Notes & FAQs

 If you have been following the yearplan, then we used  statistics in a single variable (Unit 1) to get to know students.  Then, we used Functions 1 (Unit 2) to give an overview of the three main functions of this course.  Units 3-5 explored each function in depth.  So, why the point of this unit is to teach two variable statistics, it has been placed in this sequence with a specific purpose.  Students might have learned to write a quadratic function in the quadratic unit (Unit 5), an exponential function in that unit (Unit 4), and a linear function in that unit (unit 3); however, the blocked practice of those units made the type of function pretty obvious.  This is a chance for interleaved practice that forces students to identify the type of function that fits the data.  It is also a chance to reengage with skills not yet mastered from previous units rather than reteaching the same thing over and over.  Getting to this unit is important as data science is becoming an increasing part of our world and our CA Framework.  This unit can be utilized as formative assessment before state testing to see if students can identify the appropriate function and if they have all the necessary skills to write and analyze it.

While there might be a variety of ways to sequence this unit, you might consider moving into fitting functions to scatter plots to address any unfinished learning from Units 1 through 5 before state testing.  Three out of four supporting standards could be embedded in that instruction as well, which would leave two-way frequency tables as the final big idea of the unit that could be extended to probability, time permitting at the end. 

The big ideas of this unit are assessed and make sense with a lens of Claim 4, "Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems."  The primary focus of this unit should be using mathematics to model real-world scenarios and using statistics to solve problems.  Context is key as students decontextualize and contextualize (SMP2) their solution path, the fitted functions, and the key elements of those functions.

Depth in this unit can be achieved by reengaging linear in depth rather than simply embedding it with the big ideas.  Correlation and causation can be explored for its own merits rather than just embedding it.  Time permitting, two-way frequency tables can be extended to include probability (S-CP.4), a geometry standard.

Most of these supporting standards can be embedded in first instruction of the big ideas.  Many of the concepts here are extensions of 8th grade.  The key is to remember that any extra time spent here should be focused on problem solving, which is where these standards "live" - Claim 2.