Element Cards Data Probability and Statistics
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | ||
− | | style="background-color:#323116;"|'''Family: Formulate Questions/Plan research''' | + | | style="background-color:#323116;" colspan=2|'''Family: Formulate Questions/Plan research''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.DPS.1a Posing questions of interest that can be answered by counting or collecting data (e.g., concrete comparisons about students, classroom materials, science topics) with teacher guidance'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.DPS.1a Posing questions of interest that can be answered by counting or collecting data (e.g., concrete comparisons about students, classroom materials, science topics) with teacher guidance'' |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Model selecting questions and creating categories. | * Model selecting questions and creating categories. | ||
* Task analysis | * Task analysis | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Graphic organizer with steps of task analysis | * Graphic organizer with steps of task analysis | ||
* Photos representing topics that can be the focus of the research questions (e.g., 1. ice cream, 2. animals in a zoo, 3. movies) | * Photos representing topics that can be the focus of the research questions (e.g., 1. ice cream, 2. animals in a zoo, 3. movies) | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | ||
− | | style="background-color:#C2D69B;"|'''Family: Represent and Interpret Data''' | + | | style="background-color:#C2D69B;" colspan=2|'''Family: Represent and Interpret Data''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.DPS.1c Collecting and organizing/representing data (e.g., picture graphs, tally charts, bar graphs)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.DPS.1c Collecting and organizing/representing data (e.g., picture graphs, tally charts, bar graphs)'' |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis | * Task analysis | ||
** Use established categories (e.g., flavors of ice cream from CCC 1.DPS.1a2). | ** Use established categories (e.g., flavors of ice cream from CCC 1.DPS.1a2). | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Assistive technology (e.g., voice output) | * Assistive technology (e.g., voice output) | ||
* Interactive whiteboard | * Interactive whiteboard | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics''' ''' | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics''' ''' | ||
− | | style="background-color:#D6E3BC;"|'''Family: Draw Conclusions from Data Collection''' | + | | style="background-color:#D6E3BC;" colspan=2|'''Family: Draw Conclusions from Data Collection''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.DPS.1e Describing and comparing data and beginning to identify what the data do or do not show (e.g., bar graphs, line plots, picture graphs)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.DPS.1e Describing and comparing data and beginning to identify what the data do or do not show (e.g., bar graphs, line plots, picture graphs)'' |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Teach the concept of more or less using example, non-example; apply to data on graph. | * Teach the concept of more or less using example, non-example; apply to data on graph. | ||
* Use or create a graph that provides a visual of the values in each category such as a bar graph. | * Use or create a graph that provides a visual of the values in each category such as a bar graph. | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Number line | * Number line | ||
* Snap cubes to create a concrete bar graph | * Snap cubes to create a concrete bar graph | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | ||
− | | style="background-color:#C2D69B;"|'''Family: Represent and Interpret Data''' | + | | style="background-color:#C2D69B;" colspan=2|'''Family: Represent and Interpret Data''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.DPS.1c Collecting and organizing/representing data (e.g., picture graphs, tally charts, bar graphs)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.DPS.1c Collecting and organizing/representing data (e.g., picture graphs, tally charts, bar graphs)'' |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis | * Task analysis | ||
** Use established categories (e.g., flavors of ice cream from CCC 1.DPS.1a2). | ** Use established categories (e.g., flavors of ice cream from CCC 1.DPS.1a2). | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Assistive technology (e.g., voice output) | * Assistive technology (e.g., voice output) | ||
* Interactive whiteboard | * Interactive whiteboard | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | ||
− | | style="background-color:#D6E3BC;"|'''Family: Draw Conclusions from Data Collection''' | + | | style="background-color:#D6E3BC;" colspan=2|'''Family: Draw Conclusions from Data Collection''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.DPS.1e Describing and comparing data and beginning to identify what the data do or do not show (e.g., bar graphs, line plots, picture graphs)'' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.DPS.1e Describing and comparing data and beginning to identify what the data do or do not show (e.g., bar graphs, line plots, picture graphs)'' |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Teach the concept of more or less using example, non-example; apply to data on graph. | * Teach the concept of more or less using example, non-example; apply to data on graph. | ||
* Use or create a graph that provides a visual of the values in each category such as a bar graph. | * Use or create a graph that provides a visual of the values in each category such as a bar graph. | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Number line | * Number line | ||
* Concrete objects for graph | * Concrete objects for graph | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | ||
− | | style="background-color:#C2D69B;"|'''Family: '''Represent and Interpret Data | + | | style="background-color:#C2D69B;" colspan=2|'''Family: '''Represent and Interpret Data |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.DPS.1g Collecting data and representing data (e.g., bar graphs, frequency tables, line plots) '' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.DPS.1g Collecting data and representing data (e.g., bar graphs, frequency tables, line plots) '' |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis (e.g., Decide on your question, create categories, decide on source of data, collect data based on categories, count data sets, organize data, create graph) | * Task analysis (e.g., Decide on your question, create categories, decide on source of data, collect data based on categories, count data sets, organize data, create graph) | ||
* Match to same | * Match to same | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Template (e.g., graphic organizer) or structure for collecting and organizing data | * Template (e.g., graphic organizer) or structure for collecting and organizing data | ||
* Velcro numbers on a graph | * Velcro numbers on a graph | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | ||
− | | style="background-color:#C2D69B;"|'''Family: '''Represent and Interpret Data | + | | style="background-color:#C2D69B;" colspan=2|'''Family: '''Represent and Interpret Data |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' E.DPS.1g Collecting data and representing data (e.g., bar graphs, frequency tables, line plots) '' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' E.DPS.1g Collecting data and representing data (e.g., bar graphs, frequency tables, line plots) '' |
|- | |- | ||
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis for categorical data (e.g., Decide on your question, create categories, decide on source of data, collect data based on categories, count data sets, organize data, select best graph for data, create graph) | * Task analysis for categorical data (e.g., Decide on your question, create categories, decide on source of data, collect data based on categories, count data sets, organize data, select best graph for data, create graph) | ||
* Task analysis for continuous data (e.g., Decide you topic for data collection, collect data, identify the least and greatest numbers within the data set, create line graph using the least to greatest range, plot each number on the line graph) | * Task analysis for continuous data (e.g., Decide you topic for data collection, collect data, identify the least and greatest numbers within the data set, create line graph using the least to greatest range, plot each number on the line graph) | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Template (e.g., graphic organizer) or structure for collecting and organizing data | * Template (e.g., graphic organizer) or structure for collecting and organizing data | ||
* Velcro numbers on a graph | * Velcro numbers on a graph | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability, and Statistics | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability, and Statistics | ||
− | | style="background-color:#C2D69B;"|'''Family: '''Represent and Interpret Data | + | | style="background-color:#C2D69B;" colspan=2|'''Family: '''Represent and Interpret Data |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' M.DPS.1d Identifying the range, three common measures of central tendency (mean, median, and mode) and interpreting the mean as a fair share and a center of balance '' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' M.DPS.1d Identifying the range, three common measures of central tendency (mean, median, and mode) and interpreting the mean as a fair share and a center of balance '' |
|- | |- | ||
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis using template (e.g., steps to find the mean) | * Task analysis using template (e.g., steps to find the mean) | ||
* Task analysis for the spread of the data | * Task analysis for the spread of the data | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Calculator | * Calculator | ||
* Graphic organizer for mode | * Graphic organizer for mode | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | ||
− | | style="background-color:#D6E3BC;"|'''Family: '''Draw Conclusions from Data Collection | + | | style="background-color:#D6E3BC;" colspan=2|'''Family: '''Draw Conclusions from Data Collection |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' M.DPS.1k Supporting claims about the results of investigations (e.g., coordinating among the measures of central tendency and variability) '' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' M.DPS.1k Supporting claims about the results of investigations (e.g., coordinating among the measures of central tendency and variability) '' |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis to analyze graph (e.g., look at 1<sup>st</sup> graph, identify the column of interest, mark, look at 2<sup>nd</sup> graph | * Task analysis to analyze graph (e.g., look at 1<sup>st</sup> graph, identify the column of interest, mark, look at 2<sup>nd</sup> graph | ||
* Identify the column of interest, mark, determine the facts that the graph shoes) | * Identify the column of interest, mark, determine the facts that the graph shoes) | ||
− | * Model-Lead-Test to demonstrate making inferences | + | * Model-Lead-Test to demonstrate making inferences<nowiki>*</nowiki> |
* Group discussion forum, with teacher model, to create arguments based on graphs | * Group discussion forum, with teacher model, to create arguments based on graphs | ||
* Include discussions that model the analysis of two graphs and encourage student to provide evidence for the inference (e.g., note minimum and maximum values (range), use measures of central tendency, note any key points and relationships in the graph or data set) | * Include discussions that model the analysis of two graphs and encourage student to provide evidence for the inference (e.g., note minimum and maximum values (range), use measures of central tendency, note any key points and relationships in the graph or data set) | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Raised line around the distribution of the data (e.g., wiki sticks) | * Raised line around the distribution of the data (e.g., wiki sticks) | ||
* Assistive technology/voice output devices | * Assistive technology/voice output devices | ||
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|- | |- | ||
|} | |} | ||
− | + | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | |
{|border=1 | {|border=1 | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability and Statistics | ||
− | | style="background-color:#C2D69B;"|'''Family: '''Represent and Interpret Data | + | | style="background-color:#C2D69B;" colspan=2|'''Family: '''Represent and Interpret Data |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:'' '''M.DPS.1h''' '''Displaying data in scatter plots and investigating the association between the variables '' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:'' '''M.DPS.1h''' '''Displaying data in scatter plots and investigating the association between the variables '' |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis for graphing bivariate data | * Task analysis for graphing bivariate data | ||
* Student adds points to data table (number of ice cream cones sold compared to outside temperature). | * Student adds points to data table (number of ice cream cones sold compared to outside temperature). | ||
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* Student describes the relationship between the two variables. "Warmer weather leads to more ice cream cone sales." | * Student describes the relationship between the two variables. "Warmer weather leads to more ice cream cone sales." | ||
* Explicitly teach three potential outcomes (i.e., as one variable increases the other decreases; as one decreases the other increases; there is no trend). | * Explicitly teach three potential outcomes (i.e., as one variable increases the other decreases; as one decreases the other increases; there is no trend). | ||
− | * Multiple exemplars of the three outcomes | + | * Multiple exemplars of the three outcomes<nowiki>*</nowiki> |
− | * System of least prompts to graph data | + | * System of least prompts to graph data<nowiki>*</nowiki> |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Color coded grid (e.g., uses colors rather numbers) | * Color coded grid (e.g., uses colors rather numbers) | ||
* Raised grid | * Raised grid | ||
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|- | |- | ||
|} | |} | ||
− | + | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | |
{|border=1 | {|border=1 | ||
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| style="background-color:#FFFFFF;"|'''Strand:''' Data, Probability and Statistics | | style="background-color:#FFFFFF;"|'''Strand:''' Data, Probability and Statistics | ||
− | | style="background-color:#D6E3BC;"|'''Family: '''Draw Conclusions from Data Collection | + | | style="background-color:#D6E3BC;" colspan=2|'''Family: '''Draw Conclusions from Data Collection |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' M.DPS.1k Supporting claims about the results of investigations (e.g., coordinating among the measures of central tendency and variability) '' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' M.DPS.1k Supporting claims about the results of investigations (e.g., coordinating among the measures of central tendency and variability) '' |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
− | * Model-Lead-Test using different associations | + | * Model-Lead-Test using different associations<nowiki>*</nowiki> |
* Guiding questions (e.g., How close is the fit? How sure can you be?) | * Guiding questions (e.g., How close is the fit? How sure can you be?) | ||
** Look at your data. | ** Look at your data. | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Use manipulatives to show relationships (e.g., transparencies that highlight relationships, straight line object such as spaghetti to find best fit line). | * Use manipulatives to show relationships (e.g., transparencies that highlight relationships, straight line object such as spaghetti to find best fit line). | ||
* Interactive whiteboard | * Interactive whiteboard | ||
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| style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability, and Statistics | | style="background-color:#FFFFFF;"|'''Strand: '''Data, Probability, and Statistics | ||
− | | style="background-color:#C2D69B;"|'''Family: '''Represent and Interpret Data | + | | style="background-color:#C2D69B;" colspan=2|'''Family: '''Represent and Interpret Data |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' H.DPS.1b Representing data with plots on the real number line (dot plots, histograms, box plots) '' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' H.DPS.1b Representing data with plots on the real number line (dot plots, histograms, box plots) '' |
|- | |- | ||
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− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Follow steps of task analysis to complete box plot, dot plots, or histograms (these can be found on internet or many calculators). | * Follow steps of task analysis to complete box plot, dot plots, or histograms (these can be found on internet or many calculators). | ||
− | * Model-Lead-Test | + | * Model-Lead-Test<nowiki>*</nowiki> |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Technology (e.g., computers) | * Technology (e.g., computers) | ||
* Graphing calculators | * Graphing calculators | ||
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|- | |- | ||
|} | |} | ||
− | + | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | |
{|border=1 | {|border=1 | ||
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| style="background-color:#FFFFFF;"|'''Strand:''' Data, Probability, and Statistics | | style="background-color:#FFFFFF;"|'''Strand:''' Data, Probability, and Statistics | ||
− | | style="background-color:#C2D69B;"|'''Family: '''Represent and Interpret Data | + | | style="background-color:#C2D69B;" colspan=2|'''Family: '''Represent and Interpret Data |
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Progress Indicator:''''' H.DPS.1c Analyzing and summarizing the data resulting from studies using statistical measures appropriate to shape of the data (median, mean) and spread (interquartile range, standard deviation), and using data to support inferences (population parameters, sample size) or explain possible outliers '' | + | | style="background-color:#FFFFFF;" colspan=3|'''Progress Indicator:''''' H.DPS.1c Analyzing and summarizing the data resulting from studies using statistical measures appropriate to shape of the data (median, mean) and spread (interquartile range, standard deviation), and using data to support inferences (population parameters, sample size) or explain possible outliers '' |
|- | |- | ||
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|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies:''' |
* Task analysis for finding range, median, mode, mean | * Task analysis for finding range, median, mode, mean | ||
* Explicit vocabulary instruction for outliers | * Explicit vocabulary instruction for outliers | ||
− | * Multiple exemplars for outliers | + | * Multiple exemplars for outliers<nowiki>*</nowiki> |
* Model data descriptions | * Model data descriptions | ||
* Use concrete materials to find the mean (leveled plastic snap cubes: using the same bar graph with snap cubes, re-arrange cubes into equal stacks). | * Use concrete materials to find the mean (leveled plastic snap cubes: using the same bar graph with snap cubes, re-arrange cubes into equal stacks). | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;"|'''Supports and Scaffolds:''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Supports and Scaffolds:''' |
* Template for finding mean | * Template for finding mean | ||
* Assistive technology/voice output devices | * Assistive technology/voice output devices | ||
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|- | |- | ||
|} | |} | ||
− | + | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. |
Revision as of 14:51, 13 November 2013
Contents |
Teaching Data, Probability, and Statistics
All of the CCCs in this document relate to teaching Data, Probability, and Statistics. Below are some additional resources that may be helpful: NCSC Curriculum Resource Guide: Data Analysis
Websites
http://www.teachingideas.co.uk/maths/contents.htm http://www.mathsisfun.com/ http://www.mathplayground.com/ https://www.khanacademy.org/ http://www.mathhelp.com/
Other Resources
http://www.jstor.org/stable/10.5951/teacchilmath.19.1.0050?origin=JSTOR-pdf http://www.ncpublicschools.org/acre/standards/common-core-tools/
CCC Mathematics \| Data, Probability and Statistics
CCSS: 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. | ||
CCC: | 1.DPS.1a2 | Select questions that ask about "How many" and represent up to three categories that can be concretely represented. |
Strand: Data, Probability and Statistics | Family: Formulate Questions/Plan research | |
Progress Indicator: E.DPS.1a Posing questions of interest that can be answered by counting or collecting data (e.g., concrete comparisons about students, classroom materials, science topics) with teacher guidance | ||
Essential Understandings | Concrete Understandings:
|
Representation:
|
Suggested Instructional Strategies:
| ||
Supports and Scaffolds:
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CCSS: 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. | ||
CCC: | 1.DPS.1c1 | Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for 2 or more categories. |
Strand: Data, Probability and Statistics | Family: Represent and Interpret Data | |
Progress Indicator: E.DPS.1c Collecting and organizing/representing data (e.g., picture graphs, tally charts, bar graphs) | ||
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What is the favorite flavor of ice cream? Chocolate
What is the favorite flavor of ice cream? Chocolate 5 Vanilla 5 Strawberry 2
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CCSS: 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. | ||
CCC: | 1.DPS.1e1 | Compare the values of the 2 categories of data in terms of more or less. |
Strand: Data, Probability and Statistics | Family: Draw Conclusions from Data Collection | |
Progress Indicator: E.DPS.1e Describing and comparing data and beginning to identify what the data do or do not show (e.g., bar graphs, line plots, picture graphs) | ||
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CCSS: 2.MD.10 Draw a picture graph and a bar graph to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph. | ||
CCC: | 2.DPS.1c2 | Organize data by representing categorical data on a pictorial graph or bar graph. |
Strand: Data, Probability and Statistics | Family: Represent and Interpret Data | |
Progress Indicator: E.DPS.1c Collecting and organizing/representing data (e.g., picture graphs, tally charts, bar graphs) | ||
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What is the favorite flavor of ice cream? Chocolate
What is the favorite flavor of ice cream? Chocolate 5 Vanilla 5 Strawberry 2
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CCSS: 2.MD.10 Draw a picture graph and a bar graph (with single‐unit scale) to represent a data set with up to four categories. Solve simple put‐together, take apart, and compare problems using information presented in a bar graph. | ||
CCC: | 2.DPS.1e2 | Compare the information shown in a bar graph or picture graph with up to four categories. Solve simple comparisons of how many more or how many less. |
Strand: Data, Probability and Statistics | Family: Draw Conclusions from Data Collection | |
Progress Indicator: E.DPS.1e Describing and comparing data and beginning to identify what the data do or do not show (e.g., bar graphs, line plots, picture graphs) | ||
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File:Insert Picture here.jpg From "Teaching to standards – math," by K. Trela, B. Jimenez, & D. Browder, 2008, Verona, WI: Attainment Co. Copyright 2009 by Attainment Company. Reprinted with permission.
CCSS: 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. | ||
CCC: | 3.DPS.1g1 | Collect data and organize it into picture or bar graph. |
Strand: Data, Probability and Statistics | Family: Represent and Interpret Data | |
Progress Indicator: E.DPS.1g Collecting data and representing data (e.g., bar graphs, frequency tables, line plots) | ||
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CCSS: 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. | ||
CCC: | 4.DPS.1g3 | Collect data and organize it into a graph (e.g. picture graph, line plot, bar graph). |
Strand: Data, Probability and Statistics | Family: Represent and Interpret Data | |
Progress Indicator: E.DPS.1g Collecting data and representing data (e.g., bar graphs, frequency tables, line plots) | ||
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CCSS: 6.SP.5 Summarize numerical data sets in relations to their context such as by:
Giving quantitative measures of center (median and/or mean) and variability as well as describing any overall pattern and striking deviations from the overall pattern with reference to the context in which the data were gathered. | ||
CCC: | 6.DPS.1d3 | Select statement that matches mean, mode, and spread of data for 1 measure of central tendency for given data set. |
Strand: Data, Probability, and Statistics | Family: Represent and Interpret Data | |
Progress Indicator: M.DPS.1d Identifying the range, three common measures of central tendency (mean, median, and mode) and interpreting the mean as a fair share and a center of balance | ||
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CCSS: 7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about the two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. | ||
CCC: | 7.DPS.1k1 | Analyze graphs to determine or select appropriate comparative inferences about two samples or populations. |
Strand: Data, Probability and Statistics | Family: Draw Conclusions from Data Collection | |
Progress Indicator: M.DPS.1k Supporting claims about the results of investigations (e.g., coordinating among the measures of central tendency and variability) | ||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and non linear association. | ||
CCC: | 8.DPS.1h1 | Graph bivariate data using scatter plots and identify possible associations between the variables. |
Strand: Data, Probability and Statistics | Family: Represent and Interpret Data | |
Progress Indicator: M.DPS.1h Displaying data in scatter plots and investigating the association between the variables | ||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: 8.SP.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for tows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? | ||
CCC: | 8.DPS.1k2 | Analyze displays of bivariate data to develop or select appropriate claims about those data |
Strand: Data, Probability and Statistics | Family: Draw Conclusions from Data Collection | |
Progress Indicator: M.DPS.1k Supporting claims about the results of investigations (e.g., coordinating among the measures of central tendency and variability) | ||
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CCSS: S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). | ||
CCC: | H.DPS.1b1 | Complete a graph given the data, using dot plots, histograms, or box plots |
Strand: Data, Probability, and Statistics | Family: Represent and Interpret Data | |
Progress Indicator: H.DPS.1b Representing data with plots on the real number line (dot plots, histograms, box plots) | ||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
CCSS: S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center and spread of two or more different data sets.
S.ID.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. S.ID.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data. Recognize possible associations and trends in the data. | ||
CCC: | H.DPS.1c1 | Use descriptive stats including range, median, mode, mean, outliers/ gaps to describe data set. |
Strand: Data, Probability, and Statistics | Family: Represent and Interpret Data | |
Progress Indicator: H.DPS.1c Analyzing and summarizing the data resulting from studies using statistical measures appropriate to shape of the data (median, mean) and spread (interquartile range, standard deviation), and using data to support inferences (population parameters, sample size) or explain possible outliers | ||
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.