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In 8th grade, students analyze, create and represent linear and simple non-linear functions in multiple ways to make connections between them, including mathematical concepts related to bivariate data and Pythagorean Theorem, and “real-world” situations like those arising from two & three dimensional space.
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Learning Progression 1
Given Categorical Data, Construct and Understand
a Two-way Frequency Table
Learning Intention 1: I am learning to extend my knowledge of tables to create a two-way frequency table. (Activities)
Learning Intention 1: I am learning to extend my knowledge of tables to create a two-way frequency table. (Activities)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
1a. I can identify a joint frequency in a two-way frequency table. (Added)
1b. I can identify a marginal frequency in a two-way frequency table. (Added)
1c. I can identify a column in a two-way frequency table. (Added)
1d. I can identify a row in a two-way frequency table. (Added)
1e. I can construct a two-way frequency table of given categorical data. (Conceptual, Level 1)
Learning Intention 2: I am learning to extend my knowledge of tables to create a two-way frequency table. (Gradual Release)
Learning Intention 2: I am learning to extend my knowledge of tables to create a two-way frequency table. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
2a. I can identify a joint frequency in a two-way frequency table. (Added)
2b. I can identify a marginal frequency in a two-way frequency table. (Added)
2c. I can identify a column in a two-way frequency table. (Added)
2d. I can identify a row in a two-way frequency table. (Added)
2e. I can construct a two-way frequency table of given categorical data. (Conceptual, Level 1)
Learning Intention 3 (optional depth day): I am learning to extend my knowledge of tables to construct, and calculate missing values in a two-way frequency table. (Gradual Release)
Learning Intention 3 (optional depth day): I am learning to extend my knowledge of tables to construct, and calculate missing values in a two-way frequency table. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
3a. I can use relationships in a two-way frequency table to calculate unknown row values. (Added)
3b. I can use relationships in a two-way frequency table to calculate unknown column values. (Added)
3c. I can extend my understanding of marginal frequencies to calculate joint frequencies. (Added)
3d. I can extend my understanding of joint frequencies to calculate marginal frequencies. (Added)
3e. I can summarize categorical data from a two-way table. (Added)
Learning Intention 4: I am learning to calculate frequencies from a two-way frequency table in mathematical & real-world problems. (Claim 4 Task)
Learning Intention 4: I am learning to calculate frequencies from a two-way frequency table in mathematical & real-world problems. (Claim 4 Task)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
4a. I can calculate frequencies from categorical data when given information about a situation that describes two categorical variables. (Added)
4b. I can calculate frequencies when given a table of categorical data. (Procedural, Level 2)
Learning Progression 2
Make predictions and understand categorical data in real-world situations.
Learning Intention 5: I am learning to connect my knowledge of two-way frequency tables to calculate & use relative frequencies to describe possible associations between two variables. (Gradual Release)
Learning Intention 5: I am learning to connect my knowledge of two-way frequency tables to calculate & use relative frequencies to describe possible associations between two variables. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
5a. I can calculate relative frequencies from a two-way table. (Added)
5b. I can use relative frequencies from a two-way table to describe possible associations between two variables. (Procedural, Level 3)
Learning Intention 6: I am learning to apply my knowledge of tables to analyze, describe, and interpret two way tables. (Gradual Release)
Learning Intention 6: I am learning to apply my knowledge of tables to analyze, describe, and interpret two way tables. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
6a. I can interpret a two-way table summarizing data on two categorical variables collected from the same subjects. (Application, Level 3)
Learning Intention 7 (optional depth day): I am learning to use associations in two-way frequency tables to make predictions in mathematical and real-world problems. (?)
Learning Intention 7 (optional depth day): I am learning to use associations in two-way frequency tables to make predictions in mathematical and real-world problems. (?)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
7a. I can calculate relative frequencies from a two-way table. (Reengagement of 4a - Added)
7b. I can use relative frequencies from a two-way table to describe possible associations between two variables. (Reengagement of 4b - Procedural, level 3)
7c. I can use associations between variables in two-way frequency tables to make predictions in real world situations (Application, Level 4).
Remember Claim 4!
Click the Claim 4 tab for the rest of your instruction
and embedded common formative assessments.
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