Overview

Module 2: Descriptive Statistics

Students develop a set of tools for understanding and interpreting variability in data and begin to make more informed decisions from data. Students work with data distributions of various shapes, centers, and spreads.

Topic B: Describing Variability and Comparing Distributions

Topic C: Categorical Data on Two Variables

Topic D: Numerical Data on Two Variables

Module 3: Linear and Exponential Functions

Students extend their study of functions to include function notation and the concepts of domain and range. They explore many examples of functions and their graphs, focusing on the contrast between linear and exponential functions. They interpret functions given graphically, numerically, symbolically, and verbally; translate between representations; and understand the limitations of various representations.

Topic A: Linear and Exponential Sequences

Topic B: Functions and Their Graphs

High School Math Schedule of Assessed Standards (SAS)

Week 1: November 6

Notes:

Lesson 4 (P)

Consider blowing up dot plots on white-board technology for Exercise 1-4 to allow students to see distance to the mean through graph as well as table.

Lesson 5 (P)

Guiding questions and responses to facilitate this discussion are provided as the closing discussion for this lesson. However, it is recommended that the discussion be allowed to occur at any point in the lesson when students are asking questions about the calculation of standard deviation.

Lesson 6 (E)

Calculator directions for TI 83 & TI 84 are provided in lesson. Be prepared to provide calculator directions for students that have alternative scientific calculator.

Lesson 7 (E)

Carefully introduce the word "skewed" and use as regular vocabulary from this lesson on.

Week 2: November 13

Module

Topic

Assessment

Mid Module

Administer after lesson 8

Standards Addressed in Week's Lessons

S.ID.A.1

S.ID.A.2

S.ID.A.3

Standards Addressed in Module Assessment

S-ID.A.1

S-ID.A.2

S-ID.A.3

Notes:

Lesson 8 (E)

Be strategic in organizing small groups for lesson.

One day is provided this week to give Mid Module 2 assessment.

Week 3: November 20

Notes:

An extra day is provided this week to return module assessment and remediate Module 2 material as needed.

Week 4: November 27

Standards Addressed in Week's Lessons

Topic C

S.ID.B.5

S.ID.C.9

Topic D

S.ID.B.6

S.ID.C.7

S.ID.C.8

S.ID.C.9

Notes:

Lesson 9 (E)

Consider as you prioritize lesson questions that the exit ticket requires students to know terms; joint & marginal frequencies.

Lesson 10 (E)

Consider saving time by doing simple calculations for students and post on board as to not spend too much time doing operational calculator work.

Lesson 11 (E)

Not all students may be familiar with two way data tables. Consider beginning lesson with smaller example prior to Exploratory Challenge 1 and not including Exploratory Challenge 3.

Lesson 12 (P)

In lesson 20 students will need to select an example from this lesson to use in a poster or a similar presentation.

Week 5: December 4

Standards Addressed in Week's Lessons

Topic D

S.ID.B.6

S.ID.C.7

S.ID.C.8

S.ID.C.9

Notes:

Lesson 13 (P)

In lesson 18 students will need to select an example from this lesson to use in a poster or similar presentation.

Lesson 14 (P)

Two days are provided for this lesson to provide opportunities for students to become familiar with calculator usage. Be sure to post or make available calculator directions for TI 84 or other scientific calculators.

Lesson 15 (P)

Residuals are introduced and can be referred to from this lesson on.

Week 6: December 11

Standards Addressed in Week's Lessons

Topic D

S.ID.B.6

S.ID.C.7

S.ID.C.8

S.ID.C.9

Notes:

Lesson 16 (P)

Students reason abstractly by thinking about how a particular pattern in a scatter plot is represented in the residual plot. Students do not use residual plots as an indication of the appropriateness of fit for a model until Lesson 17.

Lesson 17 (P)

The steps for using TI-83/84 graphing calculators to create residual plots are provided in the teacher notes, which can be printed and distributed for students to follow during the lesson as a guide. Similar summaries may be needed for any graphing software or other graphing calculators that students may

Lesson 18 (P)

The steps for using TI-83/84 graphing calculators to create residual plots are provided in the teacher notes, which can be printed and distributed for students to follow during the lesson as a guide. Similar summaries may be needed for any graphing software or other graphing calculators that students may use.

Lesson 19 (P)

Two days are provided for this lesson as there are an extensive amount of examples. Work through example 3 in day one. Students use technology to determine the value of the correlation coefficient, or r, it is not necessary to do it by hand.

Week 7: December 18

Notes:

Lesson 19 (P)

Continue learning on second day of lesson 19. Start with example 4 in day two.

Lesson 20 (E)

This lesson provides an opportunity to integrate the methods presented in Lessons 12–19. In this lesson, students develop a poster from previous lesson examples to explore the relationship between two numerical variables.

Two days are provide this week to do End of Module assessment, return assessment, and remediate Module 2 material as needed.

Standards Addressed in Week's Lessons

Topic D

S.ID.B.6

S.ID.C.7

S.ID.C.8

S.ID.C.9

Standards Addressed in Module Assessment

End of Module

S-ID.A.2

S-ID.A.3

S-ID.B.5

S-ID.B.6

S-ID.C.7

S-ID.C.8

S-ID.C.9

Week 8: January 8

Module

Topic

Notes:

Lesson 1 (P)

When working with indexing sequence terms and finding their corresponding formulas, consider making it into a challenge or competition with the class.

Lesson 2 (P)

It may be beneficial to make an anchor chart during lesson that refers to difference between explicit and recursive formulas for students to reference.

Lesson 3 (P)

Continue to emphasize the point that A(n) does not mean multiply A and n. It means the nth term of the sequence defined by the formula (function) A. Students should be guided to distinguish the difference between arithmetic and geometric before declaring a definition for the two.

Lesson 4 (P)

Consider using a hook for this lesson of explaining to students how they can make money by not working, but simply leaving money in a bank.

Standards Addressed in Week's Lessons

Topic A

F.IF.A.1

F.IF.A.2

F.IF.A.3

F.IF.B.6

F.BF.A.1

F.LE.A.1

F.LE.A.2

F.LE.A.3

Week 9: January 15

Module

Notes:

Lesson 1 (P)

When working with indexing sequence terms and finding their corresponding formulas, consider making it into a challenge or competition with the class.

Lesson 2 (P)

It may be beneficial to make an anchor chart during lesson that refers to difference between explicit and recursive formulas for students to reference.

Lesson 3 (P)

Continue to emphasize the point that A(n) does not mean multiply A and n. It means the nth term of the sequence defined by the formula (function) A. Students should be guided to distinguish the difference between arithmetic and geometric before declaring a definition for the two.

Lesson 4 (P)

Consider using a hook for this lesson of explaining to students how they can make money by not working, but simply leaving money in a bank.

Standards Addressed in Week's Lessons

Topic A

F.IF.A.1

F.IF.A.2

F.IF.A.3

F.IF.B.6

F.BF.A.1

F.LE.A.1

F.LE.A.2

F.LE.A.3

Week 10: January 22

Module

Topic

Notes:

Lesson 8 (P)

While the word function appears in the student outcomes and teacher notes for this lesson, this term need not be used with students until introduced formally in Lesson 9.

Lesson 9 (S)

Lesson notes particularly important to read before preparing to teach this lesson and the rest of Topic B.

Lesson 10 (P)

Again, the lesson notes are important to read to understand the intentional choices made when exposing students to function concepts.

An extra day this week is provided for pacing. Consider using this time to differentiate by organizing small group instruction using Problem Set questions.

Standards Addressed in Week's Lessons

Topic B

F.IF.A.1

F.IF.A.2

F.IF.B.4

F.IF.B.5

F.IF.C.7

Week 11: January 29

Standards Addressed in Week's Lessons

Topic B

F.IF.A.1

F.IF.A.2

F.IF.B.4

F.IF.B.5

F.IF.C.7

Notes:

Lesson 11 (E)

Every new example or exercise in this lesson usually inserts just one more line of pseudocode into the previous exercise or example. Use this continuity to expedite lesson-plan development. For instance, just modify the example that is already on the board for each new example.

Lesson 12 (E)

Just like the last lesson, use the fact that the examples are very similar to reduce the amount of writing on the board. If a computer projection is used, point out the similarities to students.

An extra day this week is provided for pacing. Consider using this time to differentiate by organizing small group instruction using Problem Set questions.