Math Tech 4 Curriculum Pacing Guide

Size: px

Start display at page:

Download "Math Tech 4 Curriculum Pacing Guide"

Reynard Harper
5 years ago
Views:

1 The mathematical processes provide the framework for teaching, learning, and assessing in all high school mathematics core courses. Instructional programs should be built around these processes. Standard DA-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation. Indicators DA-1.1 DA-1.2 DA-1.3 Execute procedures to conduct simple probability experiments and collect data by using manipulatives (including spinners, dice, cards, and coins) Execute procedures to find measures of probability and statistics by using tools such as handheld computing devices, spreadsheets, and statistical software Execute procedures to conduct a simulation by using random number tables and/or technology (including handheld computing devices and computers) DA-1.4 Design and conduct a statistical research project and produce a report that summarizes the findings DA-1.5 Apply the principles of probability and statistics to solve problems in real-world contexts DA-1.6 Communicate a knowledge of data analysis and probability by using mathematical terminology appropriately DA-1.7 Judge the reasonableness of mathematical solutions on the basis of the source of the data, the design of the study, the way the data are displayed, and the way the data are analyzed DA-1.8 Compare data sets by using graphs and summary statistics Anderson School District Five Page 1 Copyright July 1, 2012

2 Anderson School District Five Page 2 Copyright July 1, 2012

3 First Nine Weeks Unit 1 - Terms DA-4.2 Compare descriptive and inferential statistics. Differentiate between descriptive and inferential statistics. DA-4.3 Classify a variable as either discrete or continuous and as either categorical or quantitative Identify and classify variables as discrete or continuous and qualitative or quantitative. DA-4.1 Classify a variable as either a statistic or a parameter Distinguish between a statistic and a parameter. DA-2.1 DA-2.2, 2.3 Classify a data-collection procedure as a survey, an observational study, or a controlled experiment. Compare various random sampling techniques (including simple, stratified, cluster, and systematic). Analyze a data-collection procedure to classify the technique used as either simple cluster, systematic, or convenience sampling. Identify and classify methods of data collection as a survey, an observational study, or a controlled experiment Compare various random sampling techniques including simple, stratified, cluster, and systematic. 1. Rectangles Lab 2. Farm Activity 3. Newspaper Activity Chapter 1 7 DA-2.4 Critique data-collection methods and describe how bias can be controlled. Define bias and explain how you can minimize it. DA-2.5 Judge which of two or more possible experimental designs will best answer a given research question. Evaluate experimental designs Anderson School District Five Page 3 Copyright July 1, 2012

4 First Nine Weeks Unit 2 Tables and Graphs DA-3.2 Organize and interpret data by using pictographs, bar graphs, pie charts, dot plots, histograms, time-series plots, stemand-leaf plots, box-and-whiskers plots, and scatterplots. DA-3.3 Select appropriate graphic display(s) from among pictographs, bar graphs, pie charts, dot plots, histograms, time-series plots, stem-and-leaf plots, box-and-whiskers plots, and scatterplots when given a data set or problem situation. Construct dot plots, pictograph, timeseries, circle graphs, bar graphs, dot plots, Pareto charts, categorical frequency distribution, and stem and leaf plots. Construct frequency distribution, histogram, frequency polygon, and ogive. 1. Lab: Qualitative vs. Quantitative 2. Stock Tracker Activity 13 DA-3.4 Represent frequency distributions by using displays such as categorical frequency distributions/pareto charts, histograms, frequency polygons, and cumulative frequency distributions/ogives. Chapter 2 DA-4.8 Classify a distribution as either symmetric, positively skewed, or negatively skewed Describe the skewness and symmetry of a graph Review and First Nine Weeks Test Anderson School District Five Page 4 Copyright July 1, 2012

5 Second Nine Weeks Unit 3A Measures of Central Tendency Determine the mean, median, mode, and midrange of a data array by hand and using graphing calculator. DA-4.4 Use procedures and/or technology to find measures of central tendency (mean, median, and mode) for given data. Determine the mean, median, and mode for ungrouped and grouped data by hand. (Show on graphing calculator after test) Chapter 3 8 Determine the range, variance, and standard deviation of a data array by hand and using graphing calculator. Anderson School District Five Page 5 Copyright July 1, 2012

6 Second Nine Weeks Unit 3B Measures of Variation DA-4.6 Use procedures and/or technology to find measures of spread (range, variance, standard deviation, and interquartile range) and outliers for given data. Determine the variance and standard deviation for ungrouped and grouped data by hand. (Show on graphing calculator after test) 3 Anderson School District Five Page 6 Copyright July 1, 2012

7 Second Nine Weeks Unit 3C Measures of Position DA-4.7 Use procedures and/or technology to find measures of position (including median, quartiles, percentiles, and standard scores) for given data. Determine z-scores and discuss and apply the empirical rule DA-4-10 Use a knowledge of the empirical rule to solve problems involving data that are distributed normally. Chapter 3 7 DA-4.6 Use procedures and/or technology to find measures of spread (range, variance, standard deviation, and interquartile range) and outliers for given data. Determine quartiles, percentiles, and Interquartile range. DA-4.7 Use procedures and/or technology to find measures of position (including median, quartiles, percentiles, and standard scores) for given data. Anderson School District Five Page 7 Copyright July 1, 2012

8 Second Nine Weeks Unit 3C Measures of Position DA-3.2 Organize and interpret data by using pictographs, bar graphs, pie charts, dot plots, histograms, time-series plots, stemand-leaf plots, box-and-whiskers plots, and scatterplots. DA-3.3 Select appropriate graphic display(s) from among pictographs, bar graphs, pie charts, dot plots, histograms, time-series plots, stem-and-leaf plots, box-and-whiskers plots, and scatterplots when given a data set or problem situation. Draw box-and-whisker plots and determine outliers Chapter 3 DA-4.6 Use procedures and/or technology to find measures of spread (range, variance, standard deviation, and interquartile range) and outliers for given data. (end of Unit 3C) 1. Hand Span Lab 2. Unit 2 and 3 Project (7) DA-4.9 Explain the significance of the shape of a distribution. DA-4.5 Predict the effect of transformations of data on measures of central tendency, variability, and the shape of the distribution. Predict the effect of transformations of data on measures of central tendency, variability, and the shape of the distribution. Review and Second Nine Weeks Test (if test before Christmas Break) Anderson School District Five Page 8 Copyright July 1, 2012

9 Second Nine Weeks Unit 4A Counting Rules DA-5.1 Construct a sample space for an experiment and represent it as a list, chart, picture, or tree diagram. Display sample spaces DA-3.1 Use manipulatives, random number tables, and technology to collect data and conduct experiments and simulations. 1. Turkey 2. npr/ncr Activity 4 DA-5.2 Use counting techniques to determine the number of possible outcomes for an event. Determine the probability of an event using counting rules (permutations) with and without replacement. Chapter 4 Determine the probability of an event using combinations. DA- 3.1 Use manipulatives, random number tables, and technology to collect data and conduct experiments and simulations. Determine whether a probability problem is a permutation or a combination and solve it. Review and Second Nine Weeks Test (if test at end of Second Nine Weeks) Anderson School District Five Page 9 Copyright July 1, 2012

10 Second Nine Weeks Anderson School District Five Page 10 Copyright July 1, 2012

11 Third Nine Weeks Unit 4B - Probability DA-5.12 Understand the law of large numbers. DA-3.1 Use manipulatives, random number tables, and technology to collect data and conduct experiments and simulations. Use the Law of Large Numbers in probability experiments. DA-5.7 DA-5.9 Carry out a procedure to compute simple probabilities and compound probabilities (including conditional probabilities). Compare theoretical and experimental probabilities. Determine the theoretical probability of an event. Compare theoretical and experimental probabilities. 1. Is This Game Fair? 2. M & M 3. Let s Race 10 DA-5.5 Use the concept of complementary sets to compute probabilities. Use the concept of complementary sets to compute probabilities. Chapter 4 DA-5.4 Categorize two events either as mutually exclusive or as not mutually exclusive of one another. Categorize two events either as mutually exclusive or as not mutually exclusive of one another. Use the addition rule to find the probability of mutually exclusive events. DA-5.2 DA- 5.3 Use counting techniques to determine the number of possible outcomes for an event. Classify events as either dependent or independent. Classify events as either dependent or independent. Use the multiplication rule to find the probability of independent and dependent events. Anderson School District Five Page 11 Copyright July 1, 2012

12 Third Nine Weeks Unit 4B - Probability DA-5.7 Carry out a procedure to compute simple probabilities and compound probabilities (including conditional probabilities). Find conditional probability DA Carry out a procedure to compute conditional probability by using two-way tables. Chapter 4 10 DA-5.8 Use a procedure to find geometric probability in real-world contexts. Use a procedure to find geometric probability in real-world contexts. Anderson School District Five Page 12 Copyright July 1, 2012

13 Third Nine Weeks Unit 5A Probability Distribution DA-5.10 DA-4.3 Construct and compare theoretical and experimental probability distributions. Classify a variable as either discrete or continuous and as either categorical or quantitative. Identify random variables. Determine the probability distribution of a discrete random variable and graph. SC DA-5.11 Use control charts to determine whether a process is in control. CCSS S-MD.1 S-MD.2 S-MD.3 (+) 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. (+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. (+) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. Determine the mean, variance, and standard deviation of a discrete probability distribution. Use procedures to find the expected value of discrete random variables and construct meaning within contexts. Chapter 5 7 S-MD.4 (+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. Anderson School District Five Page 13 Copyright July 1, 2012

14 Third Nine Weeks Unit 5B Binomial Distribution DA-5.6 Use the binomial probability distribution to solve problems. Determine the probability of a specific number of trials from a binomial experiment using graphing calculators for a real world problem. Chapter 5 3 Determine the mean and standard deviation of a binomial distribution. Review and Third Nine Weeks Test 2 Anderson School District Five Page 14 Copyright July 1, 2012

15 Fourth Nine Weeks Unit 6 Normal Probability DA-4.10 Use a knowledge of the empirical rule to solve problems involving data that are distributed normally. Identify properties of a normal distribution and find the area under the standard normal curve using tables and graphing calculators. DA-4.7 Use procedures and/or technology to find measures of position (including median, quartiles, percentiles, and standard scores) for given data. Determine the z-score for a given probability. Chapter 6 7 Solve real life applications involving the normal distributions (finding area, probability, and cut-off scores) Anderson School District Five Page 15 Copyright July 1, 2012

16 Fourth Nine Weeks Unit 7 Descriptive Analysis and Presentation of Bivariate Data DA-3.2 Organize and interpret data by using pictographs, bar graphs, pie charts, dot plots, histograms, time-series plots, stemand-leaf plots, box-and-whiskers plots, and scatterplots. DA- 3.3 Select appropriate graphic display(s) from among pictographs, bar graphs, pie charts, dot plots, histograms, time-series plots, stem-and-leaf plots, box-and-whiskers plots, and scatterplots when given a data set or problem situation. Constructing contingency tables and scatter plots for bivariate data. Classify a scatterplot by shape including linear, quadratic, and exponential Chapter 10 4 DA-3.5 Classify a scatterplot by shape (including linear, quadratic, and exponential). DA-3.6 DA- 3.9 Classify graphically and analytically the correlation between two variables as either positive, negative, or zero. Explain the meaning of the correlation coefficient r. Describe the linear correlation between two variables as positive, negative, or no correlation. Determine and explain the correlation coefficient. Anderson School District Five Page 16 Copyright July 1, 2012

17 Fourth Nine Weeks Unit 7 Descriptive Analysis and Presentation of Bivariate Data DA-3.7 DA-3.8 Carry out a procedure to determine an equation of a trend line for a scatterplot exhibiting a linear pattern by using visual approximation. Carry out a procedure using technology to determine a line of best fit for a scatterplot exhibiting a linear pattern. Determine the line of best fit with visual approximation and technology and understand the meaning of the y-intercept and the slope 1. Guess My Age 2. M & M Lab 3. Cooling Coffee 4 Chapter 10 DA Use interpolation or extrapolation to predict values based on the relationship between two variables. Make predictions using the line of best fit by using interpolation or extrapolation Anderson School District Five Page 17 Copyright July 1, 2012

18 Fourth Nine Weeks Unit 8 Quality Control DA-4.11 Use control charts to determine whether a process is in control. Use control charts to determine whether a process is in control. (x-bar, r-bar, p-bar, c-bar charts) Bluman 2 nd Ed., Ch Review Project and Final Exam 6 Teacher needs to address Indicator DA-2.6 throughout units. DA-2.6: Generate a research question and design a statistical study to answer a given research question. Anderson School District Five Page 18 Copyright July 1, 2012

Probability and Statistics Curriculum Pacing Guide

Probability and Statistics Curriculum Pacing Guide Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods