COURSE NAME: Algebra 1 First Unit- Algebra 1 IM 1: One-Variable Statistics Est. Time: 6 Weeks (16 Lessons, meets every other day) OVERVIEW In this unit, students will build upon their previous middle school math experience in analyzing data through mean, median, and mode to now include measures of variation (standard deviation, mean absolute deviation). Students will then recognize outliers and determine whether they are a valid datapoint to include in modeling the set. Using a spreadsheet tool, students will enter in and/or construct the appropriate data display. STAGE 1 β IDENTIFY DESIRED RESULTS ESTABLISHED GOALS CSDE Content Standards: S-ID.1: Represent data with plots on the real number line (dot plots, histograms, and box plots). 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. 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).
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COMMUNICATION: Create a logical and evidence-based argument to support ideas. MP #3: Construct viable arguments. MP #4: Model with mathematics MP #5: Use appropriate tools strategically. CRITICAL THINKING: Analyze data in order to draw conclusions. MP #8: Look for and express regularity in repeated reasoning. RESPONSIBLE CITIZENSHIP: Use technology ethically to promote positive, reliable, and factual information. MP #3: Construct viable arguments.
UNDERSTANDINGS
ESSENTIAL QUESTIONS
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Understanding variability helps you grasp the likelihood of unusual events.
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A visual display of data is deliberately designed to communicate a message based on the raw data collected.
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KNOWLEDGE
How do we make predictions and informed decisions based on current numerical information? How do we handle outliers when they appear in the data? What is this data display communicating? To what extent is the data display an accurate representation of the underlying data? SKILLS (framed as Learning Targets)
1. (FOUNDATIONAL) I can tell the difference between statistical and non-statistical
9-12 Mathematics Curriculum
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