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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.

This partially completed Core Resource supports students in selecting function models based on scatter plots and interpreting the fit of those models to the graphs.

After this unit, how prepared are your students for the end-of-course Regents examination?  The end of unit assessment is designed to surface how students understand the mathematics in the unit.  It includes spiralled multiple choice and constructed response questions, comparable to those on the end-of-course Regents examination.  A rich task, that allows for multiple entry points and authentic assessment of student learning, may be available for some units and can be included as part of the end of unit assessment.  All elements of the end of unit assessment are aligned to the NYS Mathematics Learning Standards and PARCC Model Frameworks prioritization. 

This page contains instructions on how to use the initial task, Animals, to find out what your students already know about finding the median, mode and range of a set of tabulated data, and interpreting graphs.

A Classroom Challenge (aka formative assessment lesson) is a classroom-ready lesson that supports formative assessment. The lesson’s approach first allows students to demonstrate their prior understandings and abilities in employing the mathematical practices, and then involves students in resolving their own difficulties and misconceptions through structured discussion.

Students will use the mean and standard deviation of a data set to fit it to a normal distribution thereby getting a better understanding of the structure of graphs and the areas highlighted for Normal Distribution Curves.

Re-engagement means going back to a familiar problem or task and looking at it again in different ways, with a new lens, or going deeper into the mathematics. This is often done by showing examples of student work and providing prompts to help students think about the mathematical ideas differently. This guide provides more information on how to design re-engagement lessons for your students, which you can use at any time during a unit, where you think it will be helpful for students to revisit a specific mathematical idea before moving on.

Use the visual relationship between a set of dots on a scatter plot to connect the plots to given function families.

Use the structure of a set of three frequency histograms to make connections between these histograms and the mean & standard deviation of a data set.

Connect a box and whisker plot to a histogram by using the structure of the spread of data.

Connect what students know about reading and creating frequency distributions, calculating mean and standard deviation for a set of data, and calculating probabilities of events occurring to determine if a sample and control group are statistically significantly different.

This Core Resource does not yet emphasis the distinction between joint, marginal, and conditional relative frequencies.