CCGPS Mathematics Coordinate Algebra Update Webinar Unit 4: Describing Data September 27, 2013 James Pratt – [email protected]Brooke Kline – [email protected]Secondary Mathematics Specialists Microphone and speakers can be configured by going to: Tools – Audio – Audio setup wizard These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
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CCGPS Mathematics Coordinate Algebra Update Webinar Unit 4: Describing Data September 27, 2013 James Pratt – [email protected] Brooke Kline –...
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Sections of Interest• Flipbook Access: Detailed
Information About Each Standard• Unit Descriptions: Overview • Webinar Information • Assessment Resources and
Instructional Support Resources• Internet Resources• Curriculum Map
Formative Assessment Lessons (FALs)
CCGPS Math Wiki Space
Coordinate Algebra EOCT
Released Items Housed in the Assessment Division of GADOE http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Documents/Coordinate%20Algebra%20Released%20Items%20Booklet.pdf
Released Items Commentary Housed in the Assessment Division of GADOE http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Documents/Coordinate%20Algebra%20Released%20Items%20Commentary.pdf
There are 20 released items and commentary about each item available for Coordinate Algebra
What is the MOST likely correlationcoefficient, r, between the variables represented in this scatter plot?
A) –0.9
B) –0.5
C) 0.5
D) 0.9
MCC9-12.S.ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit. ★
Unit 4 EOCT Released Item
What is the MOST likely correlation
coefficient, r, between the variables
represented in this scatter plot?
A) –0.9
B) –0.5
C) 0.5
D) 0.9
Data on Item #20
Relate back to EOCT Study Guide
2) How would you describe the correlation of the two variables based on the scatter plot?
From CA EOCT Study Guide Pg 164
Correct Answer C
EOCT Study Guide pg 156
Unit 4 Frameworks
The following tasks in Unit 4 are related to this released item:
If the Shoe Fits!(Learning Task)TV / Test Grades (Learning Task)Spaghetti Regression (Learning Task)
Purpose of Tasks
• Problem-Based-Learning--Check out Dan Meyer, Robert Kaplinksy’s websites
• Provide several entry points to the standards.
• Teachers should review all tasks in a given unit to determine which tasks would be appropriate for their students. Tasks can be adapted to fit the needs or your classroom. Most standards are covered by various tasks
Goals of Unit Revisions
• More user-friendly• Provide teachers with task summaries• Give teachers tools necessary to quickly
analyze tasks• Provide tasks from different sources
Updates to Unit Frameworks
TASK TABLE• Outlines the
tasks by type, content and standard.
• Provides suggested times
• Hyperlinks to PDFs and Word Docsv
Updates to Unit Frameworks
Unit 4
• Task primarily address:– Representing data using dot plots, box plots, scatter
plots and frequency graphs– Interpret differences in shape, center, and spread in
the context of data sets accounting for outliers– Understand correlation as the degree of fit between
two variables– Find a linear function (model) for a scatter plot– Use residuals to informally assess the fit of a
function
Represent & Interpret Data
Task• Math Class• Basketball Star• Representing Data 1: Using
Frequency Graphs (FAL)• BMI Calculations (CTE)• Representing Data 2: Using
Box Plots (FAL)• Public Opinion and Leisure
Time
Basic Content Addressed• Represent data using dot
plots, box plots and histograms
• Compare and interpret center, shape and spread of two or more data sets
• Use frequencies and relative frequencies to compare data sets
The Basketball Star Task
• More user friendly• Questions were changed
and rearranged to help students explore and interpret dot plots, box plots and histograms
BMI Calculations (CTE)Career and Technical Education Task
Task Coversheet with Standards Addressed The Task Worksheet
BMI Calculations (CTE)
Possible Solutions Extension Activity
Public Opinion and Leisure Time Task
• Combined Public Opinion and Leisure Time Task together
• Expanded Leisure Time task by adding questions for the students to answer about the frequency table and conditional frequency table
• Deleted Jana’s relative frequency table about basketball
Relationships Between Data & Finding Linear Models
Task• If the Shoe Fits!• Spaghetti Regression• Devising a Measure for
Correlation (FAL)• TV/Test Grades• Equal Salaries for Equal
Work
Basic Content Addressed• Represent and interpret
data on a scatter plot• Understand correlation as
the degree of fit between two variables
• Finding a line of best fit or regression line for the data
• Assess the fit of a function by plotting and analyzing residuals
MARS FAL
• Designed by the shell center• Intended as student-driven, teacher-facilitated
lessons that build conceptual understanding
MARS FAL: Devising a Measure for Correlation
Lesson Plan Worksheet
MARS FAL: Devising a Measure for Correlation- Activity-Analyze Work Samples
MARS FAL: Devising a Measure for Correlation-Misconceptions
Research Design- Culminating TaskRubric Added
Students were surveyed to determine whether they could roll their tongue or not. The data is displayed below.
Unit 4 Challenges
Adapted from “Can You Roll Your Tongue?” http://www.amstat.org/education/btg/
Students were surveyed to determine whether they could roll their tongue or not. The data is displayed below.
• How many students could roll their tongue?• How many students were girls?• How many students were boys?• How many girls could roll their tongue?• What percentage of tongue rollers were girls?• How many boys could roll their tongue?• What percentage of boys could roll their tongue?
Unit 4 Challenges
Adapted from “Can You Roll Your Tongue?” http://www.amstat.org/education/btg/
Students were surveyed to determine whether they could roll their tongue or not. The data is displayed below.
• How many students could roll their tongue? 14• How many students were girls? 10• How many students were boys? 15• How many girls could roll their tongue? 6• What percentage of tongue rollers were girls? 6/14 = 43%• How many boys could roll their tongue? 8• What percentage of boys could roll their tongue? 8/15 = 53%
Unit 4 Challenges
Adapted from “Can You Roll Your Tongue?” http://www.amstat.org/education/btg/
Fifty-four students in middle school were asked two questions about musical preferences: “Do you like rock?” “Do you like rap?” The responses are summarized in the table below:
What percentage of the students like rock?
Unit 4 Challenges
Adapted from Illustrative Mathematics S-IC, S-ID Musical Preferences
Fifty-four students in middle school were asked two questions about musical preferences: “Do you like rock?” “Do you like rap?” The responses are summarized in the table below:
What percentage of the students like rock?
Unit 4 Challenges
Adapted from Illustrative Mathematics S-IC, S-ID Musical Preferences
Fifty-four students in middle school were asked two questions about musical preferences: “Do you like rock?” “Do you like rap?” The responses are summarized in the table below:
Is there evidence in this sample of a positive association in this class between liking rock and liking rap? Justify your answer by pointing out a feature of the table that supports it.
Unit 4 Challenges
Adapted from Illustrative Mathematics S-IC, S-ID Musical Preferences
Fifty-four students in middle school were asked two questions about musical preferences: “Do you like rock?” “Do you like rap?” The responses are summarized in the table below:
Is there evidence in this sample of a positive association in this class between liking rock and liking rap? Justify your answer by pointing out a feature of the table that supports it. Yes, there is evidence. Of those who like Rap, like Rock, too.
Unit 4 Challenges
Adapted from Illustrative Mathematics S-IC, S-ID Musical Preferences
According to the Red Cross the mix of the different blood types in the US population is:
Is there a relationship between ethnic background and blood type? Explain.
The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.
• CCGPS Resources SEDL videos - http://bit.ly/RwWTdc or http://bit.ly/yyhvtc Illustrative Mathematics - http://www.illustrativemathematics.org/ Mathematics Vision Project - http://www.mathematicsvisionproject.org/index.html Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/ Common Core Standards - http://www.corestandards.org/ Tools for the Common Core Standards - http://commoncoretools.me/ LearnZillion - http://learnzillion.com/