UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics Essential Question:
UNIT 1 : Classifying Statistical Terms and Analyzing Data Collection Methods
How do we distinguish between a population and a sample? How do we distinguish between descriptive and inferential statistics? How do we classify types of data? What are the different types of data collection methods and how do we distinguish between them? What are the various sampling techniques and when is each appropriate to use?
Learning Progression Define and distinguish between population, sample, descriptive and inferential statistics; classify data as quantitative or qualitative Classify data at the four levels Formative Assessment
SCCS/ Core DA-4
Critical DA-4.1 DA-4.2 DA-4.3
Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy
Indicators Supporting Embedded DA-1.1 DA-1.2 DA-1.3 DA-1.5 DA-1.6
Day
Learning Intention
1
Classify each variable as qualitative or quantitative. Decide whether descriptive or inferential statistics has been used in each scenario. Decide whether each statement describes a population or a sample. Classify data at the nominal, ordinal, interval, and ratio level Classify each variable as qualitative or quantitative. Decide whether descriptive or inferential statistics has been used in each scenario. Decide whether each statement describes a population or a sample. Classify data at the nominal, ordinal, interval, and ratio level. Classify the data by method of sampling Classify data by whether or not it is observational or experimental.
DA-4 DA-4
DA-4.3 DA-4.1 DA-4.2 DA-4.3
2-3 4
Sampling Techniques
DA-2
5-6
Bias in Sampling
DA-2
DA-2.1 DA-2.2 DA-2.3 DA-2.4
Formative Assessment
DA-2
DA-2.1 DA-2.2 DA-2.3 DA-2.4
9
7-8
Critique data collection methods and describe how bias can be controlled.
Review Summative Assessment # 1 (MC)
DA-2,4 DA-2,4
10 11
Classify the data by method of sampling Classify data by whether or not it is observational or experimental. Critique data collection methods and describe how bias can be controlled Review all classifications and descriptions Summative Assessment #1 ( MC and free response)
Summative Assessment # 2 (free response)
DA-2,4
12
Summative Assessment #2 (Performance Assessment and Literacy
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics Essential Question: How should data be organized? What is a frequency table and how is one constructed? Learning Progression Definitions of classes, class limits, class boundaries, frequencies; finding the beginning class number given a data set. Finding class boundaries, cumulative frequencies, and midpoints Formative Assessment
SCCS/ Core DA-3
Critical DA-3.1 DA-3.2
UNIT 2 : Organizing Data Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy
Indicators Supporting Embedded DA-1.1 DA-1.2 DA-1.3 DA-1.5 DA-1.6
Day
Learning Intention
1-2
Classify data between classes and class boundaries. Classify data according to the type of frequency. Be able to compute the starting class number.
Be able to find class boundaries. Be able to find cumulative frequencies. Be able to compute midpoints.
DA-3
DA-3.1 DA-3.2
3-4
DA-3
DA-3.1 DA-3.2
5
Classify data between classes and class boundaries. Classify data according to the type of frequency. Be able to compute the starting class number. Be able to find class boundaries. Be able to find cumulative frequencies. Be able to compute midpoints.
Completing a Frequency Table Review
DA-3 DA-3
6-7 8
Summative Assessment # 1 (MC) Summative Assessment # 2 (free response)
DA-3
9
Construct a complete frequency table given raw data. Distinguish between the categories of a frequency table and be able to construct a table from raw data. Ummative Assessment #1 ( MC and free response)
DA-3
10
Summative Assessment #2 (Performance Assessment and Literacy)
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics
UNIT 3: Graphing Statistical Data
Essential Question: How do you use a frequency table to construct various histograms? How do you use a frequency table to construct a frequency polygon? How do you use a frequency table to construct an ogive? How do you use a frequency table to construct a bar graph? How do you use a frequency table to construct a Pareto chart? How do you use a frequency table to construct a time series graph? How do you use a frequency table to construct a pie chart? How do you use a frequency table to construct a dot plot? How do you use a frequency table to construct a stem-leaf plot?
Learning Progression
SCCS/ Core
Constructing various histograms
DA-3
Constructing a frequency polygon and an ogive
Critical DA-3.1 DA-3.2 DA-3.3 DA-3.4 DA-3.5
Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy
Indicators Supporting Embedded DA-2.1 DA-4.7
DA-1.2 Through 1.8
Day
Learning Intention
1-2
Be able to distinguish between and construct histograms using frequencies and relative frequencies, class boundaries, and midpoints. Be able to interpret data in a histogram.
DA-3
3-4
Be able to construct a frequency polygon and an ogive. Be able to interpret data from a frequency polygon and an ogive.
Formative Assessment
DA-3
5
Constructing bar graphs, Pareto charts and a time series graph
DA-3
6-7
Constructing a pie chart, dot plot, and stem-leaf plot
DA-3
8-9
Formative Assessment
DA-3
10
Be able to construct bar graphs, Pareto charts, and time series graphs. Be able to interpret data from bar graphs, Pareto charts, and time series graphs. Be able to construct pie charts, dot plots, and stem-leaf plots. Be able to interpret data from pie charts, dot plots, and stem-leaf plots.
Review
DA-3
11
Summative Assessment # 1 (MC) Summative Assessment # 2 (free response)
DA-3
12
Be able to construct all the above graphs and charts and interpret data from them. Summative Assessment #1 ( MC and free response)
DA-3
13
Summative Assessment #2 (Performance Assessment and Literacy)
Be able to distinguish between and construct histograms using frequencies and relative frequencies, class boundaries, and midpoints. Be able to interpret data in a histogram. Be able to construct a frequency polygon and an ogive. Be able to interpret data from a frequency polygon and an ogive.
Be able to construct bar graphs, Pareto charts, and time series graphs. Be able to interpret data from bar graphs, Pareto charts, and time series graphs. Be able to construct pie charts, dot plots, and stem-leaf plots. Be able to interpret data from pie charts, dot plots, and stem-leaf plots.
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics Essential Question:
UNIT4 : Analyzing Statistical Data Using Measures of Central Tendency Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy Indicators Day Learning Intention Supporting Embedded 1.6, 1.7 1.2, 1.3 1 Compute the mean of grouped population and sample data. 1.6, 1.7 1.2, 1.3 2 Compute the mean of ungrouped population and sample data 1.6, 1.7 1.2, 1.3 3 Compute the median of grouped population and sample data 1.6, 1.7 1.2, 1.3 4 Compute the median of ungrouped population and sample data 1.6, 1.7 1.2, 1.3 5 Compute the mode and midrange of grouped and ungrouped population and sample data 1.6,1.7 1.2, 1.3 6 Compute the mean of grouped population and sample data. Compute the mean of ungrouped population and sample data Compute the median of grouped population and sample data Compute the median of ungrouped population and sample data Compute the mode and midrange of grouped and ungrouped population and sample data 1.6, 1.7 1.2, 1.3 7 Find the weighted mean of a set of data and interpret the different shapes of frequency distributions
How do we find the mean of a population and sample? How do we find the median of a population and sample? How do we the mode and midrange of a population and sample?
Learning Progression
SCCS/ Core DA-4 DA-4 DA-4 DA-4 DA-4
Critical 4.4 4.4 4.4 4.4 4.4
DA-4
4.4
Differentiate the shapes of frequency distributions.
DA-4
4.4, 4.5
Review Summative Assessment Summative Assessment
DA-4 DA-4 DA-4
4.4, 4.5 4.4, 4.5 4.4, 4.5
mean of a data set. median of a data set. mode and midrange of a data set. Formative Assessment
1.6, 1.7 1.6, 1.7 1.6, 1.7
1.2, 1.3 1.2, 1.3 1.2, 1.3
8 9 10
All above learning intentions Summative Assessment #1 (Multiple Choice and Free Response) Summative Assessment #2 (Performance Assessment and Literacy
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics Essential Question:
UNIT 5 : Analyzing Statistical Data Using Measures of Variation
Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy Indicators Day Learning Intention Supporting Embedded 1.6, 1.7 1.2, 1.3, 1 Compute the range of a data set. 1.5 1.6, 1.7 1.2, 1.3, 2-3 Compute the variance of grouped population and sample data set. 1.5 1.6, 1.7 1.2, 1.3, 4 Compute the variance of ungrouped population and sample data set. 1.5 1.6, 1.7 1.2, 1.3, 5 Compute the standard deviation of grouped and ungrouped 1.5 population and sample data 1.6, 1.7 1.2, 1.3, 6 Be able to find the standard deviation of a grouped and ungrouped 1.5 population and sample data set. 1.6, 1.7 1.2, 1.3, 7 Collect random sample of a data set and compute the standard 1.5 deviation using the sample standard deviation formula
How do we find the range of a data set of a population and sample? How do we find the variance and standard deviation of a population and sample?
Learning Progression
SCCS/ Core DA-4
Critical 4.6
DA-4
4.6
DA-4
4.6
Apply the procedure to find the standard deviation of a data set. Formative Assessment
DA-4
4.6
DA-4
4.6
Approximate the sample standard deviation for grouped data. Review
DA-4
4.6
DA-4
4.6
1.6,1.7
1.2,1.3, 1.5
8
Compute range, variances, and standard deviation of grouped and ungrouped population and sample data sets.
Summative Assessment #1 (MC)
DA-4
4.6
1.6, 1.7
1.2, 1.3, 1.5
9
Summative Assessment #1 (MC and Free Response)
Summative Assessment #2 (free response)
DA-4
4.6
1.6, 1.7
1.2, 1.3, 1.5
10
Summative Assessment #2 (Performance Assessment and Literacy)
Apply the procedure to find the range of a data set. Apply the procedure to find the variance of a data set.
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics Essential Question: What is a z-score and how do you find it? What are percentiles and how do you find them? What are quartiles and deciles and what is their relationship to percentiles? What are outliers and what is their effect on data? What are box-whisper plots and how do you construct them? Learning Progression
UNIT 6 : Analyzing Statistical Data Using Measures of Position Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy
Z-scores and Percentiles
SCCS/ Core DA-4
Indicators Supporting Embedded DA-1.2 DA-1.3 DA-1.4 DA-1.5 DA-1.6 DA-1.7
Day
Learning Intention
Critical DA-4.7
Quartiles and Deciles
DA-4
Formative Assessment
DA-4
Outliers and Box-Whisker Plots Review
DA-4 DA-4
7-8 9
Summative Assessment # 1
DA-4
10
Be able to distinguish an outlier and construct a box-whisker plot Find z-scores, percentiles, quartiles, deciles, outliers, box-whisker plot MC questions and free response
Summative Assessment # 2
DA-4
11
Summative Assessment #2 (Performance Assessment and Literacy)
1-3
Be able to find a z-score and know why it’s used. Given a data set, find a given percentile. Find a data value given the percentile.
DA-4.7
4-5
Be able to compute quartile and decile values.
DA-4.7
6
Be able to find a z-score and know why it’s used. Given a data set, find a given percentile. Find a data value given the percentile. Be able to compute quartile and decile values
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics
UNIT 7 : Probability and Counting Rules
Essential Question: What is sample space and how do I find it? What are the three types of probability? What is a mutually exclusive event? What is a compound event, the addition rule, and when do I use it? What are independent and dependent events? What is conditional probability, the multiplication rule, and when do I use it? What is the fundamental counting rule and when do I use it? What is the permutation rule and when do I use it? What is a combination and when do I use the combination rule? Learning Progression
SCCS/ Core
Critical DA-5.1 -5.5 DA-5.9 DA-5.10 DA-5.12 DA-5.13
Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy
Indicators Supporting
Day Embedded DA-1.1 DA-1.2 DA-1.3 DA-1.5 DA-1.6 DA-1.7
Sample Space and Definitions 3 Types of Probability Tree Diagrams and Sample Space
DA-5
Compound Events and Addition Rule
DA-5
Formative Assessment
DA-5
Independent/Dependent Events Conditional Probability and the Multiplication Rule Fundamental Counting Rule Permutations Combinations Formative Assessment
DA-5
8-10
DA-5
11-13
DA-5
14
Review Summative Assessment # 1
DA-5 DA-5
Summative Assessment # 2
DA-5
DA-5.7
DA-5.1 -5.5 DA-5.7 DA-5.9 DA-5.10 DA-5.12 DA-5.13
Learning Intention
1-3
Be able to find sample space for given situations. Be able to distinguish between the three types of probability. Be able to use tree diagrams to find sample space.
4-6
Be able to identify mutually exclusive events. Be able to identify a compound event and use the Addition Rule to find the probability.
7
Be able to distinguish between the three types of probability. Be able to use tree diagrams to find sample space. Be able to identify mutually exclusive events. Be able to identify a compound event and use the Addition Rule to find the probability.
15-16 17 18
Be able to identify whether an event is independent or dependent. Be able to identify a conditional problem and use the multiplication rule. Be able to find the total number of outcomes using the fundamental counting rule. Be able to identify a permutation and use the permutation rule. Be able to identify a combination and use the combination rule. Be able to identify whether an event is independent or dependent. Be able to identify a conditional problem and use the multiplication rule. Be able to find the total number of outcomes using the fundamental counting rule. Be able to identify a permutation and use the permutation rule. Be able to identify a combination and use the combination rule. All above intentions. Summative Assessment #1 (MC questions and free response) Summative Assessment #2 (Performance Assessment and Literacy)
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics
UNIT 8 : Discrete Probability Distributions
Essential Question: What is a probability distribution and how do we construct one for a random variable? How do we find the mean, variance, standard deviation, and expected value for a discrete random variable? How do we find the exact probability for X successes in n trials of a binomial experiment? How do we find the mean, variance, and standard deviation for the variable of a binomial distribution? How do we find probabilities for geometric and Poisson distributions?
Learning Progression
Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy
Constructing Probability Distributions
SCCS/ Core DA-4 DA-5
Mean, Variance, Standard Deviation, and Expected Value
DA-4 DA-5
Formative Assessment
DA-4 DA-5
Binomial Distributions
DA-5
Geometric and Poisson Distributions
DA-5
DA-5.5 DA-5.8
9-10
Formative Assessment
DA-5
DA-5.6-5.8
11
Be able to determine if a distribution is binomial. Be able to find the probability of a binomial distribution. Be able to distinquish a Poisson and geometric distribution from each other and the binomial. Be able to find the probabilities of Poisson and geometric distributions using technology.
Review
DA-4 DA-5 DA-4 DA-5 DA-4 DA-5
DA-4.6,4.7 DA-5.1-5.8
12
All above learning intentions.
13
MC questions and free response
14
Summative Assessment #2 (Performance Assessment and Literacy)
Summative Assessment # 1 Summative Assessment # 2
Critical DA-4.6 DA-4.7 DA-5.1 DA-5.2 DA-5.5 DA-4.6 DA-4.7 DA-4.6 DA-4.7 DA-5.1 DA-5.2 DA-5.5 DA-5.6
Indicators Supporting Embedded DA-5.1 DA-1.1 Through Through 5.7 1.7
Day
Learning Intention
1-2
Be able to distinguish between types of random variables. Be able to construct probability distributions for various events.
3-4
Be able to find the mean, variance, standard deviation, and expected value for discrete random variables.
5
Be able to distinguish between types of random variables. Be able to construct probability distributions for various events. Be able to find the mean, variance, standard deviation, and expected value for discrete random variables.
6-8
Be able to determine if a distribution is binomial. Be able to find the probability of a binomial distribution. Be able to distinquish a Poisson and geometric distribution from each other and the binomial. Be able to find the probabilities of Poisson and geometric distributions using technology.
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics
UNIT 9 : Normal Distributions
Essential Question: What are the various shapes of distributions? What are the properties of a normal distribution? What are z-values and how do you find it? How do you find an area under a normal curve? How do you find specific data values for given percentages using a normal distribution? What is the Central Limit Theorem and how do you use it to solve problems involving large samples? What is a normal approximation and how do you use it to compute probabilities for a binomial variable?
Learning Progression Shapes of Distributions Empirical Rule
SCCS/ Core DA-4
Critical DA-4.8 DA-4.9 DA-4.10
Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy
Indicators Supporting Embedded DA-5.1 DA-1.1 Through Through 5.7 1.7
Day 1
Learning Intention Be able to identify the type of skewness or symmetry of the distribution. Be able to use the empirical rule to approximate probabilities. Be able to read a z chart to find the area under the normal curve.
Find area given a z score
DA-4
2-3
Formative Assessment
DA-4
4
Find z scores Find probabilities with these z scores Central Limit Theorem
DA-4
5-6
Binomial Approximations
DA-4
DA-4.6
9
Formative Assessment
DA-4
DA-4.6
10
Be able to compute z scores, Be able to apply the computed z score in a real world situation. Be able to explain the Central Limit Theorem. Be able to use the Central Limit Theorem to find probabilities. Be able to find the mean, variance, and standard deviation using binomial approximations.
Review Summative Assessment # 1
DA-4 DA-4
11 12
All above learning intentions. (Summative Assessment #1 (MC and free response)
Summative Assessment # 2
DA-4
13
Summative Assessment #2 (Performance Assessment and Literacy)
DA-4
7-8
Be able to identify the type of skewness or symmetry of the distribution. Be able to use the empirical rule to approximate probabilities. Be able to read a z chart to find the area under the normal curve. Be able to compute z scores, Be able to apply the computed z score in a real world situation. Be able to explain the Central Limit Theorem. Be able to use the Central Limit Theorem to find probabilities. Be able to find the mean, variance, and standard deviation using binomial approximations.
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics
UNIT 10 : Constructing Confidence Intervals
Essential Question: What is a confidence interval? How do you find the confidence interval for the mean when σ is known? How do you know how many items (people) to choose when sampling? How do you find the confidence interval for the mean when σ is unknown? How do you find the confidence interval for proportions? How do you find the minimum sample size for finding a confidence interval for a proportion?
Learning Progression
SCCS/ Core DA-2
Critical DA- 2.5
Determine Minimum Sample Size Needed
DA-2
DA-2.5
3
Be able to use a formula to determine a minimum sample size needed to find a confidence interval for a mean.
Formative Assessment
DA-2
DA-2.5
4
Confidence Intervals for Mean When σ is Unknown
DA-2
5
Confidence Intervals for Proportions Minimum Sample Size for Proportions Formative Assessment
DA-2
6
DA-2
7
Be able to explain the purpose of a confidence interval. Be able to find the confidence interval for a mean when σ is known. Be able to use a formula to determine a minimum sample size needed to find a confidence interval for a mean. Be able to find the confidence interval for a mean when σ is unknown. Be able to distinguish the when σ is known and unknown to correctly calculate the confidence interval for a mean. Be able to identify a proportion problem and find a confidence interval for proportions. Be able to use a formula to determine a minimum sample size needed to find a confidence interval for proportions.
DA-2
8
Be able to find the confidence interval for a mean when σ is unknown. Be able to distinguish the when σ is known and unknown to correctly calculate the confidence interval for a mean. Be able to identify a proportion problem and find a confidence interval for proportions. Be able to use a formula to determine a minimum sample size needed to find a confidence interval for proportions.
Review Summative Assessment # 1
DA-2 DA-2
9 10
All above intentions. Summative Assessment #1 (MC questions and free response)
Summative Assessment # 2
DA-2
11
Summative Assessment #2 (Performance Assessment and Literacy)
Explanation of Confidence Interval Confidence Intervals for Mean When σ is Known
Indicators Supporting
Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy
Day Embedded DA-1.1 DA-1.2 DA-1.3 DA-1.5 DA-1.6 DA-1.7
1-2
Learning Intention Be able to explain the purpose of a confidence interval. Be able to find the confidence interval for a mean when σ is known.
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics Essential Question:
UNIT 11 : Hypothesis Testing
What are the two hypotheses and how do you obtain them? What are the critical values for the z test and how do you find them? What are the steps used in hypothesis testing? How do you use the z test to test the means when σ is known? How do you use the t test to test the means when σ is unknown? How do you use the z test to test proportions?
Learning Progression
SCCS/ Core DA-2
Critical DA- 2.6
Critical Values
DA-2
DA-2.6
3
Be able to use the P-value method to find a critical value.
Formative Assessment
DA-2
DA-2.6
4
Be able to state the null and alternate hypothesis. Be able to identify which hypothesis is the claim. Be able to state these hypotheses in verbal and symbol form. Be able to use the P-value method to find a critical value.
Z Test for Means when σ is Known T Test for Mean when σ is Unknown Z Test for Proportions Formative Assessment
DA-2
5-6
Be able to use the z test for means when σ is known.
DA-2
7-8
Be able to use the t test for means when σ is unknown.
DA-2 DA-2
9 10
Review Summative Assessment # 1
DA-2 DA-2
11 12
Be able to use the z test for proportions. Be able to use the z test for means when σ is known. Be able to use the t test for means when σ is unknown. Be able to use the z test for proportions. All above intentions. MC questions and free response
Summative Assessment # 2
DA-2
13
Summative Assessment #2 (Performance Assessment and Literacy)
Finding Hypotheses and Identifying Claim
Indicators Supporting DA-2.5
Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy
Day Embedded DA-1.1 DA-1.2 DA-1.3 DA-1.5 DA-1.6 DA-1.7
1-2
Learning Intention Be able to state the null and alternate hypothesis. Be able to identify which hypothesis is the claim. Be able to state these hypotheses in verbal and symbol form.
UNIT PLAN OVERVIEW Grade/Subject: Probability/Statistics Essential Question:
UNIT 12 : Correlation and Regression Summative Assessment: 1. Multiple Choice 2. Free Response 3. Performance Assessment (Use of Calculator Programs) 4. Literacy
What is a scatterplot and how is one constructed? How is a scatterplot classified by shape? What is a correlation coefficient and its significance? How is the correlation coefficient computed? What is a regression line and how is it computed? What is extrapolation and how is it used to make predications?
Learning Progression Constructing Scatterplots
SCCS/ Core DA-3
Correlation Coefficient
DA-3
Formative Assessment
Critical DA-3.5
Indicators Supporting
Day Embedded DA-1.2 DA-1.3 DA-1.5 DA-1.6 DA-1.7 DA-1.8
Learning Intention
1-2
Be able to construct a scatterplot on graph paper and TI-84 calculator. Be able to classify a scatterplot by its shape.
DA-3.6 DA-3.9
3-4
DA-3
DA-3.5 DA-3.6 DA-3.9
5
Regression Lines
DA-3
6-7
Interpolation/Extrapolation
DA-3
DA-3.7 DA-3.8 DA-3.10
Be able to compute a correlation coefficient. Be able to explain the significance of a particular correlation coefficient. Be able to construct a scatterplot on graph paper and TI-84 calculator. Be able to classify a scatterplot by its shape. Be able to compute a correlation coefficient. Be able to explain the significance of a particular correlation coefficient. Be able to determine a regression line visually and using technology.
Formative Assessment
DA-3
9
Review
DA-3
Summative Assessment # 1
DA-3
Summative Assessment # 2
DA-3
DA-3.7 DA-3.8 DA-3.10 DA-3.53.10 DA-3.53.10 DA-3.53.10
8
10
Be able to predict values using the regression line. Be able to use extrapolation to predict future values. Be able to determine a regression line visually and using technology. Be able to predict values using the regression line. Be able to use extrapolation to predict future values. All above intentions.
11
MC questions and free response
12
Summative Assessment #2 (Performance Assessment and Literacy)
