Landmark High School

351 West 18th Street, New York, NY 10011

Tel: (212) 647-7410 Fax: (212) 647-7416
www.landmarkhs.org
Caron Pinkus, Principal

Siu Chan, Karen Low, Assistant Principals

Charles Roth, Cali Pantazis, Fred Schaefer, 11th/12th, Probability and Statistics
Curriculum Map 2014-2015
Timeframe
Unit 1:
Probability
3 Weeks

Unit Focus/ Essential

Questions
How can we use
probability to
determine the
likelihood of an event
occurring?
How can we use
probability to
calculate what
outcome to expect?

Common Core Standards

S-CP: Understand independence and conditional probability and use them
to interpret data
1. Describe events as subsets of a sample space (the set of outcomes) using
characteristics (or categories) of the outcomes, or as unions, intersections, or
complements of other events (or, and, not).
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.
Use the rules of probability to compute probabilities of compound events in
a uniform probability model
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.

Content/Big Ideas

S-MD: Calculate expected values and use them to solve problems

1. (+) Define a random variable for a quantity of interest by assigning a
numerical value to each event in a sample space; graph the corresponding
probability distribution using the same graphical displays as for data
distributions.
2. (+) Calculate the expected value of a random variable; interpret it as the mean
of the probability distribution.
3. (+) Develop a probability distribution for a random variable defined for a
sample space in which theoretical probabilities can be calculated; find the
expected value.
Use probability to evaluate outcomes of decisions
5. (+) Weigh the possible outcomes of a decision by assigning probabilities to
payoff values and finding expected values.

Understand the idea of probability as a

measurement of the likelihood of an
event occurring, going from 0 as
impossible and 1 as definite.
Understand that all events that are
possible are not equally likely.
Understand that the probability tells us
what outcome to expect in a given
situation.
Calculate probability of an event.
Calculate compound probability, of
both independent and dependent
events.
Calculate Expected Value.

Skills/ Learning
Targets

Assessments

Given a list of events and

their probabilities, decide
which events are most
likely to occur.

Pre-Test

Given a situation, calculate

the probability of an even
occurring.
Given a situation, calculate
the probability of more than
one even occurring.
Given a situation, calculate
the probability of an even
NOT occurring.
Given a situation, calculate
the Expected Value.

On-going
Homework,
Classwork, Exit
Slips,
Class/Small
Group
Discussion
Quiz
Casino Project

Text

Landmark High School

351 West 18th Street, New York, NY 10011
Tel: (212) 647-7410 Fax: (212) 647-7416
www.landmarkhs.org
Caron Pinkus, Principal

Timeframe
Unit 2:
Descriptive
Statistics Measures of
Central Tendency
and Variability
5 weeks

Unit Focus/ Essential

Questions
How can we describe
a set of data?
How can we use
statistical
measurements to make
decisions?

Siu Chan, Karen Low, Assistant Principals

Common Core Standards

S-ID: Summarize, represent, and interpret data on a single count or
measurement variable
1. Represent data with plots on the real number line (dot plots, histograms, and
box plots).
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.
3. Interpret differences in shape, center, and spread in the context of the data
sets, accounting for possible effects of
extreme data points (outliers).
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.
S-IC-A: Understand and evaluate random processes underlying statistical
experiments
1. Understand statistics as a process for making inferences about population
parameters based on a random sample from that population.
2. Decide if a specified model is consistent with results from a given datagenerating process, e.g., using simulation.
S-IC-B: Make inferences and justify conclusions from sample surveys,
experiments, and observational studies
3. Recognize the purposes of and differences among sample surveys,
experiments, and observational studies; explain
how randomization relates to each.
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.
5. Use data from a randomized experiment to compare two treatments; use
simulations to decide if differences between parameters are significant.
6. Evaluate reports based on data.

Content/Big Ideas

Skills/ Learning
Targets

1)
Calculate Measures of Central
Tendency in order to describe a set of
data.
Determine whether a particular
2)
Measure of Central Tendency is
appropriate.
Calculate and describe variability in
3)
order, with a focus on Standard
Deviation to describe a set of data.
Understand frequency distribution and
how it is used to describe data, with a
focus on Normal Distribution.
Use Measures of Central Tendency and 4)
variability to make decisions about
particular pieces of data.
Use visual/graphical representations to
5)
describe single-variable data.

Find the mean,

median and mode (if
appropriate) of a set
of data.
Determine the best
measure of central
tendency to use.
Create a line plot and
a frequency
distribution curve,
such as a Normal
Curve.
Use mean and
standard deviation
to describe a set of
data.
Calculate and use zscore to compare
pieces of data to
populations.
6) Create a Box and
Whisker Plot.
7) Use the 5-point
summary and IQR to
determine outliers.

Assessments
Classwork
Homework
Class
discussion
Quiz
Best at Life
Project

Text

Landmark High School

351 West 18th Street, New York, NY 10011
Tel: (212) 647-7410 Fax: (212) 647-7416
www.landmarkhs.org
Caron Pinkus, Principal

Timeframe
Unit 3:
Descriptive
Statistics Bivariate Data
3 weeks

Unit Focus/ Essential

Questions
How can we
determine whether
there is a correlation
between two
variables?

Siu Chan, Karen Low, Assistant Principals

Common Core Standards

S-ID: Summarize, represent, and interpret data on two categorical and
quantitative variables
6. Represent data on two quantitative variables on a scatter plot, and describe
how the variables are related.
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.
b. Informally assess the fit of a function by plotting and analyzing residuals.
c. Fit a linear function for a scatter plot that suggests a linear association.
Interpret linear models
7. Interpret the slope (rate of change) and the intercept (constant term) of a linear
model in the context of the data.
8. Compute (using technology) and interpret the correlation coefficient of a
linear fit.
9. Distinguish between correlation and causation.
S-IC-A: Understand and evaluate random processes underlying statistical
experiments
1. Understand statistics as a process for making inferences about population
parameters based on a random sample from that population.
2. Decide if a specified model is consistent with results from a given datagenerating process, e.g., using simulation.
S-IC-B: Make inferences and justify conclusions from sample surveys,
experiments, and observational studies
3. Recognize the purposes of and differences among sample surveys,
experiments, and observational studies; explain how randomization relates to
each.
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.
5. Use data from a randomized experiment to compare two treatments; use
simulations to decide if differences between parameters are significant.
6. Evaluate reports based on data.

Content/Big Ideas

Understand the difference between the

explanatory variable and response
variable.
Understand the difference between
correlation and causation.
Understand how to create a scatter plot
to look for trends and determine weak,
strong or no correlation, as well as
positive or negative correlation.
Understand how to find a rudimentary
line of best fit.
Understand how to use the equation of
a line of best fit to make predictions.

Skills/ Learning
Targets

Assessments

1) Given a set of bivariate

numerical data, students
will be able to create a
scatter plot.

Classwork

2) Given a set of bivariate

data, students will be able
to create a line of best fit,
and find the equation of
that line to make a
prediction.

Class
discussion

3) Given a set of bivariate

data, students will be able
to calculate a correlation
coefficient to determine
whether there is a
correlation between the
variables.

Survey Project

4) Given a scatter plot,

students will be able to
determine whether there is
a correlation between the
variables as well as the
strength of the correlation.

Homework

Quiz

Text

Landmark High School

351 West 18th Street, New York, NY 10011
Tel: (212) 647-7410 Fax: (212) 647-7416
www.landmarkhs.org
Caron Pinkus, Principal

Siu Chan, Karen Low, Assistant Principals

END OF 1ST TRIMESTER / BEGINNING OF 2ND TRIMESTER

Timeframe
Unit Focus/ Essential Common Core Standards
Questions
Unit 4:
How can we design an S-IC-A: Understand and evaluate random processes underlying statistical
experiments
Designing
investigation to help
1. Understand statistics as a process for making inferences about population
Investigations
us make fair and
parameters based on a random sample from that population.
accurate decisions?
S-IC-B: Make inferences and justify conclusions from sample surveys,
2 weeks
experiments, and observational studies
3. Recognize the purposes of and differences among sample surveys,
experiments, and observational studies; explain
how randomization relates to each.
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.
6. Evaluate reports based on data.

Content/Big Ideas

Understand the significance of

choosing a sample that accurately
represents the population.
Understand different ways of sampling
fairly.
Identify common biased sampling
techniques.
Understand the difference between an
experiment and observational study.
Identify a confounding variable
(lurking variable.)
Understand the different parts of an
investigation, such as variables,
subjects, treatments, and control.

Skills/ Learning
Targets
1) Determine whether a
sample accurately
represents a
population.
2) Identify and recognize
common sources of
bias.
3) Identify possible
confounding
(lurking) variables.
4) Identify subjects,
treatments and
variables in an
investigation.
5) Create and implement
an observational
study.
6) Create and implement
an experiment.

Assessments
Classwork
Homework
Class
discussion
Quiz
Survey Project

Text

Landmark High School

351 West 18th Street, New York, NY 10011
Tel: (212) 647-7410 Fax: (212) 647-7416
www.landmarkhs.org
Caron Pinkus, Principal

Timeframe
Unit 5:
Inferential
Statistics - T-Test
3 weeks

Unit Focus/ Essential

Questions
How can we use
statistics to compare
two groups?
How can use statistics
to help us make fair
and accurate
decisions?

Siu Chan, Karen Low, Assistant Principals

Common Core Standards

S-ID: Summarize, represent, and interpret data on a single count or

measurement variable
1. Represent data with plots on the real number line (dot plots, histograms, and
box plots).
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.
3. Interpret differences in shape, center, and spread in the context of the data
sets, accounting for possible effects of extreme data points (outliers).

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.

S-IC: Understand and evaluate random processes underlying statistical

experiments
1. Understand statistics as a process for making inferences about population
parameters based on a random sample
from that population.
2. Decide if a specified model is consistent with results from a given datagenerating process, e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments,
and observational studies
3. Recognize the purposes of and differences among sample surveys,
experiments, and observational studies; explain how randomization relates to
each.
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.
5. Use data from a randomized experiment to compare two treatments; use
simulations to decide if differences between parameters are significant.
6. Evaluate reports based on data.

Content/Big Ideas
Understand that the T-test works uses 1)
the means and standard deviations of
two sets of data to determine the
probability that the difference between
the two sets of data comes from natural
random variability and not some
significant difference between the two 2)
samples.
Calculate a p-value from a T-test on
data from two different samples to
determine whether the two samples are
significantly different.

Skills/ Learning
Targets
Given data from two
different samples,
use the mean and
standard deviation
to compare the two
samples.
Given data from two
different samples,
use the T-test to
determine whether
the two samples
come from the same
population.

Assessments
Classwork
Homework
Class
discussion
Quiz
Survey Project

Text

Landmark High School

351 West 18th Street, New York, NY 10011
Tel: (212) 647-7410 Fax: (212) 647-7416
www.landmarkhs.org
Caron Pinkus, Principal

Timeframe
Unit 6:
Inferential
Statistics
ANOVA
2 weeks

Unit Focus/ Essential

Questions
How can we use
statistics to compare
more than two
groups?
How can use statistics
to help us make fair
and accurate
decisions?

Siu Chan, Karen Low, Assistant Principals

Common Core Standards

S-ID: Summarize, represent, and interpret data on a single count or

measurement variable
1. Represent data with plots on the real number line (dot plots, histograms, and
box plots).
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.
3. Interpret differences in shape, center, and spread in the context of the data
sets, accounting for possible effects of extreme data points (outliers).

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.

S-IC: Understand and evaluate random processes underlying statistical

experiments
1. Understand statistics as a process for making inferences about population
parameters based on a random sample
from that population.
2. Decide if a specified model is consistent with results from a given datagenerating process, e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments,
and observational studies
3. Recognize the purposes of and differences among sample surveys,
experiments, and observational studies; explain how randomization relates to
each.
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.
5. Use data from a randomized experiment to compare two treatments; use
simulations to decide if differences between parameters are significant.
6. Evaluate reports based on data.

Content/Big Ideas
Understand that the ANOVA Test works 1)
uses the means and standard deviations
of MANY sets of data to determine the
probability that the difference between
the sets of data comes from natural
random variability and not some
significant difference between the two 2)
samples.
Calculate a p-value from a T-test on
data from two different samples to
determine whether the two samples are
significantly different.

Skills/ Learning
Targets

Assessments

Given data from

multiple different
samples, use the
mean and standard
deviation to compare
the two samples.
Given data from
multiple different
samples, use the
ANOVA test to
determine whether
the two samples
come from the same
population.

Classwork
Homework
Class
discussion
Quiz
Survey Project

Text

Landmark High School

351 West 18th Street, New York, NY 10011
Tel: (212) 647-7410 Fax: (212) 647-7416
www.landmarkhs.org
Caron Pinkus, Principal

Unit 7:
Inferential
Statistics Chi-Squared
2 weeks

How can we use

statistics to compare
two or more groups?
How can use statistics
to help us make fair
and accurate
decisions?

Siu Chan, Karen Low, Assistant Principals

S-ID: Summarize, represent, and interpret data on two categorical and

quantitative variables
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.
S-IC: Understand and evaluate random processes underlying statistical
experiments
1. Understand statistics as a process for making inferences about population
parameters based on a random sample
from that population.
2. Decide if a specified model is consistent with results from a given datagenerating process, e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments,
and observational studies
3. Recognize the purposes of and differences among sample surveys,
experiments, and observational studies; explain
how randomization relates to each.
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.
5. Use data from a randomized experiment to compare two treatments; use
simulations to decide if differences
between parameters are significant.
6. Evaluate reports based on data.

1)
Understand the difference between
categorical and numerical data.
Understand that neither numerical
difference nor percent difference are
good measures of whether two groups
are really different.
Understand that the Chi-Squared takes 2)
the % difference and numerical
difference into account to determine the
probability that the difference between
the two sets of data comes from natural
random variability and not some
significant difference between the two 3)
samples.
Understand when to use the ChiSquared test.
Calculate a p-value from using the Chi4)
Squared goodness-of-fit test to
determine whether a sample fits a
particular population.
Calculate a p-value from using the Chisquared test for homogeneity on data
sets from two different samples, to
determine whether the two samples are
significantly different.

Use theoretical
probability to
determine expected
outcomes and
compare them to
actual data.
Use experimental
probability to
determine expected
outcomes and
compare them to
actual data.
Use the Chi-Squared
Goodness-of-Fit to
determine whether a
sample fits a particular
population.
Use Chi-Squared Test
for Homogeneity to
determine whether
two samples come
from the same
population or not.

Classwork
Homework
Class
discussion
Quiz
Survey Project

Landmark High School

351 West 18th Street, New York, NY 10011
Tel: (212) 647-7410 Fax: (212) 647-7416
www.landmarkhs.org
Caron Pinkus, Principal

END OF 2ND TRIMESTER

Siu Chan, Karen Low, Assistant Principals