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    Unit 1 Statistics

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    Unit 1 Statistics

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    api-228416101
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    unit 1 statistics

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    154 views3 pages

    Unit 1 Statistics

    Uploaded by

    api-228416101

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
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    UNIT 1: Statistics TIME: 3 Weeks UNIT NARRATIVE: The purpose of putting this unit first is to use it to enhance student

    interest with an immediately engaging sequence of units.


    ESSENTIAL QUESTIONS: What makes a statistical investigation? How does the display of data help you interpret the use of it? ACADEMIC VOCABULARY:

    MATHEMATICAL PRACTICE:

    Use random sampling to draw inferences about a population.

    CCSS.Math.Content.7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. CCSS.Math.Content.7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

    MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning.

    Draw informal comparative inferences about two populations.

    CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by

    expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.

    CCSS.Math.Content.7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventhgrade science book are generally longer than the words in a chapter of a fourth-grade science book. ASSESSMENT: What will students be able to do at the end of this unit: Students will need to be able to interpret results based on data. Students will be able to make predictions based on statistical analysis including measures of central tendency. Illustrative Mathematics Sample Assessments: http://www.illustrativemathematics.org/illustrations/235 INTERDISCIPLINARY CONNECTIONS: Science uses measures of central tendencies in studying populations and analyzing data. An emphasis on the content will be on historical connections and there will be an emphasis on students explaining what their statistics show. LITERACY CONNECTIONS: Students have to be able to explain their conclusions and note that correlation does not mean causation. Students will compare and contrast statistics and use them to analyze meanings with application to historical and personal connections.

    REMEDIATION

    DIFFERENTIATION ACCELERATION ENGLISH LEARNERS

    SPECIAL EDUCATION

    EL students will have accommodation through a plethora of hands-on and kinesthetic activities for this unit. By using a combination of graphics and dialogue to explain reasoning

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