Math Targets for Statistics
Targets 1.1 through 1.5 are grounded in Grade 6 CCSS-SP standards:
1.1 I can calculate appropriate measures of center and variability for a given data set.
1.2 I can display numerical data in plots on a number line, including dot plots, histograms, and box plots.
1.3 I can relate my choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
1.4 I can relate numerical summaries of data sets to their context, such as by:
a. Reporting numerical values with their units of measurement.
b. Describing the nature of the attribute under investigation, including how it was measured.
c. Describing the overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
1.5 I can use technology to perform statistical calculations and create graphs to summarize a data set.
Targets 2.1 through 2.7 are grounded in Grade 8 CCSS-SP standards:
2.1 I can describe when it is and is not appropriate to represent bivariate measurement data on a scatter plot, and I can create scatter plots (either by hand or by using appropriate technology).
2.2 I can use scatter plots to draw conclusions about patterns of association between two quantities, describing patterns such as: clustering, outliers, positive or negative association, and linear or nonlinear association.
2.3 I can use technology (e.g. Excel, Geogebra, Desmos, or a graphing calculator) to generate a least-squares linear regression equation for a scatter plot.
2.4 I can use technology (e.g. Geogebra or Desmos) to create a linear model with adjustable parameters for slope and y-intercept and use it to find an approximate best-fit line.
2.5 I can describe how well a linear model fits a scatter plot both formally and informally:
2.6 I can use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and y-intercept appropriately.
2.7 I can explore and describe possible patterns of association between two categorical variables collected from the same subjects by displaying relative frequencies in a two-way table and interpreting the results in context. (See CCSS.8.SP.4)
About SBG, From the syllabus: Learning typically occurs over time as we revisit topics and reflect on them. In order to encourage you to master course material and to develop the habit of reflection (which is vital for teachers), you will complete a SBG Portfolio over the course of the semester. SBG allows you to show mastery of a set of standards (also called learning targets) in a variety of ways. You are invited to submit multiple pieces of evidence for each learning target as your understanding of the learning target improves over time.
You should submit at least two pieces of evidence for each learning target by the end of the semester. Any learning target for which there is only one piece of evidence will have that score reduced by one rubric level (e.g. from 3 to 2). In general, the highest two pieces of evidence will be averaged at the end of the semester to produce your score for that target; however, a downward progression may result in a lower final evaluation for a given target.
SBG Portfolio Evidence Scoring Rubric (updated 2/4/14):
Ways I Might Improve…
The evidence is limited: my work doesn’t really address most of this target.
I might need to find a better task or get help understanding what this target is really getting at.
I’m not sure how to show this target.
I’m not sure if what I’ve done fits this target.
I had trouble finishing.
I might need to have someone help me understand this target better.
I think I understand, but I had difficulty showing it. Or I correctly addressed only part of the target.
I might be able to make my explanations clearer or extend my work to incorporate the entire target.
I showed how to apply this in routine situations.
I correctly addressed the whole target, but…
- I did not explain my thinking clearly, or
- I omitted details in my solution or explanation.
I might get feedback to improve the clarity of my explanations; I might find a non-routine or novel situation that would demonstrate my mastery.
My work is correct and addresses the entire learning target.
My explanations convey understanding.
I might demonstrate mastery by showing flexibility or sharing connections that could help others understand the nuances of the target.
My work shows flexibility and discusses pertinent connections.
I communicated my thinking in a way that could help others understand the nuances of this target.
Work that receives a “5” is thorough and compelling; you do not need to turn in additional evidence for this target. You might look for opportunities to help others with this.
Created by Jon Hasenbank – Ok to use or adapt for educational purposes