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MAT-HS.S-IC.02

 MAT-HS Targeted Standards(S) Concept: Statistics and Probability(IC) Domain: Making Inferences and Justifying ConclusionsCluster: Understand and evaluate random processes underlying statistical experiments MAT-HS.S-IC.02 Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?

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Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth 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 in-depth 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

MAT-HS.S-IC.03

 MAT-HS Targeted Standards(S) Concept: Statistics and Probability(IC) Domain: Making Inferences and Justifying ConclusionsCluster: Understand and evaluate random processes underlying statistical experiments MAT-HS.S-IC.03 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

Student Learning Targets:

Knowledge Targets

• I can identify situations as sample survey, experiment, or observational study and discuss the appropriateness of each one’s use in contexts with limiting factors.

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Skills (Performance) Targets

• I can design or evaluate sample surveys, experiments and observational studies with randomization and discuss the importance of randomization in these processes.

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Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth 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 in-depth 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

MAT-HS.S-IC.04

 MAT-HS Targeted Standards(S) Concept: Statistics and Probability(IC) Domain: Making Inferences and Justifying ConclusionsCluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. MAT-HS.S-IC.04 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

Student Learning Targets:

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Skills (Performance) Targets

• I can sample means and sample proportions to estimate population values.
• I can conduct simulations of random sampling to gather sample means and sample proportions, explain what the results mean about variability in a population, and use results to calculate margins of error for these estimates.

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Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth 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 in-depth 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

MAT-HS.S-IC.05

 MAT-HS Targeted Standards(S) Concept: Statistics and Probability(IC) Domain: Making Inferences and Justifying ConclusionsCluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. MAT-HS.S-IC.05 Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

Student Learning Targets:

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Skills (Performance) Targets

• I can use simulations to generate data simulating application of two treatments and use results to evaluate significant differences.
• I can evaluate effectiveness and differences in two treatments based on data from randomized experiments and explain in context.

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Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth 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 in-depth 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

MAT-HS.S-IC.06

 MAT-HS Targeted Standards(S) Concept: Statistics and Probability(IC) Domain: Making Inferences and Justifying ConclusionsCluster: Evaluate reports based on data. MAT-HS.S-IC.06 Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Student Learning Targets:

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Skills (Performance) Targets

• I can draw conclusions about a situation being modeled.
• I can evaluate reports based on data.

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Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth 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 in-depth 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

MAT-HS.S-ID.01

 MAT-HS Targeted Standards(S) Concept: Statistics and Probability(ID) Domain: Interpreting Categorical and Quantitative DataCluster: Summarize, represent, and interpret data on a single count or measurement variable MAT-HS.S-ID.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 in-depth 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 in-depth 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

MAT-HS.S-ID.02

 MAT-HS Targeted Standards(S) Concept: Statistics and Probability(ID) Domain: Interpreting Categorical and Quantitative DataCluster: Summarize, represent, and interpret data on a single count or measurement variable MAT-HS.S-ID.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.

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Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth 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 in-depth 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

MAT-HS.S-ID.03

 MAT-HS Targeted Standards(S) Concept: Statistics and Probability(ID) Domain: Interpreting Categorical and Quantitative DataCluster: Summarize, represent, and interpret data on a single count or measurement variable MAT-HS.S-ID.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.

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Skills (Performance) Targets

• I can interpret differences in different data sets in context.
• I can interpret differences due to possible effects of outliers.

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Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth 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 in-depth 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

MAT-HS.S-ID.04

 MAT-HS Targeted Standards(S) Concept: Statistics and Probability(ID) Domain: Interpreting Categorical and Quantitative DataCluster: Summarize, represent, and interpret data on a single count or measurement variable MAT-HS.S-ID.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.

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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

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Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth 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 in-depth 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

MAT-HS.S-ID.05

 MAT-HS Targeted Standards(S) Concept: Statistics and Probability(ID) Domain: Interpreting Categorical and Quantitative DataCluster: Summarize, represent, and interpret data on a single count or measurement variable MAT-HS.S-ID.05 Summarize categorical data for two categories in two-way 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:

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Reasoning Targets

• I can analyze a set of data.
• I can recognize associations and trends in data from a two-way 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 two-way table from two categorical variables and read values from two-way tables.

Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth 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 in-depth 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 two-way frequency table joint frequency marginal frequency relative frequency

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