The following list provides outcomes that describe the knowledge and skills that students should understand and be able to do when the unit is completed. The outcomes are often components of more broadly-worded standards and sometimes address knowledge and skills necessarily related to the standards. The lists of outcomes are not exhaustive, and the outcomes should not supplant the standards themselves. Rather, they are designed to the standards and augment as necessary, providing added focus and clarity for lesson planning help teachers “drill down” from purposes. This list is not intended to imply any particular scope or sequence. S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (additional) The student will: represent single count data using a plot appropriate to a given real-world scenario. S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. (additional) The student will: analyze the shape of a data distribution to determine if the mean or the median is the better statistic to use to represent the center. analyze the shapes of data distributions to compare the range, the interquartile range and standard deviation compare the center and spread of two or more data sets. 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). (additional) The student will: compare two or more data sets using summary statistics appropriate to the shape of the data sets. explain the effects of extreme data points (outliers) on the summary statistics for a set of single count data. communicate what an analysis of the summary statistics of a set of reveals. single count data S.ID.5 Summarize for two categories in two-way frequency tables. Interpret relative frequencies in the context
The following list provides outcomes that describe the knowledge and skills that students should understand and be able to do when the unit is completed. The outcomes are often components of more broadly-worded standards and sometimes address knowledge and skills necessarily related to the standards. The lists of outcomes are not exhaustive, and the outcomes should not supplant the standards themselves. Rather, they are designed to help teachers “drill down” from the standards and augment as necessary, providing added focus and clarity for lesson planning purposes. This list is not intended to imply any particular scope or sequence. S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (additional) The student will: represent single count data using a plot appropriate to a given real-world scenario. S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. (additional) The student will: analyze the shape of a data distribution to determine if the mean or the median is the better statistic to use to represent the center. analyze the shapes of data distributions to compare the range, the interquartile range and standard deviation compare the center and spread of two or more data sets. 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). (additional) The student will: compare two or more data sets using summary statistics appropriate to the shape of the data sets. explain the effects of extreme data points (outliers) on the summary statistics for a set of single count data. communicate what an analysis of the summary statistics of a set of single count data reveals. S.ID.5 Summarize for two categories in two-way frequency tables. Interpret relative frequencies in the context
A1_U3_UP_Descriptive_Statistics_Jan_15.docx