… · Web viewThe mathematics curriculum provides sequential and comprehensive K-12 instruction...

District OverviewThe mathematics curriculum provides sequential and comprehensive K-12 instruction in a collaborative, student-centered learning environment that fosters critical thinking, creativity, skillful problem-solving, and effective communication in order to enable all students to adapt to an ever-changing, global society and increase college and career readiness. An emphasis has been placed on conceptual understanding, higher-order thinking, and problem solving skills to prepare students for 21st century careers. This is further embedded through the integrated use of technology into daily lessons. Instruction focuses on meaningful development of mathematical ideas at each grade level where students are given the opportunity to explore, engage, and take risks with content as they build and expand their knowledge and understanding of mathematics. Students will experience mathematics as a coherent and useful subject within the context of real-life situations. In all, the curriculum aims to reach high standards while encouraging curiosity and building confidence in a collaborative atmosphere.

Algebra I DescriptionThis course will study six main themes: operations with real numbers and expressions, linear equations, linear inequalities, functions, coordinate geometry, and data analysis. This course will provide students with experience in problem-solving situations. Students will be encouraged to make connections between math concepts and real-world applications.

Algebra I Units: Unit 1: Foundations for Algebra Unit 2: Solving Equations Unit 3: Solving Inequalities Unit 4: An Introduction to Functions Unit 5: Linear Functions Unit 6: Systems of Equations and Inequalities Unit 7: Exponents Unit 8: Polynomials and Factoring Unit 9: Radical Expressions Unit 10: Data Analysis and Probability

Subject: Algebra I Grade: 7-12 Suggested Timeline: 15-20 days

Unit 1: Foundations for Algebra

Unit Overview/Essential Understanding: Quantities are used to form expressions, equations, and inequalities. An expression refers to a quantity but does not make a statement

about it. An equation (or an inequality) is a statement about the quantities it mentions. Using variables in place of numbers in equations (or inequalities) allows the statement of relationships among numbers that are unknown or unspecified. Algebra uses symbols to represent quantities that are unknown or that vary. Mathematical phrases and real-world relationships can be represented using symbols and operations. Equations are used to represent the relationship between two quantities that have the same value. Sometimes the value of one quantity can be found if the value of another is known. The relationship between the quantities can be represented in different ways, including tables, equations, and graphs.

In the transition from arithmetic to algebra, attention shifts from arithmetic operations (addition, subtraction, multiplication, and division) to use of the properties of these operations. All of the facts of arithmetic and algebra follow from certain properties. Powers can be used to shorten the representation of repeated multiplication, such as 2 X 2 X 2 X 2. When simplifying an expression, operations must be performed in the correct order. The definition of a square root can be used to find the exact square roots of some nonnegative numbers. The square roots of other nonnegative numbers can be approximated. Numbers can be classified by their characteristics. Some types of numbers can be represented on the number line. Relationships that are always true for real numbers are called properties, which are rules used to rewrite and compare expressions. Any real numbers can be added or subtracted using a number line model or using rules involving absolute value. The rules for multiplying real numbers are related to the properties of real numbers and the definitions of operations. The distributive property can be used to simplify the product of a number and a sum or difference. An algebraic expression can be simplified by combining the parts of the expression that are alike.

Unit Objectives: Write algebraic expressions Simplify expressions involving exponents Use the order of operations to evaluate expressions Classify, graph, and compare real numbers Calculate and estimate square roots Identify and use properties of real numbers Calculate sum and differences of real numbers Calculate productions and quotients of real numbers Use the Distributive Property to simplify expressions Solve equations using tables and mental math Use tables, equations, and graphs to describe relationships

Focus Standards Addressed in this Unit: CC.2.1.HS.F.1 Apply and extend the properties of exponents to solve problems with rational exponents CC.2.1.HS.F.2 Apply properties of rational and irrational numbers to solve real world or mathematical problems

Important Standards Addressed in this Unit:Not applicable

Misconceptions: Students believe multiplication should always be performed before division and that addition should always be performed before

subtraction instead of from left to right. Student believe when a variable is negative and a negative value is substituted for the variable, the result is a negative value. Students believe when substituting a negative value for a variable with a negative coefficient they should subtract those numbers, i.e. -3x

when x = -2 is equivalent to -3 – 2 instead of -3(-2). Students believe a subtraction sign in front of a quantity in parentheses will result in subtracting only the first term instead of each term

in parentheses. Students believe parentheses are not need when a verbal expression states “the product/quotient of a value and the sum/difference of

two other values”. Students believe an expressions, such as –32, is equivalent to a similar expression that includes parentheses, such as (-3)2.

Concepts/Content: Rational and Irrational Numbers Real Number System

Competencies/Skills: Represent and/or use numbers in

equivalent forms (integers, fractions, decimals, percentages, square roots, exponents)

Apply and extend the properties of exponents to solve problems with rational exponents

Apply number theory concepts to show relationships between real numbers in problem solving settings

Use exponents, roots, and/or absolute values to solve problems

Description of Activities: Teacher modeled examples Guided practice Independent practice

Assessments: Teacher-created lesson quizzes Teacher created unit assessment

Interdisciplinary Connections:Not applicable

Additional Resources: www.IXL.com www.pearsonsuccessnet.com Khan Academy District approved resources

http://www.pearsonsuccessnet.com/

http://www.IXL.com/


Unit 2: Solving Equations

Unit Overview/Essential Understanding: Any algebraic equation can be represented using symbols in an infinite number of ways, where each representation has the same

solution. Equivalent equations are equations that have the same solution(s). Students learn to use properties of equality and inverse operations to find equivalent equations.

Properties of numbers and equality can transform an equation into equivalent simpler equations. This process is used to find solutions. Equations can describe, explain, and predict various aspects of the real world. Students solve one-step, two-step, and multi-step linear equations, as well as equations with variables on both sides.

Unit Objectives: Solve one-step equations in one variable Solve two-step equations in one variable Solve multi-step equations in one variable Solve equations with variables on both sides Identify equations that are identities and have no solution

Focus Standards Addressed in this Unit: CC.2.1.HS.F.3 Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs and data displays CC.2.1.HS.F.4 Use units to understand problems and to guide the solution of multi-step problems CC.2.1.HS.F.5 Choose a level of accuracy appropriate to limitation on measurement when reporting quantities CC.2.1.HS.D.7 Create and graph equations or inequalities to describe numbers or relationships CC.2.1.HS.D.8 Apply inverse operations to solve equations or formulas for a given variable CC.2.1.HS.D.9 Use reasoning to solve equations and justify the solution method CC.2.1.HS.D.10 Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically CC.2.1.HS.C.3 Write functions or sequences that model relationships between two quantities


Misconceptions: Students believe an equation with a fractional solution or with zero as a solution has no solution. Student believe they should use the division property of equality when solving an equation with variables on both sides. Students believe they should use inverse operations when there are like terms on the same side of the equation.

Concepts/Content: Equations and Inequalities

Competencies/Skills: Interpret solutions to linear

equations and inequalities Write and solve linear equations

using various methods Use and/or identify algebraic

properties






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Unit 3:Solving Inequalities

Unit Overview/Essential Understanding: Quantities are used to form expressions, equations, and inequalities. An expression refers to a quantity but does not make a statement

about it. An equation (or an inequality) is a statement about quantities it mentions. Using variables in place of numbers in equations (or inequalities) allows the statement of relationships among numbers that are unknown or unspecified. An inequality is a mathematical sentence that uses an inequality symbol to compare the values of two expressions. Inequalities can be represented with symbols. Their solutions can be represented on a number line. Just as properties of equality can be used to solve equations, properties of inequality can be used to solve inequalities (including multi-step and compound inequalities).

A single quantity may be represented by many different expressions. The facts about a quantity may be expressed by many different equations (or inequalities). Just as equivalent equations can be used to solve equations, equivalent inequalities can be used to solve inequalities (including multi-step and compound inequalities). An equivalent pair of linear equations or inequalities can be used to solve absolute value equations and inequalities.

Solving an equation is the process of rewriting the equation to make what is says about its variable(s) as simple as possible. Properties of numbers and equality can be used to transform an equation (or inequality) into equivalent, simpler equations (or inequalities) in order to find solutions. Useful information about equations and inequalities (including solutions) can be found by analyzing graphs or tables. The numbers and types of solutions vary predictably, based on the type of equation. Just as equations can be solved using the properties of equality, inequalities (including multi-step and compound inequalities) can be solved using the properties of inequality. Absolute value equations and inequalities can be solved by first isolating the absolute value expressions, if necessary, then writing an equivalent pair of linear equations or inequalities.

Unit Objectives: Write, graph, and identify solutions of inequalities Use addition or subtractions to solve inequalities Use multiplication or division to solve inequalities Solve multi-step inequalities Solve and graph inequalities containing the word and Solve and graph inequalities containing the word or Solve equations and inequalities involving absolute value

Focus Standards Addressed in this Unit: CC.2.1.HS.F.5 Choose a level of accuracy appropriate to limitation on measurement when reporting quantities CC.2.1.HS.D.7 Create and graph equations or inequalities to describe numbers or relationships CC.2.1.HS.D.9 Use reasoning to solve equations and justify the solution method

CC.2.1.HS.D.10 Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphicallyImportant Standards Addressed in this Unit:Not applicable

Misconceptions: Students believe multiplying or dividing an inequality by a negative number doesn’t require reversing the inequality symbol Students believe it is necessary to reverse the inequality symbol when there is a negative number in the problem, even though the

problem may not require multiplying or dividing by a negative. Students believe the inequality symbol points to the direction of the number line that should be graphed. Students believe there are not two solutions when solving an absolute value equation.



equations and inequalities Write, solve, and/or graph

compound inequalities






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Unit 4:An Introduction to Functions

Unit Overview/Essential Understanding: A function is a relationship between variables in which each value of the input variable is associated with a unique value of the output

variable. Functions can be represented in a variety of ways, such as graphs, tables, equations, or words. Each representation is particularly useful in certain situations. The value of one variable may be uniquely determined by the value of another variable. Such relationships may be represented using words, tables, equations, sets of ordered pairs, and graphs. Functions (linear and nonlinear) are a special type of relation where each value in the domain is paired with exactly one value in the range. Some functions can be graphed or represented by equations.

Many real-world mathematical problems can be represented algebraically. These representations can lead to algebraic solutions. A function that models a real-world situation can then be used to make estimates or predictions about future occurrences. Graphs can be used to visually represent the relationship between two variables quantities as they change. The set of all solutions of an equation forms its graph. A graph may include solutions that do not appear in a table. A real-world graph should show only points that make sense in the given situation. Many real-world functional relationships can be represented by equations. Equations can be used to find the solution of given real-world problems.

Unit Objectives: Represent mathematical relationships using graphs Identify and represent patterns that describe linear functions Graph equations that represent functions Write equations that represent functions Determine whether a relation is a function Determine the domain and range of a function Use function notation when evaluating a function

Focus Standards Addressed in this Unit: CC.2.1.HS.F.3 Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs and data displays CC.2.1.HS.F.4 Use units to understand problems and to guide the solution of multi-step problems CC.2.1.HS.F.5 Choose a level of accuracy appropriate to limitation on measurement when reporting quantities CC.2.1.HS.C.1 Use concepts and notation of functions to interpret and apply them in terms of their context CC.2.1.HS.C.2 Graph and analyze functions and use their properties to make connections between the different representations CC.2.1.HS.C.3 Write functions or sequences that model relationships between two quantities CC.2.1.HS.C.4 Interpret the effects transformations have on functions and find the inverses of functions CC.2.1.HS.C.6 Interpret functions in terms of the situation they model

CC.2.1.HS.B.2 Summarize, represent, and interpret data on two categorical and quantitative variablesImportant Standards Addressed in this Unit:Not applicable

Misconceptions: Students believe determining whether a relation is a function and determining whether a function is linear are synonymous. Students believe an equation in the form x = k is a linear function. Students believe a function is linear if a pattern exists in a table of values. Students believe if a value is repeated in the range, the relation is not a function.

Concepts/Content: Equations and Inequalities Patterns, Relations, and Functions Categorical and Quantitative Data


equations and inequalities Write, solve, and/or graph linear

equations and inequalities using various methods

Use and/or identify algebraic properties

Write and/or identify linear equations in various forms (slope-intercept, point-slope, standard, etc.)

Describe, compute, and/or use linear rate of change (slope)

Define, evaluate, and compare functions

Use the concept and notation of function to interpret and apply them in terms of their context

Construct and compare linear, quadratic, and exponential models and solve problems

Create a function and/or sequence that model relationships between two quantities


Create and/or analyze functions using multiple representations (graph, table, and equation)

Create new functions from existing functions (transformations of graphs)

Analyze a set of data for a pattern, and represent the pattern with an algebraic rule and/or a graph

Summarize, represent, and interpret single-variable data and two-variable data





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Unit 5:Linear Functions

Unit Overview/Essential Understanding: Two quantities are proportional if they have the same ratio in each instance where they are measured together. Ratios can be used to

show a relationship between changing quantities, such as vertical and horizontal change. A function is a relationship between variables in which each value of the input variable is associated with a unique value of the output

variable. Functions can be represented in a variety of ways, such as graphs, tables, equations, or words. Each representation is particularly useful of certain situations. Some important families of functions are developed through transformations of the simplest form of the function. A line on a graph can be represented by a linear equation. Forms of linear equations include the slope-intercept, point-slope, and standard forms. The relationship between two lines can be determined by comparing their slopes and y-intercepts.

Many real-world mathematical problems can be represented algebraically. These representations can lead to algebraic solutions. A function that models a real-world situation can then be used to make estimates of predictions about future occurrences. Two sets of numerical data can be graphed as ordered pairs. If the two sets of data are related, a line on the graph can be used to estimate or predict values.

Unit Objectives: Calculate rates of change from tables Calculate slope Write linear equations using slope-intercept form Graph linear equations using slope-intercept form Write and graph linear equations using point-slope form Graph linear equations using intercepts Write linear equations in standard form Determine whether lines are parallel, perpendicular, or neither Write equations of parallel lines and perpendicular lines Write an equation of a trend line and of a line of best fit Use a trend line and a line of best fit to make predictions

Focus Standards Addressed in this Unit: CC.2.1.HS.F.3 Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs and data displays CC.2.1.HS.F.4 Use units to understand problems and to guide the solution of multi-step problems CC.2.1.HS.F.5 Choose a level of accuracy appropriate to limitation on measurement when reporting quantities CC.2.1.HS.C.1 Use concepts and notation of functions to interpret and apply them in terms of their context CC.2.1.HS.C.2 Graph and analyze functions and use their properties to make connections between the different representations

CC.2.1.HS.C.3 Write functions or sequences that model relationships between two quantities CC.2.1.HS.C.4 Interpret the effects transformations have on functions and find the inverses of functions CC.2.1.HS.C.5 Construct and compare linear, quadratic, and exponential models to solve problems CC.2.1.HS.C.6 Interpret functions in terms of the situation they model CC.2.1.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable CC.2.1.HS.B.2 Summarize, represent, and interpret data on two categorical and quantitative variables CC.2.1.HS.B.3 Analyze linear models to make interpretations based on the data CC.2.1.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies


Misconceptions: Students believe the subtraction signs in point-slope form affect the value of the number in the x1 and y1 variables. Students believe vertical lines have a slope of 0. Students believe the y-coordinate in any ordered pair is the y-intercept. Students believe they can determine if lines are parallel, perpendicular, or neither with equations written in other forms besides slope-

intercept form.Concepts/Content:

Equations and Inequalities Patterns, Relations, and Functions Categorical and Quantitative Data


equations and inequalities Write, solve, and/or graph linear

equations and inequalities using various methods


Write and/or identify linear equations in various forms (slope-intercept, point-slope, standard, etc.)

Describe, compute, and/or use linear rate of change (slope)

Define, evaluate, and compare functions

Use the concept and notation of function to interpret and apply


them in terms of their context Construct and compare linear,

quadratic, and exponential models and solve problems

Create a function and/or sequence that model relationships between two quantities

Create and/or analyze functions using multiple representations (graph, table, and equation)

Create new functions from existing functions (transformations of graphs)







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Unit 6:Systems of Equations and Inequalities

Unit Overview/Essential Understanding: Solving an equation is the process of rewriting the equation to make what it says about its variable(s) as simple as possible. Properties

of numbers and equality can be used to transform an equation (or inequality) into equivalent, simpler equations (or inequalities) in order to find solutions. Useful information about equations and inequalities (including solutions) can be found by analyzing graphs or tables. The numbers and types of solutions vary predictably, based on the type of equation. Systems of linear equations can be used to model problems. Systems of equations can be solved by graphing, substitution, or eliminating a variable. A linear inequality in two variables has an infinite number of solutions. These solutions can be represented in the coordinate plane as the set of all points on one side of a boundary line. The solutions of a system of linear inequalities can be represented by the region where the graphs of the individual inequalities overlap.

Many real-world mathematical problems can be represented algebraically. These representations can lead to algebraic solutions. A function that models a real-world situation can then be used to make estimates or predictions about future occurrences. Some problems can be modeled by systems of linear equations. Solutions to a linear inequality in two variables can be represented in the coordinate plane as the set of all points on one side of a boundary line. The solutions of a system of linear inequalities can be represented by the region where the graphs of the individual inequalities overlap.

Unit Objectives: Solve systems of equations by graphing Analyze special systems Solve systems of equations using substitution Solve systems by adding or subtracting to eliminate a variable Choose the best method for solving a system of linear equations Graph linear inequalities in two variables Use linear inequalities when modeling real-world situations Solve systems of linear inequalities by graphing Model real-world situations using systems of linear inequalities

Focus Standards Addressed in this Unit: CC.2.1.HS.F.5 Choose a level of accuracy appropriate to limitation on measurement when reporting quantities CC.2.1.HS.D.7 Create and graph equations or inequalities to describe numbers or relationships CC.2.1.HS.D.9 Use reasoning to solve equations and justify the solution method CC.2.1.HS.D.10 Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically

Important Standards Addressed in this Unit:

Not applicable

Misconceptions: Students believe they should substitute into the same equation they used to isolate a variable when solving systems of linear equations

using substitution. Students believe a system of linear equations cannot be solved using the elimination method if a variable will not be eliminated by

simply adding or subtracting. Students believe their favored method for solving systems of linear equations is the best method for any system. Students believe a point on a dashed line of a graph of a linear inequality is a solution.



systems of equations and inequalities

Write, solve, and/or graph systems of linear equations and inequalities using various methods







http://www.IXL.com/


Unit 7:Exponents

Unit Overview/Essential Understanding: A single quantity may be represented by many different expressions. The facts about a quantity may be expressed by many different

equations (or inequalities). The idea of exponents can be extended to include zero and negative exponents. All of the facts of arithmetic and algebra follow from certain properties. Properties of exponents make it easier to simplify products or

quotients of powers with the same base or powers raised to a power or products raised to a power. You can use rational exponents to represent radicals.

Unit Objectives: Simplify expressions involving zero and negative exponents Multiply powers with the same base Raise a power to a power Raise a product to a power Divide powers with the same base Raise a quotient to a power Rewrite expressions involving radicals and rational exponents



Misconceptions: Students believe when multiplying or dividing powers with the same base, they should multiply or divide the base. Students believe when multiplying powers with the same base, they should multiply the powers rather than adding them. Students believe when a power is raised to a power, they should raise the exponent to the power rather than multiplying exponents. Students believe numbers written in scientific notation with a negative exponent are negative numbers. Students believe a number raised to the zero power is zero. Students believe a negative exponent causes the number to be negative.

Concepts/Content: Competencies/Skills: Description of Activities:

Rational and Irrational Numbers Real Number System

Represent and/or use numbers in equivalent forms (integers, fractions, decimals, percentages, square roots, exponents)

Apply and extend the properties of exponents to solve problems with rational exponents



Teacher modeled examples Guided practice Independent practice





http://www.IXL.com/


Unit 8:Polynomials and Factoring


equations (or inequalities). Monomials can be used to form larger expressions called polynomials. Polynomials can be added and subtracted. There are several ways to find the product of two binomials, including models, algebra, and tables. Some trinomials of the form ax2 + bx + c and come polynomials of a degree greater than 2 can be factored to equivalent forms which are the product of two binomials.

All of the facts of arithmetic and algebra follow from certain properties. The properties of real numbers can be used to multiply a monomial by a polynomial or simplify the product of binomials. The properties of real numbers can also be used to factor some trinomials of the form ax2 + bx + c and some polynomials of a degree greater than 2.

Unit Objectives: Classify, add, and subtract polynomials Multiply a monomial by a polynomial Factor a monomial from a polynomial Multiply two binomials or a binomial by a trinomial Simplify the square of a binomial Simplify the product of a sum and a difference Factor trinomials of the form x2 + bx + c Factor trinomials of the form ax2 + bx + c Factor perfect-square trinomials Factor the differences of two squares Factor higher-degree polynomials by grouping

Focus Standards Addressed in this Unit: CC.2.1.HS.F.2 Apply properties of rational and irrational numbers to solve real world or mathematical problems CC.2.1.HS.D.1 Interpret the structure of expressions to represent a quantity in terms of its context CC.2.1.HS.D.2 Write expressions in equivalent forms to solve problems CC.2.1.HS.D.3 Extend the knowledge of arithmetic operations and apply to polynomials CC.2.1.HS.D.5 Use polynomial identities to solve problems CC.2.1.HS.D.6 Extend the knowledge of rational functions to rewrite in equivalent forms

Important Standards Addressed in this Unit:

Not applicable

Misconceptions: Students believe the exponents change when they add or subtract polynomials. Students believe that because x2 – y2 can be factored, x2 + y2 can also be factored. Students believe a polynomial is factored completely when it can be factored further.

Concepts/Content: Polynomials and Rational

Expressions

Competencies/Skills: Simplify/factor expressions

involving polynomials. Use polynomial identities Perform arithmetic operations on

polynomials Apply and extend previous

understandings of arithmetic to algebraic expressions






http://www.IXL.com/

Subject: Algebra I Grade: 7-12 Suggested Timeline: 5 days

Unit 9:Radical Expressions


equations (or inequalities). Operations can be performed with radical expressions and radical expressions can be simplified using the multiplication and division properties of square roots.

Unit Objectives: Simplify radical expressions



Misconceptions: Students believe a radical expression is simplified when it can be simplified further. Students believe a radical expression must be simplified further if there is a radical in the numerator.

Concepts/Content: Rational and Irrational Numbers Real Number System

Competencies/Skills: Represent and/or use numbers in

equivalent forms (integers, fractions, decimals, percentages, square roots, exponents)





Interdisciplinary Connections: Additional Resources:

Not applicable www.IXL.com www.pearsonsuccessnet.com Khan Academy District approved resources


http://www.IXL.com/


Unit 10:Data Analysis and Probability

Unit Overview/Essential Understanding: Sampling techniques are used to gather data from real-world situations. If the data are representative of the larger population,

inferences can be made about that population. Biased sampling techniques yield data unlikely to be representative of the larger population. Sets of numerical data are described using measures of central tendency and dispersion. Different measures can be used to interpret and compare sets of data.

The most appropriate data representation depends on the type of data- quantitative or qualitative, and univariate or bivariate. Line plots, box plots, and histograms are different ways to show distribution of data over a possible range of values. Different measures can be used to interpret and compare sets of data. Separating data into subsets is a useful way to summarize and compare data sets.

The probability of an event tells how likely it is that the event will occur. The probability of a compound even can sometimes be found from expressions of the probabilities of simpler events.

Unit Objectives: Calculate the mean, median, and mode, and range Make and interpret circle graphs, line graphs, bar graphs, box-and-whisker plots, and stem-and-leaf plots Calculate quartiles and percentiles Calculate probabilities of mutually exclusive and overlapping events Calculate probabilities of independent and dependent events

Focus Standards Addressed in this Unit: CC.2.1.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable CC.2.1.HS.B.3 Analyze linear models to make interpretations based on the data CC.2.1.HS.B.4 Recognize and evaluate random processes underlying statistical experiments CC.2.1.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies CC.2.1.HS.B.7 Apply the rules of probability to compute probabilities of compound events in a uniform probability model


Misconceptions: Students believe the possible number of outcomes always remains the same in both the first and second event. Students believe data does not have to be put in numerical order prior to finding the median and quartiles.

Concepts/Content: Competencies/Skills: Description of Activities:

Categorical and Quantitative Data Probability



Use measures of dispersion to describe a set of data (range, quartiles, and interquartile range)

Analyze and/or interpret data displays and/or use them to make predictions (circle graph, line graph, bar graph, box-and-whisker plot, stem-and-leaf plot, scatter plot)

Make inferences and justify conclusions based on sample surveys, experiments, and observational studies

Calculate and/or make predictions based upon measures of central tendency

Apply probability to practical situations, including compound events

Recognize and evaluate random processes underlying statistical experiments

Apply the rules of probability to compute probabilities of compound events in a uniform probability model

Teacher modeled examples Guided practice Independent practice

Assessments:

Teacher-created lesson quizzes Teacher created unit assessment




http://www.IXL.com/

… · Web viewThe mathematics curriculum provides sequential and comprehensive K-12 instruction...

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