Claim 1 Instruction
Learning Progressions, Learning Intentions & Success Criteria
In Algebra 2, students analyze and apply operations using multiple representations of functions to compare, interpret data, and make inferences. Functions include (but not limited to) linear, exponential, quadratic, absolute value, inverse, piecewise, cubic, polynomial, trigonometric, logarithms, etc. They use statistics in real world contexts to develop solutions.
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Learning Progression 1
Collecting & interpreting data through surveys, experiments & observational studies, and explain how randomization relates to each.
Learning Intentions 1 through 3 in any order
Learning Intention 1: I am learning to use a sample survey to estimate a population mean or proportion. (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 recognize the purpose of a sample survey. (Conceptual, level 1)
1b. I can explain how randomization relates to a sample survey. (Conceptual, level 2)
1c. I can use data from a sample survey to estimate a population mean or proportion. (Procedural, level 3)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
2a. I can recognize the purpose of an observational study. (Conceptual, level 1)
2b. I can explain how randomization relates to an observational study. (Conceptual, level 2)
Learning Intention 3: I am learning to compare two treatments from a randomized experiment. (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 recognize the purpose of an experiment. (Conceptual, level 1)
3b. I can explain how randomization relates to an experiment. (Conceptual, level 2)
3c. I can use data from a randomized experiment to compare two treatments (Application, level 3)
Learning Intention 4: I am learning how to evaluate reports based on different types of data collections. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
4a. I can recognize the differences between sample surveys, experiments, and observational studies. (Conceptual, level 1)
4b. I can evaluate reports based on data (Application, level 3) [Fake news?]
Learning Progression 2
Interpreting population percentages with normal distributions in order to compare two sets of data.
Learning Intention 5: I am learning to use the appropriate measures of center and spread. (Day 1: Gradual Release, Mean & Standard Deviation)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
5a. I can recognize when it is not appropriate to use the mean & standard deviation of a data set. (Conceptual. level 2)
5b. I can use tools (calculators, spreadsheets, tables) to calculate:
5c. mean
5d. standard deviation
Learning Intention 6: I am learning to use the appropriate measures of center and spread. (Day 2: Gradual Release, Median & Interquartile Range)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
6a. I can recognize when it is not appropriate to use the mean & standard deviation of a data set. (Conceptual. level 2)
6b. I can use tools (calculators, spreadsheets, tables) to calculate (Added):
6c. median
6d. intequartile range
6e. I can interpret how an extreme value (outlier) affects the shape, center, and spread of a data set.
Learning Intention 7: I am learning to use the appropriate measures of center and spread. (Day 3: Application)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
7a. I can recognize when it is not appropriate to use the mean & standard deviation of a data set. (Conceptual level 2)
Learning Intention 8: I am learning to use the normal curve as a model to interpret population percentages. (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 the mean & standard deviation of a data set to fit it to a normal distribution. (Conceptual. level 3)
8b. I can use the mean & standard deviation of a data set to estimate population percentages. (Application, level 3)
8c. I can use tools (calculators, spreadsheets, tables) to estimate areas under the normal curve. (Procedural, level 3)
Learning Intention 9: I am learning to use the normal curve as a model to interpret population percentages. (Application)
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 the mean & standard deviation of a data set to fit it to a normal distribution. (Conceptual. level 3)
9b. I can use the mean & standard deviation of a data set to estimate population percentages. (Application, level 3)
9c.. I can use tools (calculators, spreadsheets, tables) to estimate areas under the normal curve. (Procedural, level 3)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
10a. I can interpret and then explain the differences in the approximate areas under the normal curve of two or more data sets. (Application, level 4)
Learning Intention 11: I am learning to use the margin of error to determine the significance of the difference between parameters. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
11a. I can develop a margin of error through the use of simulation models for random sampling. (Procedural, level 3) [Note: confidence level?]
11b. I can use simulations to decide if differences between parameters are significant. (Application, level 3)
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and embedded common formative assessments.