Monday, May 27, 2024, 10:49 AM
Site: Learnbps
Course: BPSS (MAT) Mathematics Standards (SMAT)
Glossary: MATHS: Statistics and Probability
MATHS.SID.01
MATHS Targeted Standards (S) Concept: Statistics and Probability (ID) Domain: Interpreting Categorical and Quantitative Data Cluster: Summarize, represent, and interpret data on a single count or measurement variable
MATHS.SID.01 Represent data with plots on the real number line (dot plots, histograms, and box plots).

Student Learning Targets:
Knowledge Targets
 I can choose an appropriate display to represent a set of data.
Reasoning Targets
 I can analyze a set of data.
Skills (Performance) Targets
 I can collect an appropriate set of data.
Product Targets
 I can construct a graph to represent a set of data.
 I can construct dot plots, histograms and box plots on a real number line.

Proficiency Scale
Score 

Description 
Sample Activity

4.0 
In addition to Score 3.0, the student demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations. 
 

3.5 
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success. 
3.0 
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 
 

2.5 
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 
2.0 
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). 
 

1.5 
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 
1.0 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 
 

0.5 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 
0.0 
Even with help, the student demonstrates no understanding or skill. 
 
Resources
Web

Vocab
 dot plot
 histogram
 box plot



MATHS.SID.02
MATHS Targeted Standards (S) Concept: Statistics and Probability (ID) Domain: Interpreting Categorical and Quantitative Data Cluster: Summarize, represent, and interpret data on a single count or measurement variable
MATHS.SID.02 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

Student Learning Targets:
Knowledge Targets
 I can use the correct measure of center and spread to describe a distribution that is symmetric or skewed.
Reasoning Targets
 I can compare two or more different data sets using the center and spread of each.
Skills (Performance) Targets
 I can describe a distribution using center and spread.
Product Targets

Proficiency Scale
Score 

Description 
Sample Activity

4.0 
In addition to Score 3.0, the student demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations. 
 

3.5 
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success. 
3.0 
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 
 

2.5 
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 
2.0 
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). 
 

1.5 
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 
1.0 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 
 

0.5 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 
0.0 
Even with help, the student demonstrates no understanding or skill. 
 
Resources
Web

Vocab
 skewed distribution
 symmetric distribution
 interquartile range
 standard deviation



MATHS.SID.03
MATHS Targeted Standards (S) Concept: Statistics and Probability (ID) Domain: Interpreting Categorical and Quantitative Data Cluster: Summarize, represent, and interpret data on a single count or measurement variable
MATHS.SID.03 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

Student Learning Targets:
Knowledge Targets
 I can identify outliers (extreme data points) and their effects on data sets.
Reasoning Targets
Skills (Performance) Targets
 I can interpret differences in different data sets in context.
 I can interpret differences due to possible effects of outliers.
Product Targets

Proficiency Scale
Score 

Description 
Sample Activity

4.0 
In addition to Score 3.0, the student demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations. 
 

3.5 
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success. 
3.0 
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 
 

2.5 
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 
2.0 
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). 
 

1.5 
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 
1.0 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 
 

0.5 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 
0.0 
Even with help, the student demonstrates no understanding or skill. 
 
Resources


MATHS.SID.04
MATHS Targeted Standards (S) Concept: Statistics and Probability (ID) Domain: Interpreting Categorical and Quantitative Data Cluster: Summarize, represent, and interpret data on a single count or measurement variable
MATHS.SID.04 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

Student Learning Targets:
Knowledge Targets
 I can identify whether data sets are approximately normal.
Reasoning Targets
Skills (Performance) Targets
 I can use the mean and standard deviation to fit the data set to a normal distribution where appropriate.
 I can use calculators, spreadsheets, and tables to estimate areas under the normal curve.
 I can interpret areas under a normal curve in context
Product Targets

Proficiency Scale
Score 

Description 
Sample Activity

4.0 
In addition to Score 3.0, the student demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations. 
 

3.5 
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success. 
3.0 
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 
 

2.5 
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 
2.0 
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). 
 

1.5 
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 
1.0 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 
 

0.5 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 
0.0 
Even with help, the student demonstrates no understanding or skill. 
 
Resources


MATHS.SID.05
MATHS Targeted Standards (S) Concept: Statistics and Probability (ID) Domain: Interpreting Categorical and Quantitative Data Cluster: Summarize, represent, and interpret data on a single count or measurement variable
MATHS.SID.05 Summarize categorical data for two categories in twoway frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

Student Learning Targets:
Knowledge Targets
Reasoning Targets
 I can analyze a set of data.
 I can recognize associations and trends in data from a twoway table.
Skills (Performance) Targets
 I can collect an appropriate set of data.
 I can interpret joint, marginal, and relative frequencies in context.
Product Targets
 I can construct a graph to represent a set of data.
 I can create a twoway table from two categorical variables and read values from twoway tables.

Proficiency Scale
Score 

Description 
Sample Activity

4.0 
In addition to Score 3.0, the student demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations. 
 

3.5 
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success. 
3.0 
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 
 

2.5 
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 
2.0 
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). 
 

1.5 
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 
1.0 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 
 

0.5 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 
0.0 
Even with help, the student demonstrates no understanding or skill. 
 
Resources
Web 
Vocab
 twoway frequency table
 joint frequency
 marginal frequency
 relative frequency



MATHS.SID.06
MATHS Targeted Standards (S) Concept: Statistics and Probability (ID) Domain: Interpreting Categorical and Quantitative Data Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables
MATHS.SID.06 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
 a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear and exponential models.
 b. Informally assess the fit of a function by plotting and analyzing residuals.
 c. Fit a linear function for a scatter plot that suggests a linear association.

Student Learning Targets:
Knowledge Targets
Reasoning Targets
 I can categorize data as linear, exponential, quadratic or neither.
 I can categorize data as linear or nonlinear.
Skills (Performance) Targets
 I can describe the form, strength and direction of the relationship.
 I can use algebraic methods or technology to fit the data to a linear, exponential or quadratic function and use the function to predict values.
 I can explain the meaning of slope and yintercept (linear model) or the meaning of the growth rate and yintercept (exponential model) or the meaning of the coefficients (quadratic model) in context.
 I can calculate a residual.
 I can use algebraic methods or technology to fit the data to a linear function.
 I can use the function to predict values.
Product Targets
 I can create a scatter plot from two quantitative variables.
 I can create and analyze a residual plot.

Proficiency Scale
Score 

Description 
Sample Activity

4.0 
In addition to Score 3.0, the student demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations. 
 

3.5 
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success. 
3.0 
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 
 

2.5 
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 
2.0 
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). 
 

1.5 
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 
1.0 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 
 

0.5 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 
0.0 
Even with help, the student demonstrates no understanding or skill. 
 
Resources
Web

Vocab
 scatter plot
 residual
 residual plot



MATHS.SID.07
MATHS Targeted Standards (S) Concept: Statistics and Probability (ID) Domain: Interpreting Categorical and Quantitative Data Cluster: Interpret linear models
MATHS.SID.07 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

Student Learning Targets:
Knowledge Targets
 I can identify Cartesian coordinate system.
 I can define slope.
 I can recall slope intercept, pointslope, and standard form.
 I know the midpoint and slope formula.
Reasoning Targets
 I can explain the meaning of the slope and yintercept in context.
Skills (Performance) Targets
 I can find slope give Cartesian coordinates, graph, or equation.
Product Targets

Proficiency Scale
Score 

Description 
Sample Activity

4.0 
In addition to Score 3.0, the student demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations. 
 

3.5 
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success. 
3.0 
The student:
 can explain the meaning of the slope of a linear model in context
 can explain the yintercept of a linear model in context
 can use a trend line and line of best fit to make predictions
The student exhibits no major errors or omissions.

Use the following table to estimate the heart rate prior to jogging and after jogging for 16 minutes. Explain why your answer makes sense. 

2.5 
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 
2.0 
There are no major errors or omissions regarding the simpler details and processes as the student: The student can:
 can recognize and recall terminology such as:
 equation, slope, yintercept
 can graph a linear model, but can not interpret the results
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 

1.5 
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 
1.0 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 
 

0.5 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 
0.0 
Even with help, the student demonstrates no understanding or skill. 
 
Resources


MATHS.SID.08
MATHS Targeted Standards (S) Concept: Statistics and Probability (ID) Domain: Interpreting Categorical and Quantitative Data Cluster: Interpret linear models
MATHS.SID.08 Compute (using technology) and interpret the correlation coefficient of a linear fit.

Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
 I can use a calculator or computer to find the correlation coefficient for a linear association.
 I can interpret the meaning of the correlation coefficient in the context of the data.
Product Targets

Proficiency Scale
Score 

Description 
Sample Activity

4.0 
In addition to Score 3.0, the student demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations. 
 

3.5 
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success. 
3.0 
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 
 

2.5 
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 
2.0 
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). 
 

1.5 
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 
1.0 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 
 

0.5 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 
0.0 
Even with help, the student demonstrates no understanding or skill. 
 
Resources


MATHS.SID.09
MATHS Targeted Standards (S) Concept: Statistics and Probability (ID) Domain: Interpreting Categorical and Quantitative Data Cluster: Interpret linear models
MATHS.SID.09 Distinguish between correlation and causation.

Student Learning Targets:
Knowledge Targets
Reasoning Targets
 I can explain the difference between correlation and causation.
Skills (Performance) Targets
Product Targets

Proficiency Scale
Score 

Description 
Sample Activity

4.0 
In addition to Score 3.0, the student demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations. 
 

3.5 
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success. 
3.0 
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 
 

2.5 
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 
2.0 
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). 
 

1.5 
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 
1.0 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). 
 

0.5 
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 
0.0 
Even with help, the student demonstrates no understanding or skill. 
 
Resources

