Planning to Implement CCSS-M Statistics Cluster

1. Planning to Implement CCSS-M Statistics Cluster Presented by Lynn Aring OCTM VP-Secondary Bay High School, Retired Lynn.Aring@gmail.com 2012 OCTM Annual Conference October 18-19 Columbus, Ohio

5. What do the Standards for Mathematical Practice mean in the context of the Conceptual Category: Statistics and Probability? Students proficient in this standard ·know that solving a problem doesn't always mean solving word problems ·look at a problem verbally, numerically, graphically, and/or symbolically providing different entry points into solving a problem ·recognize that simulation is often a valid method to solve statistics problems ·graph data and search for regularity and trends ·plan a solution pathway, rather than just jumping into a solution attempt ·check answers to see if they make sense especially in contextual problems ·understand other solution methods and can see similarities and differences in the methods of others compared to their own method

6. What do the Standards for Mathematical Practice mean in the context of the Conceptual Category: Statistics and Probability? Students proficient in this standard ·have the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents ·have the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved ·pay attention to the units involved, checking that the final answer is not only numerically reasonable but

7. What do the Standards for Mathematical Practice mean in the context of the Conceptual Category: Statistics and Probability? Students proficient in this standard ·can listen to or read arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments ·can compare the effectiveness of two plausible arguments or solution methods, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in the argument or solution method, explain what it is ·can understand and use stated assumptions, definitions, properties, postulates and previously established results in constructing solution methods, arguments, and proofs

8. What do the Standards for Mathematical Practice mean in the context of the Conceptual Category: Statistics and Probability? Students proficient in this standard ·write equations(possibly from regression methods) to model problems in everyday life, society, and the workplace ·utilize both discrete(e.g. binomial) and continuous(e.g. normal) probability distributions to model problems ·use probability to make decisions ·routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense Note: The entire conceptual category was marked with an asterisk denoting that the entire category relates to modeling

9. What do the Standards for Mathematical Practice mean in the context of the Conceptual Category: Statistics and Probability? Students proficient in this standard ·use estimation skills to estimate solutions to equations or results of computations ·use calculators or statistical software to: calculate summary statistics, graph data(e.g.boxplots, scatterplots), calculate probabilities, determine regression models, and perform statistical tests ·use probability distribution tables(e.g. binomial, normal) to calculate probabilities ·use lists, tree diagrams, sample spaces, and two-way tables to calculate probabilities ·use graph paper and pencil to create graphs such as boxplots and scatterplots ·use spreadsheets to look at data numerically and graphically ·Use computer software(e.g. Fathom) to perform simulations

10. What do the Standards for Mathematical Practice mean in the context of the Conceptual Category: Statistics and Probability? Students proficient in this standard ·communicate precisely to others ·use mathematical terminology such as normal, approximately normal, symmetric and unimodal correctly ·label axes with appropriate scales and units ·round appropriately based on the context of the problem ·use symbols correctly(e.g. σ and s or p and p-hat)

11. What do the Standards for Mathematical Practice mean in the context of the Conceptual Category: Statistics and Probability? Students proficient in this standard ·look closely to discern a pattern or structure ·can see complicated things, such as algebraic expressions, as single objects or as being composed of several objects ·can see the value of different forms of an equation or expression(e.g.,quadratic equations in standard form, factored form, or vertex form will reveal different properties of the graphs of the functions) ·can see similarities in the structure of test statistics

12. What do the Standards for Mathematical Practice mean in the context of the Conceptual Category: Statistics and Probability? Students proficient in this standard ·notice if calculations are repeated, and look for both general methods and for shortcuts For example, after performing long division of polynomials multiple times, students may develop or at least understand synthetic division

14. From the Common Core State Standards Document Conceptual Category: Statistics and Probability Variability in Data Informed Decisions Which Statistics Which Graphs Comparisons

15. From the Common Core State Standards Document Conceptual Category: Statistics and Probability Random Sampling Random Assignment of Treatments Probability Models and Rules

16. From the Common Core State Standards Document Conceptual Category: Statistics and Probability

17. From the Common Core State Standards Document Conceptual Category: Statistics and Probability Domain Cluster

18. From the Common Core State Standards Document Conceptual Category: Statistics and Probability Domain Cluster Standard Standard

19. From the Common Core State Standards Document Grade 6 Standards Domain Cluster Standard Standard Standard

20. From the Common Core State Standards Document Grade 6 Standards

21. From the Common Core State Standards Document Grade 7 Standards

22. From the Common Core State Standards Document Grade 7 Standards

23. From the Common Core State Standards Document Grade 7 Standards

24. From the Common Core State Standards Document Grade 8 Standards

25. Ohio Department of Education Website Model Curriculum

26. Ohio Department of Education Website Model Curriculum

27. Ohio Department of Education Website Model Curriculum

28. Ohio Department of Education Website Model Curriculum

29. Ohio Department of Education Website Model Curriculum

30. Ohio Department of Education Website Resources

31. Ohio Department of Education Website Resources

32. Ohio Department of Education Website Resources

33. Ohio Department of Education Website Resources

34. Ohio Department of Education Website Resources

36. From Appendix A

37. From Appendix A Traditional Pathway

38. From Appendix A Integrated Pathway

40. From the PARCC Model Content Frameworks

41. From the PARCC Model Content Frameworks

42. From the PARCC Model Content Frameworks In Algebra 1, the cluster:Summarize, represent, and interpret data on two categorical and quantitative variables is a supporting cluster and is only tested in Algebra 1

43. From the PARCC Model Content Frameworks

44. From the PARCC Model Content Frameworks In Mathematics 1, this cluster is a supporting cluster. ·Tasks have real world context ·Tasks are limited to linear functions and exponential functions with domains in the integers

45. From the PARCC Model Content Frameworks In Mathematics 2, this cluster is a supporting cluster. ·Tasks have real world context ·Tasks are limited to quadratic functions