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Teacher will create using:
http://electronicportfolios.com/reflection.html
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
*Graphic
Organizer
https://www.engageny.org/resource/algebra-iimodule-4-topic-a-overview
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Teacher will create using:
http://electronicportfolios.com/reflection.html
of a game).
Construct and
interpret two-way
frequency tables
of data when two
categories are
associated with
each object being
classified. Use the
two-way table as a
sample space to
decide if events
are independent
and to
approximate
conditional
probabilities.
Benchmark
Assessment:
CAR © 2009
Team
Learning
• Think-pairShare
• Inquiry-­­
based
Learning
• Cooperative
Learning
• Projectbased
Learning
• Peer Led
Team
Learning
• Think-pairShare
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
*Graphic
Organizer
https://www.engageny.org/resource/algebra-iimodule-4-topic-a-overview
*Exit Slip
*Peer
Assessment
*Individualized
Teacher
feedback based
on rubric
http://www.shmoop.com/common-corestandards/ccss-hs-s-cp-4.html
www.statcrunch.com
www.learner.org/courses/againstallodds/
Lib.stat.cmu.edu/DASL
www.census.gov/data.html
courses.ncssm.edu/math/Stat_Inst/Notes.html
www.bbn-school.org/us/math/app_stats/
www.interactivemaths.net/index.php?q=category/1/76
Software-calculators, commercial software:
http://education.ti.com/en/us/home
www.datadesk.com
www.minitab.com
www.jmp.com
www.spss.com
Teacher will create using:
http://electronicportfolios.com/reflection.htm
Summative
Written
Assessments
Summative
Performance
Assessment
CAR © 2009
Unit Benchmark Test
Students will create a game based on chance and
analyze the possible outcomes.