College Readiness Math Davis PLC Pacing Guide Parts A and B
Course Overview:
College Readiness Mathematics is a fourth course option for students who have completed Algebra I or Coordinate Algebra, Geometry or Analytic Geometry, and Algebra II or Advanced Algebra, but are still struggling with high school mathematics standards essential for success in first year post-secondary mathematics courses required for non-STEM majors. The course is designed to serve as a bridge for high school students who will enroll in non-STEM post-secondary study and will serve to meet the high school fourth course graduation requirement. The course has been approved by the University System of Georgia as a fourth mathematics course beyond Algebra II or Advanced Algebra for non-STEM majors, so the course will meet the needs of college-bound seniors who will not pursue STEM fields.
Part A consisting of units 1 through 4 must be completed in one Minimester.
Unit 1: Algebraic Expressions
This unit was designed to solidify student conception of expressions while providing the students with an opportunity to have success early in the course. The recurring theme integrated in this unit focuses on engaging students using and expanding the concepts found within purposefully chosen activities. Through guided lessons, students will manipulate, create, and analyze algebraic expressions and look at the idea of whether different sets of numbers are closed under certain operations. The writing team selected content familiar to the students in this unit to build student confidence and acclimate students to the course’s intended approach to instruction.
Standards for Unit 1:
Number Sense, Properties and Operations
Reason quantitatively and use units to solve problems.
•MGSE9-12.N.Q.1: Use units of measure (linear, area, capacity, rates, and time) as a way to understand problems:
a.Identify, use, and record appropriate units of measure within context, within data displays, and on graphs;
b.Convert units and rates using dimensional analysis (English-to-English and Metric-to-Metric without conversion factor provided and between English and Metric with
conversion factor);
c.Use units within multi-step problems and formulas; interpret units of input and
resulting units of output.
Algebra
Interpret the structure of expressions.
•MGSE9-12.A.SSE.1: Interpret expressions that represent a quantity in terms of its context.
•MGSE9-12-A.SSE.2: Use the structure of an expression to rewrite it in different
equivalent forms. For example, see x4– y4as (x2)2– (y2)2, thus recognizing it as a
difference of squares that can be factored as (x2– y2)(x2+ y2).
Write expressions in equivalent forms to solve problems.
•MGSE9-12.A.SSE.3: Choose and produce an equivalent form of an expression to
reveal and explain properties of the quantity represented by the expression.
Functions
Analyze functions using different representations.
•MGSE9-12.F.IF.8: Write a function defined by an expression in different but equivalent
forms to reveal and explain different properties of the function.
Odysseyware Unit 1 should be complete by Week 2 of the minimester.
Unit 2: Equations
In this unit, students will revisit the concept and structure of equations and inequalities. The students will construct and evaluate problems that involve one or two steps while seeking the understanding of how and why equations and inequalities are used in their daily lives. Students are also asked to use the structure of word problems and equations to rewrite and solve equations in different forms revealing different relationships
Standards for Unit 2:
Expressions and Equations
Analyze and solve linear equations and pairs of simultaneous linear equations.
•MGSE8.EE.7: Solve linear equations in one variable.
Seeing Structure in Equations
Interpret the structure of expressions.
•A.MGSE9-12.A.SSE.1: Interpret expressions that represent a quantity in terms of its
context.
Write expressions in equivalent forms to solve problems.
•MGSE9-12.A.SSE.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression
Creating Equations
Create equations that describe numbers or relationships.
•MGSE9-12.A.CED.1: Create equations and inequalities in one variable and use them
to solve problems. Include equations arising from linear, quadratic, simple rational, and
exponential functions (integer inputs only).
•MGSE9-12.A.CED.2: Create linear, quadratic, and exponential equations in two or
more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales. (The phrase “in two or more variables” refers to formulas like the compound interest formula, in which A = P(1 + r/n)nt has multiple
variables.)
•MGSE9-12.A.CED.3: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret data points as possible (i.e. a
solution) or not possible (i.e. a non-solution) under the established constraints.
•MGSE9-12.A.CED.4: Rearrange formulas to highlight a quantity of interest using the
same reasoning as in solving equations. Examples: Rearrange Ohm’s law V = IR to
highlight resistance R; Rearrange area of a circle formula A = π r2 to highlight the
radius, r.
Reasoning with Equations and Inequalities
Understand solving equations as a process of reasoning and explain the reasoning.
•MGSE9-12.A.REI.1: Using algebraic properties and the properties of real numbers,
justify the steps of a simple, one-solution equation. Students should justify their own
steps, or if given two or more steps of an equation, explain the progression from one
step to the next using properties
•MGSE9-12.A.REI.2: Solve simple rational and radical equations in one variable, and
give examples showing how extraneous solutions may arise.
Solve equations and inequalities in one variable.
•MGSE9-12.A.REI.3: Solve linear equations and inequalities in one variable including
equations with coefficients represented by letters. For example, given ax + 3 = 7, solve
for x.
Odysseyware Unit 2 must be complete by the end of week four of the Minimester.
Unit 3: Measurement and Proportional Reasoning
This unit was designed to solidify student conception of a variety of standard measurements commonly encountered in life situations. Students working in this unit will develop a greater depth of knowledge related to the measurement domain. Activities found in the beginning lessons concentrate on prerequisite concepts and skills typically found at the middle-grades level to provide a strong foundation. As the lessons progress
throughout the unit, the measurement concept is further developed to a college readiness level. A variety of activities are provided to allow students and teachers to
address the diversity of measurements found throughout mathematics. The goal is to have students solve multi-step problems that involve planning or converting units of measure and to solve word problems containing rates and proportions.
Standards Unit 3:
Quantities
Reason quantitatively and use units to solve problems.
•MGSE9-12.N.Q.1: Use units of measure (linear, area, capacity, rates, and time) as a way to understand problems:
a.Identify, use, and record appropriate units of measure within context, within data
displays, and on graphs;
b.Convert units and rates using dimensional analysis (English-to-English and Metric-to-Metric without conversion factor provided and between English and Metric with
conversion factor);
c.Use units within multi-step problems and formulas; interpret units of input and
resulting units of output.
•MGSE9-12.N.Q.2: Define appropriate quantities for the purpose of descriptive
modeling. Given a situation, context, or problem, students will determine, identify, and
use appropriate quantities for representing the situation.
Expressing Geometric Properties with Equations
Use coordinates to prove simple geometric theorems algebraically.
•MGSE9-12.G.GPE.4: Use coordinates to prove simple geometric theorems algebra-
ically. For example, prove or disprove that a figure defined by four given points in the
coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle
centered at the origin and containing the point (0,2). (Focus on quadrilaterals, right
triangles, and circles.)
•MGSE9-12.G.GPE.7: Use coordinates to compute perimeters of polygons and areas of
triangles and rectangles, e.g., using the distance formula.
Geometric Measurement and Dimension
Explain volume formulas and use them to solve problems.
•MGSE9-12.G.GMD.1: Give informal arguments for geometric formulas.
a.Give informal arguments for the formulas of the circumference of a circle and area of a circle using dissection arguments and informal limit arguments.
b.Give informal arguments for the formula of the volume of a cylinder, pyramid and cone using Cavalieri’s principle.
•MGSE9-12.G.GMD.3: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
Modeling with Geometry
Apply geometric concepts in modeling situation.
•MGSE9-12.G.MG.2: Apply concepts of density based on area and volume in modeling
situations (e.g., persons per square mile, BTUs per cubic foot).
•MGSE9-12.G.MG.3: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios)
Odysseyware Unit 3 must be complete by week 6 of the Minimester.
Unit 4: Linear Function
2
This unit will provide students an in-depth study of linear functions with a focus on the context of real-life mathematical problems. Students will begin with a review of functions in general by categorizing a variety of relations as either functions or non-functions given in various representations. A lesson on proportionality leads into more complex linear equations where students must identify intercepts and slope and be able to explain their meaning in context. The unit concludes with real-life data that students must use to create a line of best fit, all the while understanding the implications this equation has on making accurate predictions.
Standards Unit 4:
Expressions and Equations
Understand the connections between proportional relationships, lines and linear
equations.
•EE.1 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in different ways.
•EE.2 Use similar triangles to explain why the slope mis the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the equation
y = mx for a line through the origin and the equation
y = mx + bfor a line intercepting the vertical axis at b
Functions
Define, evaluate and compare functions.
•MGSE8.F.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and
the corresponding output.
•MGSE8.F.2: Compare properties of two functions each represented in a different
way (algebraically, graphically, numerically in tables, or by verbal descriptions).
For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
•MGSE8.F.3: Interpret the equation y = mx + b as defining a linear function whose
graph is a straight line; give examples of functions that are not linear. For example,
the function A = s2 giving the area of a square as a function of its side length is not
linear because its graph contains the points (1, 1), (2, 4) and (3, 9), which are not on a
straight line.
Use functions to model relationships between quantities.
•MGSE8.F.4: Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a description of a
relationship or from two (x,y) values, including reading these from a table or from a
graph. Interpret the rate of change and initial value of a linear function in terms of the
situation it models, and in terms of its graph or a table of values.
Creating Equations
Create equations that describe numbers of r
elationships.
•MGSE9-12.A.CED.2: Create linear, quadratic, and exponential equations in two or
more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales. (The phrase “in two or more variables” refers
to formulas like the compound interest formula, in which A = P (1 + r/n)nt has multiple
variables.)
Interpreting Functions
Interpret functions that arise in applications in terms of the context.
•MGSE9-12.F.IF.4: Using tables, graphs, and verbal descriptions, interpret the key characteristics of a function which models the relationship between two quantities.
Sketch a graph showing key features including: intercepts; interval where the function
is increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.
Analyze functions using different representations.
•F.MGSE9-12.F.IF.7: Graph functions expressed algebraically and show key features of
the graph both by hand and by using technology.
•MGSE9-12.F.IF.7a: Graph linear and quadratic functions and show intercepts, maxima
and minima (as determined by the function or by context).
•MGSE9-12.F.IF.9: Compare properties of two functions each represented in a different
way (algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a graph of one function and an algebraic expression for another, say
which has the larger maximum.
Linear, Quadratic, and Exponential Models
Construct and compare linear, quadratic, and exponential models to solve problems.
•MGSE9-12.F.LE.1: Distinguish between situations that can be modeled with linear
functions and with exponential functions.
•MGSE9-12.F.LE.3: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more
generally) as a polynomial function.
Interpreting Categorical and Quantitative Data
Summarize, represent, and interpret data on two categorical and quantitative variables.
•SMGSE9-12.S.ID.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
•MGSE9-12.S.ID.6c: Using given or collected bivariate data, fit a linear function for a
scatter plot that suggests a linear association.
Interpret linear models
•MGSE9-12.S.ID.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
Odysseyware Unit 4 Must be complete by week 8 of the Minimester.
Part B College Readiness Math
Part B of College Readiness Math must be complete in one Minimester or less.
Unit 5: Linear Systems of Equations.
The systems unit deals with solving systems of linear equations. This involves helping students to classify solutions (one, none, or infinitely many), as well as set up and solve problems using systems of equations. This unit also asks students to choose the best way to solve a system of equations and be able to explain their solutions.
Standards Unit 5:
Creating Equations
Create equations that describe numbers or relationships.
•MGSE9-12.A.CED.2: Create linear, quadratic, and exponential equations in two or
more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales. (The phrase “in two or more variables” refers
to formulas like the compound interest formula, in which A = P (1 + r/n)nt has multiple variables.)
•MGSE9-12.A.CED.3: Represent constraints by equations or inequalities, and by
systems of equations and/or inequalities, and interpret data points as possible (i.e. a
solution) or not possible (i.e. a non-solution) under the established constraints.
Reasoning with Equations and Inequalities
Solve systems of equations.
•MGSE9-12.A.REI.5: Show and explain why the elimination method works to solve a
system of two-variable equations.
•MGSE9-12.A.REI.6: Solve systems of linear equations exactly and approximately (e.g.,
with graphs), focusing on pairs of linear equations in two variables.
Represent and solve equations and inequalities graphically.
•MGSE9-12.A.REI.11: Using graphs, tables, or successive approximations, show that
the solution to the equation f(x) = g(x) is the x-value where the y-values of f(x) and g(x)
are the same.
•MGSE9-12.A.REI.12: Graph the solution set to a linear inequality in two variables.
Interpreting Functions
Analyze functions using different representations.
•MGSE9-12.F.IF.9: Compare properties of two functions each represented in a different
way (algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a graph of one function and an algebraic expression for another, say
which has the larger maximum.
Odysseyware Unit 5 must be complete by the end of week 2 of the Minimester.
Unit 6: Quadratic Functions
This unit is an expansive, deeper look at quadratic functions. It draws upon students understanding of quadratic expressions from Unit 1, as well as previously studied quadratic topics in prior course work. Students will explore quadratic functions through application and conceptual problems by focusing on the interplay of multiple representations (equations in various forms, tables, graphs and written expressions). The unit will also extend into general function transformation rules and comparison of quadratic functions to other functions previously studied.
Standards Unit 6:
Seeing Structure in Expressions
Interpret the structure of expressions.
•MGSE9-12.A.SSE.1: Interpret expressions that represent a quantity in terms of its
context.
•MGSE9-12.A.SSE.1a: Interpret parts of an expression, such as terms, factors and
coefficients, in context.
•MGSE9-12-A.SSE.2: Use the structure of an expression to rewrite it in different equivalent forms. For example, see x4– y4as (x2)2– (y2)2, thus recognizing it as a
difference of squares that can be factored as (x2– y2)(x2+ y2).
Write expressions in equivalent forms to solve problems.
•AMGSE9-12.A.SSE.3: Choose and produce an equivalent form of an expression to
reveal and explain properties of the quantity represented by the expression.
•MGSE9-12.A.SSE.3a: Factor any quadratic expression to reveal the zeros of the
function defined by the expression.
•MGSE9-12.A.SSE.3b: Complete the square in a quadratic expression to reveal the
maximum or minimum value of the function defined by the expression.
Creating Equations
Create equations that describe numbers or relationships.
•MGSE9-12.A.CED.1: Create equations and inequalities in one variable and use them
to solve problems. Include equations arising from linear, quadratic, simple rational, and
exponential functions (integer inputs only).
Reasoning with Equations and Inequalities
Solve equations and inequalities in one variable.
•MGSE9-12.A.REI.4: Solve quadratic equations in one variable.
•MGSE9-12.A.REI.4a: Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2= q that has the same
solutions. Derive the quadratic formula from ax2+ bx + c = 0
•MGSE9-12.A.REI.4b: Solve quadratic equations by inspection (e.g., for x2 = 49),
taking square roots, factoring, completing the square, and the quadratic formula, as
appropriate to the initial form of the equation (limit to real number solutions).
Solve systems of equations.
•MGSE9-12.A.REI.7: Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the
points of intersection between the line y = -3x and the circle x2+ y2= 3
Interpreting Functions
Interpret functions that arise in applications in terms of the context.
•MGSE9-12.F.IF.4: Using tables, graphs, and verbal descriptions, interpret the key
characteristics of a function which models the relationship between two quantities.
Sketch a graph showing key features including: intercepts; interval where the function
is increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.
Analyze functions using different representations.
•MGSE9-12.F.IF.7: Graph functions expressed algebraically and show key features of
the graph both by hand and by using technology.
•MGSE9-12.F.IF.7a: Graph linear and quadratic functions and show intercepts, maxima
and minima (as determined by the function or by context).
•MGSE9-12.F.IF.8: Write a function defined by an expression in different but equivalent
forms to reveal and explain different properties of the function.
•MGSE9-12.F.IF.9: Compare properties of two functions each represented in a different
way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one function and an algebraic expression for another, say which has the larger maximum.
Building Functions
Build new functions from existing functions.
•MGSE9-12.F.BF.3: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x),
f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of
k given the graphs. Experiment with cases and illustrate an explanation of the effects
on the graph using technology. Include recognizing even and odd functions from their
graphs and algebraic expressions for them.
Odysseyware Unit 6 must be complete by week 4 of the Minimester.
Unit 7: Exponential Functions
In this unit, students will experience exponential functions through a real-world lens of finance. Beginning with an overall look into financial decisions they will face as adults,
students study the mathematics involved in purchasing a car, planning for retirement and even deciding on a job.
Standards Unit 7:
Seeing Structure in Expressions
Interpret the structure of expressions.
•MGSE9-12.A.SSE.1: Interpret expressions that represent a quantity in terms of its
context.
•MGSE9-12.A.SSE.1a: Interpret parts of an expression, such as terms, factors and
coefficients, in context.
•MGSE9-12.A.SSE.1b: Given situations which utilize formulas or expressions with multiple terms and/or factors, interpret the meaning (in context) of individual terms or
factors.
•MGSE9-12-A.SSE.2: Use the structure of an expression to rewrite it in different
equivalent forms. For example, see x4– y4as (x2)2– (y2)2, thus recognizing it as a
difference of squares that can be factored as (x2– y2)(x2+ y2).
Write expressions in equivalent forms to solve problems.
•AMGSE9-12.A.SSE.3: Choose and produce an equivalent form of an expression to
reveal and explain properties of the quantity represented by the expression.
•MGSE9-12.A.SSE.3a: Factor any quadratic expression to reveal the zeros of the
function defined by the expression.
•MGSE9-12.A.SSE.3b:Complete the square in a quadratic expression to reveal the
maximum or minimum value of the function defined by the expression.
Creating Equations
Create equations that describe numbers or relationships.
•MGSE9-12.A.CED.2: Create linear, quadratic, and exponential equations in two or more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales. (The phrase “in two or more variables” refers
to formulas like the compound interest formula, in which A = P (1 + r/n)nt has multiple
variables.)
•MGSE9-12.A.CED.4: Rearrange formulas to highlight a quantity of interest using the
same reasoning as in solving equations. Examples: Rearrange Ohm’s law V = IR to
highlight resistance R; Rearrange area of a circle formula A = πr2to highlight the radius.
Interpreting Functions
Interpret functions that arise in applications in terms of the context.
•MGSE9-12.F.IF.4: Using tables, graphs, and verbal descriptions, interpret the key
characteristics of a function which models the relationship between two quantities.
Sketch a graph showing key features including: intercepts; interval where the function
is increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.
Analyze functions using different representations.
•MGSE9-12.F.IF.7: Graph functions expressed algebraically and show key features of the graph both by hand and by using technology.
•MGSE9-12.F.IF.7e: Graph exponential and logarithmic functions, showing intercepts
and end behavior, and trigonometric functions, showing period, midline and amplitude.
•MGSE9-12.F.IF.8: Write a function defined by an expression in different but equivalent
forms to reveal and explain different properties of the function.
•MGSE9-12.F.IF.8b: Use the properties of exponents to interpret expressions for
exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)(12t), y = (1.2)(t/10)and classify them as representing
exponential growth and decay.
Building Functions
Build a function that models a relationship between two quantities.
•MGSE9-12.F.BF.1: Write a function that describes a relationship between two quantities.
•MGSE9-12.F.BF.1a: Determine an explicit expression and recursive process (steps for
calculation) from context. For example, if Jimmy starts out with $15 and earns $2 a
day, the explicit expression “2x + 15” can be described recursively (either in writing or
verbally) as “to find out how much money Jimmy will have tomorrow, you add $2 to his
total today.” Jn= Jn-1+ 2, J0= 15.
•MGSE9-12.F.BF.2: Write arithmetic and geometric sequences recursively and explicitly, use them to model situations, and translate between the two forms. Connect
arithmetic sequences to linear functions and geometric sequences to exponential
functions.
Linear, Quadratic, and Exponential Models
Construct and compare linear, quadratic, and exponential models and solve problems.
•MGSE9-12.F.LE.1: Distinguish between situations that can be modeled with linear
functions and with exponential functions.
•MGSE9-12.F.LE.1a: Show that linear functions grow by equal differences over equal
intervals and that exponential functions grow by equal factors over equal intervals.
(This can be shown by algebraic proof, with a table showing differences or by calculating average rates of change over equal intervals.)
•MGSE9-12.F.LE.1b:Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
•MGSE9-12.F.LE.1c: Recognize situations in which a quantity grows or decays by a
constant percent rate per unit interval relative to another.
•MGSE9-12.F.LE.2: Construct linear and exponential functions, including arithmetic and
geometric sequences, given a graph, a description of a relationship, or two input-out-
put pairs (include reading these from a table).
•MGSE9-12.F.LE.3: Observe using graphs and tables that a quantity increasing ex-
ponentially eventually exceeds a quantity increasing linearly, quadratically, or (more
generally) as a polynomial function.
Interpret expressions for functions in terms of the situation they model.
•MGSE9-12.F.LE.5: Interpret the parameters in a linear (f(x) = mx + b) and exponential
(f(x) = a•dx) function in terms of context. (In the functions above, “m” and “b” are
the parameters of the linear function, and “a” and “d” are the parameters of the
exponential function.) In context, students should describe what these parameters
mean in terms of change and starting value ds.
Odysseyware Unit 7 must be complete by week 6 of the Minimester.
Unit 8: Summarize and Interpret Statistical Data
In this unit students will further develop skills to read, analyze, and communicate (using words, tables, and graphs) relationships and patterns found in data sets of one or more variables. Learning how to choose the appropriate statistical tools and measurements to assist in the analysis, being able to clearly communicate your results either in words, graphs, or tables, and being able to read and interpret graphs, measurements, and formulas are crucial skills to have in a world overflowing with data. Students explore these concepts while modeling real contexts based on data they collected.This unit isan optional unit. Districts, schools or teachers have the option to teach this unit to all or any group of students. Should your state have an emphasis on statis-tics in postsecondary institutions, or if students plan to major in a field with a statistical emphasis, this unit may be of particular interest
Standards Unit 8:
Interpreting Categorical and Quantitative Data
Summarize, represent and interpret data on a single count or measurement variable.
•MGSE9-12.S.ID.1: Represent data with plots on the real number line (dot plots,
histograms, and box plots).
•MGSE9-12.S.ID.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, mean absolute deviation, standard deviation) of two or more different data sets.
•MGSE9-12.S.ID.3: Interpret differences in shape, center, and spread in the context of
the data sets, accounting for possible effects of extreme data points (outliers).
Summarize, represent and interpret data on two categorical and quantitative variables.
•MGSE9-12.S.ID.5: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including
joint, marginal, and conditional relative frequencies). Recognize possible associations
and trends in the data.
•MGSE9-12.S.ID.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.•
MGSE9-12.S.ID.6a: Decide which type of function is most appropriate by observing graphed data, charted data, or by analysis of context. Emphasize linear, quadratic and
exponential models.
•MGSE9-12.S.ID.6c: Using given or collected bivariate data, fit a linear function for a
scatter plot that suggests a linear association.
Interpret linear models.
•MGSE9-12.S.ID.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
•MGSE9-12.S.ID.8: Compute (using technology) and interpret the correlation
coefficient “r” of a linear fit. (For instance, by looking at a scatterplot, students should
be able to tell if the correlation coefficient is positive or negative and give a reasonable
estimate of the “r” value.) After calculating the line of best fit using technology,
students should be able to describe how strong the goodness of fit of the regressiois, using “r”.
•MGSE9-12.S.ID.9: Distinguish between correlation and causation.
Making Inferences and Justifying Conclusions
Understand and evaluate random processes underlying statistical experiments.
•MGSE9-12.S.IC.1: Understand statistics as a process for making inferences about
population parameters based on a random sample from that population. Make inferences and justify conclusions from sample surveys, experiments and
observational studies.
•MGSE9-12.S.IC.3: Recognize the purposes of and differences among sample surveys,
experiments, and observational studies; explain how randomization relates to each.
Odysseyware Unit 8 must be complete by week 8 of the Minimester.
Week 9 of the Minimester will be review and the final exam.
