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Algebra 1 Unit 2

Page history last edited by Christine Koerner 4 years, 3 months ago

Algebra 1 Unit 2: Data
Unit Driving Question How does data help us interpret real-world situations? Essential Questions How do we use evidence to support arguments? How do we interpret evidence in order to support arguments? How does the shape of data aid in the support of an argument?
Launch Task	Big Ideas for Development Lessons--click on each for its activities	Closure & Assessment
1 Lesson	2 Weeks (approximately 1 week per big idea)	1 Week
Students will get to explore their knowledge of data with this Airplanes Task	Click on the links below to see each Big Idea's Lesson Overview (with links to teacher notes and student activities) Data sets can be described with various models, both mathematical and graphical. When displayed in a scatter plot, data often takes on a recognizable, definable, pattern.	Unit 2 Formative Assessment 1 (after Big Idea #2) Re-engagement Activity (not provided, to be based on formative assessment results) Unit 2 Assessment

Big Idea 1: Data sets can be described with various models, both mathematical and graphical.
OAS-M: A1.D.1.1, A1.D.1.2
Lessons and Additional Activities Big Idea 1 Lessons 1-4 Overview (includes links to teacher notes and student activities)	Evidence of Understanding Use measures of central tendency to communicate fluently about data sets Analyze data in scatter plots, stem-and-leaf plots and box and whisker graphs Develop a conceptual understanding of central tendency Calculate various measures of central tendency Compute mean, mode, median and range and explain their meanings Find all quartiles of data sets Make sense of data sets and their meanings Use various representations to share data with others Choose the most appropriate measure of data and central tendency for various situations Recognize whether data has a strong enough correlation to create a linear regression (DO NOT calculate regression at this time) Identify positive or negative correlation
Big Idea 2: When displayed in a scatterplot, data often takes on a recognizable, definable pattern.
OAS-M: A1.D.1.1, A1.D.1.2, A1.D.1.3
Lessons and Additional Activities Big Idea 2 Lessons 1-2 Overview (includes links to teacher notes and student activities)	Evidence of Understanding Interpret graphs as discrete or continuous. Discrete graph the data can only take on certain values Points are finite Continuous graph data can take on any value within a specific interval Points are infinite Analyze patterns and describe linear relationships between two variables Make predictions based on patterns