Algebra. Chapter 10: Data Analysis. Name: Teacher: Pd:
|
|
- Lesley Franklin
- 6 years ago
- Views:
Transcription
1 Algebra Chapter 10: Data Analysis Name: Teacher: Pd:
2 Table of Contents o (Day 1): SWBAT: Displaying Data using Frequency Histograms Pgs: #1 10 HW: Pgs o (Day 2): SWBAT: Measures of Central Tendency Pgs: #16 21 HW: Pgs o (Day 3): SWBAT: Box and Whisker Plots Pgs: #26-31 HW: Pgs o (Day 4): SWBAT: Univariate/Bivariate Data Pgs: #36-45 HW: Pgs o (Day 5): SWBAT: Equations of Best Fit Lines Pgs: #50-54 HW: Pgs 55-56
3 Day 1 Displaying Data using Frequency Histograms Warm Up Quantitative vs. Qualitative Qualitative Quantitative Deals with descriptions Deals with numbers Data can be observed but not measured Data which can be measured Colors, textures, smells, tastes, appearance, Length, height, area, volume, weight, speed, Example 1: Differentiating Between Qualitative Data and Quantitative time, temperature, Data cost, members, ages, etc. beauty etc. Quantitative Quantity Qualitative Quality Regents Practice
4 Causal Relationship - Correlation. Causation is when a change in one quantity causes a change in a second quantity. For example, as study time increases, test scores increase. 3) Sources of Bias in a Survey 2
5 Biased vs. Unbiased Biased Influence in an unfair way; inclination towards something; predisposition, partiality, prejudice, preference Studying only one group all girls, all people in their 20s, all people who weigh 150 lbs. Unbiased Studying a variety of groups boys and girls, old and young, thin and fat, short and tall 4) 5) 3
6 The of a data value is the number of times it occurs. A shows the frequency of each data value. If the data is divided into intervals, the table shows the frequency of each interval. Enrollment in Western Civilization Classes Example 6 : 4
7 A is a bar graph used to display the frequency of data divided into equal intervals. The bars must be of equal width and should touch, but not overlap. 7) 5
8 Constructing Histograms 8) The Jacksonville High School Varsity Boys basketball team had an excellent season, compiling a record of 15 5 (15 wins and 5 losses). The total points scored by the team for each of the 20 games are listed below in the order in which the games were played: 76, 55, 76, 64, 46, 91, 65, 46, 45, 53, 56, 53, 57, 67, 62, 64, 67, 52, 58, 62 (a) Complete the frequency table below. Explain your answers here! (b) On the graph grid provided, create a histogram using the frequency table from above. c) What percentage of the points are between 80-89? 6
9 Cumulative Frequency Histograms shows the frequency of all data values less than or equal to a given value. You could just count the number of values, but if the data set has many values, you might lose track. Recording the data in a cumulative frequency table can help you keep track of the data values as you count. Example 9: 7
10 Example 10: Twenty students were surveyed about the number of days they played outside in one week. The results of this survey are shown below. {6, 5, 4, 5, 0, 7, 1, 5, 4, 4, 3, 2, 2, 3, 2, 4, 3, 4, 0, 7} Complete the frequency table for these data Number of Days Outside Interval Tally Frequency Complete the cumulative frequency table using these data. Number of Days Outside Cumulative Interval Frequency What must the last entry of the cumulative frequency table always be equal to? Explain. Create a cumulative frequency histogram based on the table you made. 8
11 Example 11: The Cumulative Frequency Histogram below shows test scores from an Algebra Regents Exam. a) Determine the total number of students who took the Algebra Regents Exam. b) Determine how many students scored higher than 70. c) State which ten-point interval contains the median. d) State which ten-point interval doubled another ten-point interval. 9
12 SUMMARY Exit Ticket 10
13 Day 1 - HW 11
14 12
15 14) 15) 13
16 16) 14
17 17) 15
18 Day 2 - Measures of Central Tendency SWBAT: Calculate the Measures of Central Tendencies Warm Up 1. Questions 2 4 refer to the following: 16
19 Example 1: Example 2: 17
20 In Summary: *If your data set contains an outlier, use the to represent the data. * If your data set does not contain an outlier, use the to represent the data. Example 3: Practice a) Fdf b) Mean = Median = Mode = 18
21 What will happen to the measures of central tendency if we add the same amount to all data values, or multiply each data value by the same amount? Example 4: Given the following list of students' scores on a quiz: 10, 24, 14, 30, 40, 28, 14 Part a: Determine the median of these scores. Determine the mode of these scores. Part b: The teacher decides to adjust these scores by adding four points to each score. Explain the effect, if any, that this will have on the median and mode of these scores. 19
22 Missing Value Problems and Mean. Example 5: Example 6: Practice : 20
23 21
24 Day 2 HW
25
26
27
28 Day 3 Box and Whisker Plots Warm - Up 1. Gfgf 2. Quartiles can be thought of as percentile measure. Remember that quartiles break the data set into 4 equal parts. If 100% is broken into four equal parts, we have subdivisions at 25%, 50%, and 75% creating the: First quartile (lower quartile) to be at the 25 th percentile. Median (or second quartile) to be at the 50 th percentile. Third quartile (upper quartile) to be a the 75 th percentile. 5-Statistical Summary Minimum: the smallest value in the set 1 st Quartile: the middle value in the first half of the set 2 nd Quartile: the middle value 3 rd Quartile: the middle value in the second half of the set Maximum: the largest value in the set Box and Whisker Plot 26
29 Using Quartiles to Answer Data Questions Part b: Part c: Part d: 27
30 Box and Whisker Plot Practice Problems Example 3: Part a: Example 4: Explain your answers here! Example 5: Explain your answers here! 28
31 Example 6: Explain your answers here! Example 7: 29
32 Example 8: The average length in inches of the ten longest bones in the human body are listed. Use a graphing calculator to make a box-and-whisker plot to display the data 58, 63, 40, 44, 57, 59, 61, 53, 54, 58, 57, 57, 58, 58, 56 Example 9: Shown below are the scores 16 students received on a math quiz. Label the Minimum, Q1, Q2, Q3, and Maximum. 5-Statistic Summary: Minimum: 1 st quartile: 2 nd quartile (median): 3 rd quartile: Maximum: 52, 60, 66, 66, 68, 72, 72, 73, 74, 75, 80, 82, 84, 91, 92, 98 30
33 SUMMARY Exit Ticket 31
34 Day 3 HW
35 3. 4. Twenty of Mr. Greco s physics students recently took a quiz. The results of this quiz are shown in the following box-and-whiskers diagram. Assume that all scores are whole numbers. Ex pla (a) What is the median score of the math quizzes? (b) What is the range of the scores on the math quizzes? (c) Mr. Greco regularly sets the passing grade on his quizzes to be the score of the lower quartile. What is the passing grade on this quiz? (d) What is the highest score on Mr. Greco s quiz? 33
36
37 8. 9) 35
38 (Day 4) Univariate/Bivariate Data SWBAT: Determine whether the data to be analyzed is univariate or bivariate Create a scatter plot of bivariate data Warm Up
39 The Scatterplot So far, in this unit, we have been collecting data that represents only one concept or variable. Such data is described as univariate data and is normally represented in a frequency table or histogram. Examples of Univariate Data Value of Houses in a Neighborhood Variable = In this lesson, we will explore examples of bivariate data. data compares quantities and determines if there is a relationship between them. Bivariate data is often represented with a scatterplot. Look at the examples below. 37
40 1) 2) Correlation A correlation describes a relationship between two data sets. A graph may show the correlation between data. The correlation can help you analyze trends and make predictions. There are three types of correlations between data. 38
41 Scatter Plots and the Line of Best Fit When you graph a scatter plot, it is helpful to know the general behavior of the data. Is it going up, down, or nowhere? It is also helpful to make predictions if the behavior of the data continues in the same direction. To do this, we can draw a straight line on the graph, called the line of best fit, or trend line. This line helps show the correlation between data sets more clearly. It can also be helpful when making predictions based on the data. Scatterplot without line of best fit Scatterplot with line of best fit 39
42 Example 4: 1) 5) 40
43 You try It! Questions 6 and 7 refer to the diagram below. 6) hjfhjh 7) 41
44 Creating a Line of best Fit 8) 42
45 9) 43
46 SUMMARY 44
47 Exit Ticket 45
48 Day 4 - HW Identify each data set as univariate or bivariate. 1) The number of candy bars each person in a chemistry class can eat 2) Number of hours studying vs. number of hours on the phone 3) Hours spent in sunlight vs. the height of a plant 4) 5) 6) 7) 46
49 8) 9) 10) 11) 12) 47
50 13) Part a: Using the best fit line, predict the profit for 16 months. Part b: Using the best fit line, predict whether Megan and Bryce will reach their goal in the 18 th month of their business. 48
51 14) 49
52 Day 5: Equations for Lines of Best Fit Warm Up: 50
53 Example 1: You Try it! The scatter plot is graphed for you below. Draw a best fit line and predict the y-value when x =
54 Lines of best fit can be used to determine whether slopes for two sets of data are approximately equal, indicating a similarity in the relationships. 80 The equation of the line of best fit will be in the form: y = mx + b or A trend line (Best Fit Line) is not precise. Thus, your lines and equations may differ from other s slightly. (b) Write an equation for the line of best fit. Round your answers to the nearest tenth. Step 1: Choose 2 points that are on your best fit line. (, ) and (, ) Step 2: Step 3: 52
55 You Try it! (b) Write an equation for the line of best fit. Round your answers to the nearest tenth. (b) Use your answer from above to determine the number of applicants in the year
56 SUMMARY Example 2: Exit Ticket 54
57 Day 5 HW 1) The table shows the percent of people ages who report they voted in the presidential elections. Graph a scatter plot using the given data. b) Write an equation for the line of best fit. c) Use your answer from above to predict the percent of people who voted in
58 2) The table shows the number of soft drinks sold as a small restaurant from 11:00 am to 1:00 pm. (a) Graph a scatter plot using the given data. b) Write an equation for the line of best fit. c) Use your answer from above to predict the number of drink at 5:00. 56
59 Data and Statistics Review Day 6 Find the mean, median, mode, and range for the following sets of data listed below. 1) 13, 14, 15 2) 5, 6, 7, 7, 8, 9 Mean: Median: Mean: Median: Mode: Range: Mode: Range: 3) 20, 20, 20, 20 4) 15, 6, 2, 8, 5, 10, 16, 12 Mean: Median: Mean: Median: Mode: Range: Mode: Range: 5) Rosario and Enrique are in the same mathematics class. On the first five tests, Rosario received scores of 78, 77, 64, 86, and 70. Enrique received scores of 90, 61, 79, 73, and 87. How much higher was Enrique s average than Rosario s average? 6) From January 3 to January 7, Buffalo recorded the following daily high temperatures: 5, 7, 6, 5, and 7. Which statement about the temperatures is true? (a) 15 points (b) 2 points (c) 3 points (d) 4 points (a) mean = median (b) mean = mode (c) median = mode (d) mean median 57
60 The accompanying box-and-whisker plot represents the scores earned on a science test. 7) According to the diagram shown, what is the median score? (a) 75 (c) 85 (b) 70 (d) 77 8) According to the diagram shown, what score represents the first quartile? (a) 55 (c) 100 (b) 70 (d) 75 9) What statement is not true about the box and whisker plot shown? (a) 75 represents the mean score (b) 100 represents the maximum score (c) 85 represents the 3rd quartile (d) 55 represents the minimum score 10) A score of an 85 on the box-and-whisker plot shown refers to (a) the third quartile (b) the maximum score (c) the median (d) the mean The number of text messages 10 different students sent in 1 day is shown in the box-and-whisker plot below. 11) What is the minimum number of text messages sent according to the plot shown? (a) 0 (c) 2 (b) 20 (d) 8 12) What number is at the 50th percentile according to the plot shown? (a) 12 (c) 8 (b) 14 (d) 10 13) According to the plot shown, between what two numbers does half of the data lie? (a) 10 and 12 (c) 8 and 12 (b) 8 and 14 (d) 2 and 20 14) According to the plot shown, how many text messages are at the 75th percentile (upper quartile)? (a) 15 (c) 12 (b) 13.5 (d) 14 58
61 59
62 In order to pass a driver's safety course, a person must answer at least 45 out 50 questions correctly. The cumulative histogram below gives the scores of a group of people who passed the exam. 15) According to the table shown, how many total people passed the driver's safety exam? (a) 25 (c) 57 (b) 50 (d) 20 16) According to the table shown, how many people received a score of 48 or less? (a) 23 (c) 9 (b) 11 (d) 25 17) According to the table shown, how many people answered 49 questions correctly? (a) 5 (c) 9 (b) 14 (d) 41 18) The accompanying histogram shows the heights of the students in Kyra's health class. 19) The accompanying histogram shows the height distribution for students in a high school mathematics class. What is the total number of students in the class? (a) 15 (c) 209 (b) 16 (d) 5 20) Using the cumulative frequency table, how many students received a test score between a 70-79? What is the total number of students in the class? (a) 28 (c) 26 (b) 49 (d) 11 21) The test scores for 10 students in Ms. Sampson's homeroom were 61, 67, 81, 83, 87, 88, 89, 90, 98, and 100. Which frequency table is accurate for this set of data? (a) 0 (c) 80 (b) 12 (d) 26 (a) (c) (b) (d) 60
63 22) The number of calls from motorists per day for roadside service was recorded for the month of December The results were as follows: Set up a frequency table for this set of data values. Interval Tally Frequency Fill in the cumulative frequency table and create a cumulative histogram for this set of data values. Interval Cumulative Frequency 61
64 Day 7 - Chapter 10A Review Data Analysis SWBAT: Apply Their Knowledge on Data Analysis 1. According to the box-and-whisker plot shown below, what is the third quartile value? [A] 70 [B] 80 [C] 90 [D] Data regarding the students in the senior class: 578 students, 236 honor students, 150 scholarship winners, 51% male. This data can be described as being [A] qualitative [B] quantitative [C] both [D] neither 3. The correlation seen in the graph at the right would be best described as: [A] high positive correlation [B] low positive correlation [C] high negative correlation [D] low negative correlation 4. 62
65 5. 6. What is the total number of children in the families of the students in a ninth grade class? [A] 25 [B] 10 [C] 16 [D] 5 63
66 7. 8. Karen has grades of 90, 80, and 84 on three History exams. What grade must she obtain on the next test to have an average of exactly 88 for the four exams? [A] 60 [B] 88 [C] 98 [D] a. Which interval contains the median? b. Which interval contains the lower quartile? c. Which interval contains the upper quartile? 64
67 Neal kept track of the number of minutes it took him to assemble sandwiches at his restaurant. The information is in the table below. (a) Create a scatter plot using the table. (b) Describe the correlation: (c) Draw a trend line and determine the equation. (d) Based on the trend line, what is your prediction for the time it will take to assemble 14 sandwiches. 65
68 12. a) Complete the cumulative frequency table above. b) 66
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
More informationAP Statistics Summer Assignment 17-18
AP Statistics Summer Assignment 17-18 Welcome to AP Statistics. This course will be unlike any other math class you have ever taken before! Before taking this course you will need to be competent in basic
More informationAlgebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview
Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best
More informationMeasures of the Location of the Data
OpenStax-CNX module m46930 1 Measures of the Location of the Data OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 The common measures
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationSTT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point.
STT 231 Test 1 Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point. 1. A professor has kept records on grades that students have earned in his class. If he
More informationIntroducing the New Iowa Assessments Mathematics Levels 12 14
Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics
More informationSTA 225: Introductory Statistics (CT)
Marshall University College of Science Mathematics Department STA 225: Introductory Statistics (CT) Course catalog description A critical thinking course in applied statistical reasoning covering basic
More informationEdexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE
Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationOVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE
OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Formative Evaluation to Inform Teaching Summative Assessment: Culmination measure. Mastery
More informationGrade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationMay To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment
1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007
More informationMath 96: Intermediate Algebra in Context
: Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)
More informationShockwheat. Statistics 1, Activity 1
Statistics 1, Activity 1 Shockwheat Students require real experiences with situations involving data and with situations involving chance. They will best learn about these concepts on an intuitive or informal
More informationResearch Design & Analysis Made Easy! Brainstorming Worksheet
Brainstorming Worksheet 1) Choose a Topic a) What are you passionate about? b) What are your library s strengths? c) What are your library s weaknesses? d) What is a hot topic in the field right now that
More informationSample Problems for MATH 5001, University of Georgia
Sample Problems for MATH 5001, University of Georgia 1 Give three different decimals that the bundled toothpicks in Figure 1 could represent In each case, explain why the bundled toothpicks can represent
More informationOffice Hours: Mon & Fri 10:00-12:00. Course Description
1 State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 4 credits (3 credits lecture, 1 credit lab) Fall 2016 M/W/F 1:00-1:50 O Brian 112 Lecture Dr. Michelle Benson mbenson2@buffalo.edu
More informationMINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES
MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES THE PRESIDENTS OF THE UNITED STATES Project: Focus on the Presidents of the United States Objective: See how many Presidents of the United States
More informationStudent s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math
Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four
More informationLesson M4. page 1 of 2
Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including
More informationGCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education
GCSE Mathematics B (Linear) Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education Mark Scheme for November 2014 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge
More informationMathacle PSet Stats, Concepts in Statistics and Probability Level Number Name: Date:
1 st Quarterly Exam ~ Sampling, Designs, Exploring Data and Regression Part 1 Review I. SAMPLING MC I-1.) [APSTATSMC2014-6M] Approximately 52 percent of all recent births were boys. In a simple random
More informationBroward County Public Schools G rade 6 FSA Warm-Ups
Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.
More informationMontana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011
Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade
More informationThe Editor s Corner. The. Articles. Workshops. Editor. Associate Editors. Also In This Issue
The S tatistics T eacher N etwork www.amstat.org/education/stn Number 73 ASA/NCTM Joint Committee on the Curriculum in Statistics and Probability Fall 2008 The Editor s Corner We hope you enjoy Issue 73
More informationMath 121 Fundamentals of Mathematics I
I. Course Description: Math 121 Fundamentals of Mathematics I Math 121 is a general course in the fundamentals of mathematics. It includes a study of concepts of numbers and fundamental operations with
More informationThe lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.
Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.
More informationState University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210
1 State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210 Dr. Michelle Benson mbenson2@buffalo.edu Office: 513 Park Hall Office Hours: Mon & Fri 10:30-12:30
More informationUNIT ONE Tools of Algebra
UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students
More informationExemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple
Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources
More informationIntroduction to the Practice of Statistics
Chapter 1: Looking at Data Distributions Introduction to the Practice of Statistics Sixth Edition David S. Moore George P. McCabe Bruce A. Craig Statistics is the science of collecting, organizing and
More informationFunctional Skills Mathematics Level 2 assessment
Functional Skills Mathematics Level 2 assessment www.cityandguilds.com September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q1 3 3 0
More informationAlgebra 2- Semester 2 Review
Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain
More informationUnit 3 Ratios and Rates Math 6
Number of Days: 20 11/27/17 12/22/17 Unit Goals Stage 1 Unit Description: Students study the concepts and language of ratios and unit rates. They use proportional reasoning to solve problems. In particular,
More informationDiagnostic Test. Middle School Mathematics
Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by
More informationThe following shows how place value and money are related. ones tenths hundredths thousandths
2-1 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349
More informationStatistics and Probability Standards in the CCSS- M Grades 6- HS
Statistics and Probability Standards in the CCSS- M Grades 6- HS Grade 6 Develop understanding of statistical variability. -6.SP.A.1 Recognize a statistical question as one that anticipates variability
More informationGCE. Mathematics (MEI) Mark Scheme for June Advanced Subsidiary GCE Unit 4766: Statistics 1. Oxford Cambridge and RSA Examinations
GCE Mathematics (MEI) Advanced Subsidiary GCE Unit 4766: Statistics 1 Mark Scheme for June 2013 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported
More informationInterpreting Graphs Middle School Science
Middle School Free PDF ebook Download: Download or Read Online ebook interpreting graphs middle school science in PDF Format From The Best User Guide Database. Rain, Rain, Go Away When the student council
More informationMath-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade
Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See
More informationAnswer Key For The California Mathematics Standards Grade 1
Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers
More informationStatewide Framework Document for:
Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationMathematics Scoring Guide for Sample Test 2005
Mathematics Scoring Guide for Sample Test 2005 Grade 4 Contents Strand and Performance Indicator Map with Answer Key...................... 2 Holistic Rubrics.......................................................
More informationCONSTRUCTION OF AN ACHIEVEMENT TEST Introduction One of the important duties of a teacher is to observe the student in the classroom, laboratory and
CONSTRUCTION OF AN ACHIEVEMENT TEST Introduction One of the important duties of a teacher is to observe the student in the classroom, laboratory and in other settings. He may also make use of tests in
More informationLevel 1 Mathematics and Statistics, 2015
91037 910370 1SUPERVISOR S Level 1 Mathematics and Statistics, 2015 91037 Demonstrate understanding of chance and data 9.30 a.m. Monday 9 November 2015 Credits: Four Achievement Achievement with Merit
More informationChapters 1-5 Cumulative Assessment AP Statistics November 2008 Gillespie, Block 4
Chapters 1-5 Cumulative Assessment AP Statistics Name: November 2008 Gillespie, Block 4 Part I: Multiple Choice This portion of the test will determine 60% of your overall test grade. Each question is
More informationOhio s Learning Standards-Clear Learning Targets
Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking
More informationStandard 1: Number and Computation
Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student
More informationLesson 12. Lesson 12. Suggested Lesson Structure. Round to Different Place Values (6 minutes) Fluency Practice (12 minutes)
Objective: Solve multi-step word problems using the standard addition reasonableness of answers using rounding. Suggested Lesson Structure Fluency Practice Application Problems Concept Development Student
More informationWhat s Different about the CCSS and Our Current Standards?
The Common Core State Standards and CPM Educational Program The Need for Change in Our Educational System: College and Career Readiness Students are entering into a world that most of us would have found
More informationProblem of the Month: Movin n Groovin
: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of
More informationAbout the Mathematics in This Unit
(PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.
More informationUnit 3: Lesson 1 Decimals as Equal Divisions
Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square
More informationIntroduction to Questionnaire Design
Introduction to Questionnaire Design Why this seminar is necessary! Bad questions are everywhere! Don t let them happen to you! Fall 2012 Seminar Series University of Illinois www.srl.uic.edu The first
More informationLLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationGuide to the Uniform mark scale (UMS) Uniform marks in A-level and GCSE exams
Guide to the Uniform mark scale (UMS) Uniform marks in A-level and GCSE exams This booklet explains why the Uniform mark scale (UMS) is necessary and how it works. It is intended for exams officers and
More informationSAT MATH PREP:
SAT MATH PREP: 2015-2016 NOTE: The College Board has redesigned the SAT Test. This new test will start in March of 2016. Also, the PSAT test given in October of 2015 will have the new format. Therefore
More informationTransfer of Training
Transfer of Training Objective Material : To see if Transfer of training is possible : Drawing Boar with a screen, Eight copies of a star pattern with double lines Experimenter : E and drawing pins. Subject
More informationBENCHMARK MA.8.A.6.1. Reporting Category
Grade MA..A.. Reporting Category BENCHMARK MA..A.. Number and Operations Standard Supporting Idea Number and Operations Benchmark MA..A.. Use exponents and scientific notation to write large and small
More informationPaper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes
Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour
More informationAnswers: Year 4 Textbook 3 Pages 4 10
Answers: Year 4 Textbook Pages 4 Page 4 1. 729 2. 8947. 6502 4. 2067 5. 480 6. 7521 > 860 7. 85 > 699 8. 9442< 9852 9. 4725 > 4572. 8244 < 9241 11. 026 < 211 12. A number between 20 and 4800 1. A number
More informationClassroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice
Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards
More informationEDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures
EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 4 Working with measures SECTION G 1 Time 2 Temperature 3 Length 4 Weight 5 Capacity 6 Conversion between metric units 7 Conversion
More informationCommon Core State Standards
Common Core State Standards Common Core State Standards 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a
More informationMULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Ch 2 Test Remediation Work Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Provide an appropriate response. 1) High temperatures in a certain
More informationAcquiring Competence from Performance Data
Acquiring Competence from Performance Data Online learnability of OT and HG with simulated annealing Tamás Biró ACLC, University of Amsterdam (UvA) Computational Linguistics in the Netherlands, February
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
More informationTeaching a Laboratory Section
Chapter 3 Teaching a Laboratory Section Page I. Cooperative Problem Solving Labs in Operation 57 II. Grading the Labs 75 III. Overview of Teaching a Lab Session 79 IV. Outline for Teaching a Lab Session
More informationVisit us at:
White Paper Integrating Six Sigma and Software Testing Process for Removal of Wastage & Optimizing Resource Utilization 24 October 2013 With resources working for extended hours and in a pressurized environment,
More informationAbout How Good is Estimation? Assessment Materials Page 1 of 12
About How Good is Estimation? Assessment Name: Multiple Choice. 1 point each. 1. Which unit of measure is most appropriate for the area of a small rug? a) feet b) yards c) square feet d) square yards 2.
More informationCooper Upper Elementary School
LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary
More informationThe New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013
The New York City Department of Education Grade 5 Mathematics Benchmark Assessment Teacher Guide Spring 2013 February 11 March 19, 2013 2704324 Table of Contents Test Design and Instructional Purpose...
More informationNCEO Technical Report 27
Home About Publications Special Topics Presentations State Policies Accommodations Bibliography Teleconferences Tools Related Sites Interpreting Trends in the Performance of Special Education Students
More informationLearning Disability Functional Capacity Evaluation. Dear Doctor,
Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can
More informationMODULE FRAMEWORK AND ASSESSMENT SHEET
MODULE FRAMEWORK AND ASSESSMENT SHEET LEARNING OUTCOMES (LOS) ASSESSMENT STANDARDS (ASS) FORMATIVE ASSESSMENT ASs Pages and (mark out of ) LOs (ave. out of ) SUMMATIVE ASSESSMENT Tasks or tests Ave for
More informationRadius STEM Readiness TM
Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationInvestigations for Chapter 1. How do we measure and describe the world around us?
1 Chapter 1 Forces and Motion Introduction to Chapter 1 This chapter is about measurement and how we use measurements and experiments to learn about the world. Two fundamental properties of the universe
More informationMissouri Mathematics Grade-Level Expectations
A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
More informationCentre for Evaluation & Monitoring SOSCA. Feedback Information
Centre for Evaluation & Monitoring SOSCA Feedback Information Contents Contents About SOSCA... 3 SOSCA Feedback... 3 1. Assessment Feedback... 4 2. Predictions and Chances Graph Software... 7 3. Value
More informationPhysical Features of Humans
Grade 1 Science, Quarter 1, Unit 1.1 Physical Features of Humans Overview Number of instructional days: 11 (1 day = 20 30 minutes) Content to be learned Observe, identify, and record the external features
More informationAssociation Between Categorical Variables
Student Outcomes Students use row relative frequencies or column relative frequencies to informally determine whether there is an association between two categorical variables. Lesson Notes In this lesson,
More informationPre-AP Geometry Course Syllabus Page 1
Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationSouth Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5
South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents
More informationHardhatting in a Geo-World
Hardhatting in a Geo-World TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and
More informationGlobal School-based Student Health Survey. UNRWA Global School based Student Health Survey (GSHS)
UNRWA Global School based Student Health Survey (GSHS) 21 UNRWA school Health services ü New entrant's medical examination ü Screening: for vision and hearing impairment, for thyroid enlargement and for
More informationGrade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand
Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student
More informationFoundations of Knowledge Representation in Cyc
Foundations of Knowledge Representation in Cyc Why use logic? CycL Syntax Collections and Individuals (#$isa and #$genls) Microtheories This is an introduction to the foundations of knowledge representation
More informationFunctional Maths Skills Check E3/L x
Functional Maths Skills Check E3/L1 Name: Date started: The Four Rules of Number + - x May 2017. Kindly contributed by Nicola Smith, Gloucestershire College. Search for Nicola on skillsworkshop.org Page
More informationMGF 1106 Final Exam Review / (sections )
MGF 1106 Final Exam Review / (sections ---------) Time of Common Final Exam: Place of Common Final Exam (Sections ----------- only): --------------- Those students with a final exam conflict (with another
More information