None
Unit 6:

Statistics (Inferences from Data)

How do we compare different data sets?
4 weeks

The purpose of this unit is for students to learn about how statistics are used and potentially misused. Students will need opportunities to actually carry out sampling processes for themselves and learn about how statistics are used to support conclusions.  In this unit, students will explore the process of making inferences about populations. This unit relies heavily on vocabulary and conceptual understandings. Simulation is also a critical part of developing inferences. Students should spend time learning about the various data collection instruments by constructing and carrying them out for themselves. Comparisons between collected data and simulations will lend a real-life feel to this unit.

This unit contains three main ideas: interpreting data using measures of center and spread, modeling data using familiar functions, and making the connection between probability and statistics. Students make comparisons between graphs, lists, and tables of multiple data sets by describing the shape, center, spread, and extreme values. Students should develop a conceptual understanding of correlation and causation and recognize that correlation does not imply causation. Students should be able to use technology to find regression functions.

Essential Questions:

  • How do we compare different data sets?
  • How do we determine if different quantities are correlated to each other?
  • How do we use what we know about probability to analyze data?
Printable Unit Plan
  • Algebra II Unit Plan for Unit 6
    Resource:
    Algebra II Unit Plan for Unit 6

    This is a printable version of the entire unit plan. You can make a copy of it and edit it or download and print it as needed.

Unit Outline

7 Components

Every unit begins with an Initial Task and ends with a Balanced Assessment, both focusing on core mathematics of the unit. The core mathematics is developed through a series of resources around Big Ideas; as you move through the unit, keep students focused on how these ideas are connected and how they address mathematical problem solving. Before attempting the Balanced Assessment, students have an opportunity to synthesize their knowledge through a multi-day Formative Assessment Lesson and teacher-designed re-engagement lessons.

Initial Task See 1 itemHide 1 item

Formative Assessment Lesson See 1 itemHide 1 item

Re-engagement See 1 itemHide 1 item

End of Unit Assessment See 1 itemHide 1 item