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
I can
I can
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.