# Algebra 1 Statistics Unit Materials

I have been meaning to blog these for a while.Below you will find the materials that I put together to use throughout my Statistics Unit. These are the learning targets that I used:

 20 I can describe the center of the data distribution (mean or median). S-ID.2 21 I can describe the spread of the data distribution (interquartile range or standard deviation). S-ID.2 22 I can represent data with plots on the real number line (dot plots, histograms, and box plots). S-ID.1; N-Q.1; N-Q.2; N-Q.3 23 I can compare the distribution of two or more data sets by examining their shapes, centers, and spreads when drawn on the same scale. S-ID.2 24 I can interpret the differences in the shape, center, and spread of a data set in the context of a problem, and can account for effects of extreme data points. S-ID.3 25 I can read and interpret the data displayed in a two-way frequency table. S-ID.5 26 I can interpret and explain the meaning of relative frequencies in the context of a problem. S-ID.5 27 I can construct a scatter plot, sketch a line of best fit, and write the equation of that line. S-ID.6a; S-ID.6c 28 I can use the function of best fit to make predictions. S-ID.6a 29 I can analyze the residual plot to determine whether the function is an appropriate fit. S-ID.6b 30 I can calculate, using technology, and interpret a correlation coefficient. S-ID.8 31 I can recognize that correlation does not imply causation and that causation is not illustrated on a scatter plot. S-ID.9

I will be honest with you all, dear readers. I pretty much had to create stuff from scratch. I have pulled some problems from various places on the interwebs, but I could not tell you where stuff came from. I don’t have many activities here. Just trying to find practice problems to meet what I felt the standards were looking for was a challenge. All of my note files are formatted for an Interactive Notebook. They are set up for 2 to a page, landscape (5 1/2 inches by 8 1/2 inches).

Please feel free to use and adapt what I have published here. If you take something and make it better, I would greatly appreciate a link back to this blog post as well as a link to whatever you can created. I hope you find the materials helpful!

(Many of these are labeled with the Learning Target (LT) designations from above – you may want to look at the table to help you know what goes with what.)

Learning Target 20 Examples – Examples used in class for LT20 (I can describe the center of the data distribution (mean or median).)

Learning Target 20 Exit Slip -Exit Slip for LT20 (I can describe the center of the data distribution (mean or median).)

Learning Target 21 Notes – Notes used in class for LT21 (I can describe the spread of the data distribution (interquartile range or standard deviation).)

Learning Target 21 Practice Problems – Practice Problems used for LT21 (I can describe the spread of the data distribution (interquartile range or standard deviation).)

Measures of Spread and Center Survey Project – An in-class project I had students do to demonstrate understanding of measures of Spread and Center.

Learning Target 22 Examples – Examples used in class for LT22 (I can represent data with plots on the real number line (dot plots, histograms, and box plots).)

Foldable – Data Plots on the Number Line. Set to print double-sided landscape.

Learning Target 22 Practice Problems #1 – Practice Problems Set #1 for LT22 (I can represent data with plots on the real number line (dot plots, histograms, and box plots).)

Learning Target 22 Practice Problems #2 – Practice Problems Set #1 for LT22 (I can represent data with plots on the real number line (dot plots, histograms, and box plots).)

Learning Target 23 Notes – Notes used in class for LT23 (I can compare the distribution of two or more data sets by examining their shapes, centers, and spreads when drawn on the same scale.)

Learning Target 24 Practice Problems – Practice Problems for LT24 (I can interpret the differences in the shape, center, and spread of a data set in the context of a problem, and can account for effects of extreme data points.)

Learning Target 23 and 24 Practice Problems – Practice Problems for LT23 (I can compare the distribution of two or more data sets by examining their shapes, centers, and spreads when drawn on the same scale.) and LT24 (I can interpret the differences in the shape, center, and spread of a data set in the context of a problem, and can account for effects of extreme data points.)

Learning Targets 22-24 Review 1

Learning Targets 22-24 Review 2

Learning Target 25 Notes – Notes used in class for LT25 (I can read and interpret the data displayed in a two-way frequency table.)

Learning Target 25 Exit Slip – Exit Slip for LT25 (I can read and interpret the data displayed in a two-way frequency table.)

Learning Target 25 Practice Problems – Practice Problems for LT25 (I can read and interpret the data displayed in a two-way frequency table.)

Learning Target 26 Notes – Notes used in class for LT26 (I can interpret and explain the meaning of relative frequencies in the context of a problem.)

Learning Target 26 Exit Slip – Exit Slip for LT26 (I can interpret and explain the meaning of relative frequencies in the context of a problem.)

Learning Target 26 Practice Problems – Practice Problems for LT26 (I can interpret and explain the meaning of relative frequencies in the context of a problem.)

Learning Target 27 Notes and Examples – Notes and examples used in class for LT27 (I can construct a scatter plot, sketch a line of best fit, and write the equation of that line.)

Learning Target 27 Exit Slip – Exit Slip for LT27 (I can construct a scatter plot, sketch a line of best fit, and write the equation of that line.)

Learning Target 27 Practice Problems #1 – Practice Problem Set #1 for LT27 (I can construct a scatter plot, sketch a line of best fit, and write the equation of that line.)

Learning Target 27 Practice Problems #2 – Practice Problem Set #2 for LT27 (I can construct a scatter plot, sketch a line of best fit, and write the equation of that line.)

Learning Target 27 Practice Problems #3 – Practice Problem Set #3 for LT27 (I can construct a scatter plot, sketch a line of best fit, and write the equation of that line.)

Learning Targets 25-27 Review

Learning Target 28 Examples – Examples used in class for LT28 (I can use the function of best fit to make predictions.) **NOTE – I had students create their own lines of best fit.

Learning Target 28 Practice Problems – Practice Problems for LT28 (I can use the function of best fit to make predictions.) **NOTE – I had students create their own lines of best fit.

Learning Target 29 Examples – Examples used in class for LT29 (I can analyze the residual plot to determine whether the function is an appropriate fit.)

Learning Target 29 Notes – Notes used in class for LT29 (I can analyze the residual plot to determine whether the function is an appropriate fit.)

Learning Target 29 Practice Problems – Practice Problelms for LT29 (I can analyze the residual plot to determine whether the function is an appropriate fit.)

Learning Targets 28-29 Review

Entering Data in TI-30XIIS – Directions on how to enter data into the Texas Instruments TI-30XIIS.

Entering Data Examples – Examples I used to have students practice entering data into the Texas Instruments TI-30XIIS.

Entering Data Practice Problems – Practice problems I gave students to practice entering data into the (scientific) calculator.

Learning Target 30 Examples – Examples used in class for LT30 (I can calculate, using technology, and interpret a correlation coefficient.)

Learning Target 30 Notes – Notes used in class for LT30 (I can calculate, using technology, and interpret a correlation coefficient.)

Learning Target 30 Practice Problems – Practice Problems for LT30 (I can calculate, using technology, and interpret a correlation coefficient.)

Learning Target 31 Notes and Examples – Notes and examples used in class for LT31 (I can recognize that correlation does not imply causation and that causation is not illustrated on a scatter plot.)

Learning Target 31 Practice Problems – Practice problems for LT31 (I can recognize that correlation does not imply causation and that causation is not illustrated on a scatter plot.)

Learning Targets 30-31 Review

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## 5 thoughts on “Algebra 1 Statistics Unit Materials”

1. This is really good, Lisa, and it brings up a point I have been having frustration I knew had to be widely shared: namely, the fact that most of the most prominent stuff that is the most widely shared addresses the low-hanging fruit — the easiest lessons or activities to target.

As much as I appreciate the work that the Shell Centre tasks address, most of them do not address the newest and hardest-to-integrate-into-existing-frameworks stuff.

Thank you for stepping forward and sharing these ideas.

-Elizabeth (@cheesemonkeysf)

2. Lea Ann Smith says:

Wow, awesome post, thanks for sharing

3. Renee says:

You are so awesome! Thank you!

4. Heather says:

Lisa, thank you so much for posting all of your documents. This is my first time teaching this unit, and you are making the last 3 weeks of schools much easier. I really appreciate your sharing!

-Heather

5. This looks like a big help for my statistics unit. Thank you for sharing. How do you grade your learning targets?