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
Anderson School District Five Page 2 Copyright July 1, 2012
First Nine Weeks Unit 1 Terms AB 5 days DA-4.2 DA-4.3 Compare descriptive and inferential statistics. Classify a variable as either discrete or continuous and as either categorical or quantitative Differentiate between descriptive and inferential statistics. Identify and classify variables as discrete or continuous and qualitative or quantitative. 1. Random Rectangles Lab 2. Farm Activity 3. Newspaper Activity DA-4.1 Classify a variable as either a statistic or a parameter Distinguish between a statistic and a parameter. DA-2.1 Classify a data-collection procedure as a survey, an observational study, or a controlled experiment. Identify and classify methods of data collection as a survey, an observational study, or a controlled experiment DA-2.2, 2.3 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. Compare various random sampling techniques including simple, stratified, cluster, and systematic. Chapter 1 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
First Nine Weeks Unit 2 Tables and Graphs AB 5 days DA-3.2 Organize and interpret data by using pictographs, bar graphs, pie charts, dot plots, histograms, time-series plots, stem-and-leaf plots, box-andwhiskers plots, and scatterplots. 1. Lab: Qualitative vs. Quantitative 2. Stock Tracker Activity DA-3.3 DA-3.4 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. Represent frequency distributions by using displays such as categorical frequency distributions/pareto charts, histograms, frequency polygons, and cumulative frequency distributions/ogives. 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. Chapter 2 DA-4.8 Classify a distribution as either symmetric, positively skewed, or negatively skewed Describe the skewness and symmetry of a graph Anderson School District Five Page 4 Copyright July 1, 2012
First Nine Weeks Unit 3 Measures of Central Tendency, Variation, and Position AB 10 days Determine the mean, median, mode, and midrange of a data array by hand and using graphing calculator. 1. Hand Span Lab 2. Unit 2 and 3 Project DA-4.4 Use procedures and/or technology to find measures of central tendency (mean, median, and mode) for given data. Determine the range, variance, and standard deviation of a data array by hand and using graphing calculator. Determine the mean, median, and mode for ungrouped and grouped data by hand. (Show on graphing calculator after test) 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) Chapter 2 DA-4.7 DA-4-10 Use procedures and/or technology to find measures of position (including median, quartiles, percentiles, and standard scores) for given data. Use a knowledge of the empirical rule to solve problems involving data that are distributed normally. Determine z-scores and discuss and apply the empirical rule Anderson School District Five Page 5 Copyright July 1, 2012
First Nine Weeks Unit 3 Measures of Central Tendency, Variation, and Position AB 10 days DA-4.6 DA-4.7 Use procedures and/or technology to find measures of spread (range, variance, standard deviation, and interquartile range) and outliers for given data. Use procedures and/or technology to find measures of position (including median, quartiles, percentiles, and standard scores) for given data. Determine quartiles, percentiles, and Interquartile range. DA-3.2 Organize and interpret data by using pictographs, bar graphs, pie charts, dot plots, histograms, time-series plots, stem-and-leaf plots, box-andwhiskers plots, and scatterplots. Chapter 2 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 Anderson School District Five Page 6 Copyright July 1, 2012
First Nine Weeks Unit 3 Measures of Central Tendency, Variation, and Position AB 10 days DA-4.6 DA-4.9 DA-4.5 Use procedures and/or technology to find measures of spread (range, variance, standard deviation, and interquartile range) and outliers for given data. Explain the significance of the shape of a distribution. 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 First Nine Weeks Test Anderson School District Five Page 7 Copyright July 1, 2012
First Nine Weeks Anderson School District Five Page 8 Copyright July 1, 2012
Second Nine Weeks Unit 4 Descriptive Analysis and Presentation of Bivariate Data AB 7 days DA-3.2 Organize and interpret data by using pictographs, bar graphs, pie charts, dot plots, histograms, time-series plots, stem-and-leaf plots, box-andwhiskers plots, and scatterplots. 1. Guess My Age 2. M & M Lab 3. Cooling Coffee 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 3 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 9 Copyright July 1, 2012
Second Nine Weeks Unit 4 Descriptive Analysis and Presentation of Bivariate Data AB 7 days 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 Chapter 3 DA- 3.10 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 10 Copyright July 1, 2012
Second Nine Weeks Unit 5 Counting Rules AB 5 days DA-5.1 DA-3.1 DA-5.2 Construct a sample space for an experiment and represent it as a list, chart, picture, or tree diagram. Use manipulatives, random number tables, and technology to collect data and conduct experiments and simulations. Use counting techniques to determine the number of possible outcomes for an event. Display sample spaces Determine the probability of an event using counting rules (permutations) with and without replacement. 1. Turkey 2. npr/ncr Activity Chapter 4 DA- 3.1 Use manipulatives, random number tables, and technology to collect data and conduct experiments and simulations. Determine the probability of an event using combinations. Determine whether a probability problem is a permutation or a combination and solve it. Review and Second Nine Weeks Exam (if test before Holiday Break) Anderson School District Five Page 11 Copyright July 1, 2012
Second Nine Weeks Unit 6 Probability AB 7 days DA-5.12 DA-3.1 Understand the law of large numbers. Use manipulatives, random number tables, and technology to collect data and conduct experiments and simulations. Use the Law of Large Numbers in probability experiments. 1. Is This Game Fair? 2. M & M 3. Let s Race 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. Chapter 4 DA-5.5 Use the concept of complementary sets to compute probabilities. Use the concept of complementary sets to compute probabilities. 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 12 Copyright July 1, 2012
Second Nine Weeks Unit 6 Probability AB 7 days DA-5.7 Carry out a procedure to compute simple probabilities and compound probabilities (including conditional probabilities). Find conditional probability DA- 5.13 Carry out a procedure to compute conditional probability by using twoway tables. Chapter 4 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. Review and Second Nine Weeks Exam (if test at end of nine weeks) Anderson School District Five Page 13 Copyright July 1, 2012
Second Nine Weeks Anderson School District Five Page 14 Copyright July 1, 2012
Third Nine Weeks Unit 7 Probability Distribution AB 3 days DA-5.10 DA-4.3 SC DA-5.11 Construct and compare theoretical and experimental probability distributions. Classify a variable as either discrete or continuous and as either categorical or quantitative. Use control charts to determine whether a process is in control. Identify random variables. Determine the probability distribution of a discrete random variable and graph. 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 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 15 Copyright July 1, 2012
Third Nine Weeks Unit 8 Binomial Distribution AB 4 days 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 Determine the mean and standard deviation of a binomial distribution. Anderson School District Five Page 16 Copyright July 1, 2012
Third Nine Weeks Unit 9 Normal Probability Distributions AB 8 days DA-4.10 DA-4.7 Use a knowledge of the empirical rule to solve problems involving data that are distributed normally. Use procedures and/or technology to find measures of position (including median, quartiles, percentiles, and standard scores) for given data. Identify properties of a normal distribution and find the area under the standard normal curve using tables and graphing calculators. Determine the z-score for a given probability. Solve real life applications involving the normal distributions (finding area, probability, and cut-off scores) Chapter 6 Anderson School District Five Page 17 Copyright July 1, 2012
- Unit 10 Sample Variability AB 5 days Probability and Statistics Curriculum Pacing Guide 2012-2013 Third Nine Weeks Forming a sampling distribution of means and ranges. Constructing a sampling distribution of sample means and proportions using the central limits theorem. Chapter 7 Applications involving the central limits theorem. Review and Third Nine Weeks Test Anderson School District Five Page 18 Copyright July 1, 2012
Fourth Nine Weeks Unit 11 Confidence Intervals and Minimum Sample Size AB 6 days Determine the confidence interval for the mean for a large sample. Determine the minimum sample size for a large sample (z) 1. Baseball Project Chapter 8 CCSS S-MD.5a Find the expected payoff for a game of chance. Determine the confidence interval for the mean of a small sample. 1. M & M Lab S-MD.5b Evaluate and compare strategies on the basis of expected values. Determine the confidence interval for a proportion. Chapter 9 Determine the minimum sample size for a proportion. Determine the confidence interval for a variance and standard deviation (chi-squared). Anderson School District Five Page 19 Copyright July 1, 2012
Fourth Nine Weeks Unit 12 One-Sample Hypothesis Testing AB 6 days Understanding the techniques of hypothesis testing. Investigate type I and type II errors. Chapter 8 CCSS S-MD.5a S-MD.5b Find the expected payoff for a game of chance. Evaluate and compare strategies on the basis of expected values. Perform hypothesis testing for a large sample size Perform hypothesis testing for a large sample size using the p-value Perform hypothesis testing for a small sample size Perform hypothesis testing for a proportion Chapter 9 Perform hypothesis testing for chisquared. Anderson School District Five Page 20 Copyright July 1, 2012
Fourth Nine Weeks Unit 13 Two-Sample Hypothesis Testing AB 5 days CCSS S-MD.5a Find the expected payoff for a game of chance. Perform hypothesis testing for the mean using the p-value. Chapter 10 S-MD.5b Evaluate and compare strategies on the basis of expected values. With time permitting you can do more two-sample tests. Anderson School District Five Page 21 Copyright July 1, 2012
Fourth Nine Weeks Unit 14 Quality Control AB 3 days 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. 11 Review and Final Exam 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 22 Copyright July 1, 2012