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In Algebra 1, students demonstrate fluency by creating, comparing, analyzing, solving, providing multiple representations, and identifying the structures of exponential & quadratic functions building on the understanding of linear functions from grade 8 to apply linear, quadratic and exponential models to data and unfamiliar problems.
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Learning Progression 1
Data Representations: Choosing Center & Spread of a Data Set
Learning Intention 1: I am learning to describe & identify the center and the spread of a data set represented in a dot plot. (Gradual Release)
Learning Intention 1: I am learning to describe & identify the center and the spread of a data set represented in a dot plot. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
1a. I can represent data on the real number line with a dot plot. (Procedural, level 1)
1b. I can describe a data set in terms of center and spread. (Conceptual, level 1)
1c. I can identify the median. (Conceptual, level 1)
1d. I can identify the mean. (Conceptual, level 1)
1e. I can find the range. (Conceptual, level 1)
1f. I can describe the spread of data (in preparation for standard deviation) . (Conceptual, level 1) [Time permitting]
1g. I can determine the effects of outliers on a data set. (Application, level 3) [Time permitting]
1h. I can determine the effects of outliers on the shape of a data set. (Application, level 3)
1i. I can determine the effects of outliers on the center of a data set. (Application, level 3)
1j. I can determine the effects of outliers on the spread of a data set. (Application, level 3)
1k. I can interpret data to explain why a data value is an outlier. (Conceptual, level 4) [Time permitting]
Learning Intention 2: I am learning to describe & identify the center and the spread of a data set represented in a histogram. (Gradual Release)
Learning Intention 2: I am learning to describe & identify the center and the spread of a data set represented in a histogram. (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 represent data on the real number line with a histogram. (Procedural, level 1)
2b. I can describe a data set in terms of center and spread. (Conceptual, level 1)
2c. I can identify the median. (Conceptual, level 1)
2d. I can identify the mean. (Conceptual, level 1)
2e. I can find the range. (Conceptual, level 1)
2f. I can describe the spread of data (in preparation for standard deviation) . (Conceptual, level 1)
2g. I can determine the effects of outliers on a data set. (Application, level 3) [Time permitting]
2h. I can determine the effects of outliers on the shape of a data set. (Application, level 3)
2i. I can determine the effects of outliers on the center of a data set. (Application, level 3)
2j. I can determine the effects of outliers on the spread of a data set. (Application, level 3)
2k. I can interpret data to explain why a data value is an outlier. (Conceptual, level 4)
Learning Intention 3 & 4 (two days): I learning to describe & identify the center and the spread of a data set represented in a box plot. (Gradual Release)
Learning Intention 3 & 4 (two days): I learning to describe & identify the center and the spread of a data set represented in a box plot. (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 represent data on the real number line with a box plot. (Procedural, level 1)
3b. I can describe a data set in terms of center and spread. (Conceptual, level 1)
3c. I can identify the median. (Conceptual, level 1)
3d. I can identify the mean. (Conceptual, level 1)
3e. I can find the range. (Conceptual, level 1)
3f. I can find the interquartile range. (Conceptual, level 1)
3g. I can describe the spread of data (in preparation for standard deviation) . (Conceptual, level 1) [Time permitting]
3h. I can determine the effects of outliers on a data set. (Application, level 3) [Time permitting]
3i. I can determine the effects of outliers on the shape of a data set. (Application, level 3)
3j. I can determine the effects of outliers on the center of a data set. (Application, level 3)
3k. I can determine the effects of outliers on the spread of a data set. (Application, level 3)
3l. I can interpret data to explain why a data value is an outlier. (Conceptual, level 4) [Time permitting]
Learning Intention 5: I am learning to select the appropriate measure of center for representing data sets. (Performance Task)
Learning Intention 5: I am learning to select the appropriate measure of center for representing data sets. (Performance Task)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
5a. I can identify the median. (Conceptual, level 1)
5b. I can identify the mean. (Conceptual, level 1)
5c. I can select the appropriate measure of center as median or mean to represent the center of a data set. (Conceptual, level 2)
Learning Intention 6: I am learning to select the appropriate choice of spread based on the selection of center. (Performance Task)
Learning Intention 6: I am learning to select the appropriate choice of spread based on the selection of center. (Performance Task)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
6a. I can find the interquartile range. (Conceptual, level 1)
6b. I can describe the standard deviation. (Conceptual, level 1)
6c. I can select the appropriate choice of spread as interquartile range or standard deviation based on the selection of center. (Application, level 3)
Learning Progression 2
Comparing Data Sets: Interpreting Differences in
Shape, Center & Spread of Two or More Data Sets
Learning Intention 7: I am learning to describe and use appropriate statistics to interpret and explain differences in shape, center, and spread of two or more different data sets, including box plots, histograms, or dot plots, representing familiar contexts. (Performance Task)
Learning Intention 7: I am learning to describe and use appropriate statistics to interpret and explain differences in shape, center, and spread of two or more different data sets, including box plots, histograms, or dot plots, representing familiar contexts. (Performance Task)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
7a. I can explain differences in shape of two or more different data sets, including box plots, histograms, or dot plots, representing familiar contexts.
(Conceptual, level 2)
7b. I can explain differences in center of two or more different data sets, including box plots, histograms, or dot plots, representing familiar contexts.
(Conceptual, level 2)
7c. I can explain differences in spread of two or more different data sets, including box plots, histograms, or dot plots, representing familiar contexts.
(Conceptual, level 2)
7d. I can interpret data to explain why a data value is an outlier. (Conceptual, level 4) [Time permitting]
Learning Intention 8: I am learning to use statistics appropriate to the shape of a data distribution to compare the center & spread of two or more different data sets. (Gradual Release)
Learning Intention 8: I am learning to use statistics appropriate to the shape of a data distribution to compare the center & spread of two or more different data sets. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
8a. I can use statistics appropriate to the shape of a data distribution to compare the center (median) of two or more different data sets. (Procedural, level 2)
8b. I can use statistics appropriate to the shape of a data distribution to compare spread (interquartile range) of two or more different data sets.
(Procedural, level 2)
8c. I can use statistics appropriate to the shape of a data distribution to compare the center (mean) of two or more different data sets. (Procedural, level 2)
8d. I can use statistics appropriate to the shape of a data distribution to compare spread (standard deviation) of two or more different data sets.
(Procedural, level 2)
1g. I can determine the effects of outliers on a data set. (Application, level 3)
1h. I can determine the effects of outliers on the shape of a data set. (Application, level 3)
1i. I can determine the effects of outliers on the center of a data set. (Application, level 3)
1j. I can determine the effects of outliers on the spread of a data set. (Application, level 3)
1k. I can interpret data to explain why a data value is an outlier. (Conceptual, level 4) [Time permitting]
Learning Intention 9: I am learning to use appropriate statistics to interpret, explain, and summarize differences in shape, center & spread of two or more different data sets of varying complexity and levels of familiarity. (Performance Task)
Learning Intention 9: I am learning to use appropriate statistics to interpret, explain, and summarize differences in shape, center & spread of two or more different data sets of varying complexity and levels of familiarity. (Performance Task)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
9a. I can use appropriate statistics to interpret, explain, and summarize differences in shape of two or more different data sets of varying complexity and levels of familiarity. (Application, level 3)
9b. I can use appropriate statistics to interpret, explain, and summarize differences in the center of two or more different data sets of varying complexity and levels of familiarity. (Application, level 3)
9c. I can use appropriate statistics to interpret, explain, and summarize differences in spread of two or more different data sets of varying complexity and levels of familiarity. (Application, level 3)
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