Mathematics 11 Pacing Guide - This pacing guide replaces the previous yearly plan. It has been updated to reflect removed outcomes and provide flexibility for responsive instruction.
S02 - It is intended that the focus of this outcome be on interpretation of data rather than on statistical calculations
S01 Students will be expected to demonstrate an understanding of normal distribution, including standard deviation and z-scores.
S01.01 Explain, using examples, the meaning of standard deviation.
S01.02 Calculate, using technology, the population standard deviation of a data set.
S01.03 Explain, using examples, the properties of a normal curve, including the mean, median, mode, standard deviation, symmetry, and area under the curve.
S01.04 Determine if a data set approximates a normal distribution and explain the reasoning.
S01.05 Compare the properties of two or more normally distributed data sets.
S01.06 Explain, using examples that represent multiple perspectives, the application of standard deviation for making decisions in situations such as warranties, insurance, or opinion polls.
S01.07 Solve a contextual problem that involves the interpretation of standard deviation.
S01.08 Determine, with or without technology, and explain the z-score for a given value in a normally distributed data set.
S01.09 Solve a contextual problem that involves normal distribution.
S02 Students will be expected to interpret statistical data, using confidence intervals, confidence levels, and margin of error.
(It is intended that the focus of this outcome be on interpretation of data rather than on statistical calculations.)
S02.01 Explain, using examples, how confidence levels, margin of error, and confidence intervals may vary depending on the size of the random sample.
S02.02 Explain, using examples, the significance of a confidence interval, margin of error, or confidence level.
S02.03 Make inferences about a population from sample data, using given confidence intervals, and explain the reasoning.
S02.04 Provide examples from print or electronic media in which confidence intervals and confidence levels are used to support a particular position.
S02.05 Interpret and explain confidence intervals and margin of error, using examples found in print or electronic media.
S02.06 Support a position by analyzing statistical data presented in the media.
S03 Students will be expected to critically analyze society’s use of inferential statistics.
S03.01 Investigate examples of the use of inferential statistics in society.
S03.02 Assess the accuracy, reliability, and relevance of statistical claims by
identifying examples of bias and points of view
identifying and describing the data collection methods
determining if the data is relevant
S03.03 Identify, discuss, and present multiple sides of the issues with supporting data.
Additional Resources and Activities for S01 (normal distribution, standard deviation, and z-scores):
Data and Standard Deviation from Bryan Anderson - Directions: Using the numbers 1 to 9, using each only once, create a data set of 4 numbers that fit the following criteria: The four numbers have the smallest possible standard deviation: ___ , ___ , ___ , ___. The four numbers have the largest possible standard deviation:___ , ___ , ___ , ___
Create a histogram with your students - Use Post-it notes to work with your students to create a fun histogram that will help them understand how continuous data can be collected, arranged, and displayed.
Histogram Polygraph Desmos Activity - This Custom Polygraph is designed to spark vocabulary-rich conversations about histograms. Key vocabulary that may appear in student questions includes: shape, center, spread, roughly symmetric, skew right, skew left, mean, median, range, peak, unimodal, and bimodal. In the early rounds of the game, students may notice graph features from the list above, even though they may not use those words to describe them. That’s where you can step in. After most students have played 2-3 games, consider taking a short break to discuss strategy, highlight effective questions, and encourage students in their use of increasingly precise academic language.
Histogram Desmos Activity - This is meant to be a consolidation task to be done after the class has been introduced to histograms and the distinction between continuous and discrete data. It starts with two card sorts then there are a few slides to get some idea of the connection of average (This is part of a bigger activity from Engaging Math).
What Does The Normal Distribution Sound Like? Popcorn! - A youtube video that shows popcorn popping alongside a bar graph. You can also use a video showing popcorn popping in a Stir Crazy popcorn popper.
Understanding the Normal Curve Activity - Look at 10 cm on a ruler and then take a ball of string and try to cut 20 lengths of 10 cm each by guessing. Measure the lengths of all the pieces in mm. Combine your measures with others so that you have a minimum of 100 lengths in total. Organize your combined data. Now combine your groups data with at least one other groups data organize that on another grid. What do you notice? An alternate to this activity could be: The Game of Bowls - Make a line with a piece of rope on the grass about 20 metres away from a location. Let everyone in the class have several tries to land a tennis ball on the line. Measure how far each ball is from the line.
Additional Resources and Activities for S02 (confidence intervals):
Additional Resources and Activities for S03 (society’s use of statistics ):
'FAANGG' Is Catchy, But Not Fully Accurate from Seeking Alpha - This article includes an anecdote from Jordan Ellenberg's How Not to Be Wrong: The Power of Mathematical Thinking that helps to illustrate the erroneous nature of using positive and negative numbers in statistics. Ellenberg calls this the "More pie than plate" fallacy.