CCGPS Mathematics Coordinate Algebra Update Webinar Unit 4: Describing Data September 27, 2013 James Pratt – Brooke Kline – Secondary Mathematics Specialists Microphone and speakers can be configured by going to: Tools – Audio – Audio setup wizard These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

What are update webinars? Update on the work of the 2013 Resource Revision Team  Overall revisions  Unit 4 revisions Addressing areas which teachers have found to be more challenging Resources

2013 CA Resource Revision Team

Coordinate Algebra/Acc CA Comprehensive Course Overview Located on the 9-12 math section of Designed to provide clarification of CCGPS Mathematics Standards Organized to link together many sources of information pertinent to CCGPS Coordinate Algebra/Accelerated Coordinate Algebra

Begin at Direct Link to Page

Select the CCGPS ELA/Math Tab Direct Link to Page

Select the Mathematics option under Browse CCGPS Direct Link to Page

Select the 9-12 option in the Mathematics section Direct Link to Page

Expand the Coordinate Algebra Course Direct Link to Page

Select the Comprehensive Course Overview Expande Coordinate Algebra Direct Link to Page

Table of Contents Outlines the Major areas of Focus for the Course Fully Interactive when viewed via internet Hover over a section and select to access the section quickly

Sections of Interest Flipbook Access: Detailed Information About Each Standard Unit Descriptions: Overview Webinar Information Assessment Resources and Instructional Support Resources Internet Resources Curriculum Map

Formative Assessment Lessons (FALs)

CCGPS Math Wiki Space

Coordinate Algebra EOCT Released Items Housed in the Assessment Division of GADOE Assessment/Assessment/Documents/Coordinate%20Algebra%20R eleased%20Items%20Booklet.pdf Released Items Commentary Housed in the Assessment Division of GADOE Assessment/Assessment/Documents/Coordinate%20Algebra%20Rel eased%20Items%20Commentary.pdf There are 20 released items and commentary about each item available for Coordinate Algebra

Unit 4 EOCT Released Item What is the MOST likely correlation coefficient, r, between the variables represented in this scatter plot? A) –0.9 B) –0.5 C) 0.5 D) 0.9 MCC9-12.S.ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit. ★

Unit 4 EOCT Released Item What is the MOST likely correlation coefficient, r, between the variables represented in this scatter plot? A) –0.9 B) –0.5 C) 0.5 D) 0.9

Data on Item #20

Relate back to EOCT Study Guide 2) How would you describe the correlation of the two variables based on the scatter plot? From CA EOCT Study Guide Pg 164 Correct Answer C

EOCT Study Guide pg 156

Unit 4 Frameworks The following tasks in Unit 4 are related to this released item: If the Shoe Fits!(Learning Task) TV / Test Grades (Learning Task) Spaghetti Regression (Learning Task)

Purpose of Tasks Problem-Based-Learning--Check out Dan Meyer, Robert Kaplinksy’s websites Provide several entry points to the standards. Teachers should review all tasks in a given unit to determine which tasks would be appropriate for their students. Tasks can be adapted to fit the needs or your classroom. Most standards are covered by various tasks

Goals of Unit Revisions More user-friendly Provide teachers with task summaries Give teachers tools necessary to quickly analyze tasks Provide tasks from different sources

Updates to Unit Frameworks TASK TABLE Outlines the tasks by type, content and standard. Provides suggested times Hyperlinks to PDFs and Word Docsv

Updates to Unit Frameworks

Unit 4 Task primarily address: – Representing data using dot plots, box plots, scatter plots and frequency graphs – Interpret differences in shape, center, and spread in the context of data sets accounting for outliers – Understand correlation as the degree of fit between two variables – Find a linear function (model) for a scatter plot – Use residuals to informally assess the fit of a function

Represent & Interpret Data Task Math Class Basketball Star Representing Data 1: Using Frequency Graphs (FAL) BMI Calculations (CTE) Representing Data 2: Using Box Plots (FAL) Public Opinion and Leisure Time Basic Content Addressed Represent data using dot plots, box plots and histograms Compare and interpret center, shape and spread of two or more data sets Use frequencies and relative frequencies to compare data sets

The Basketball Star Task More user friendly Questions were changed and rearranged to help students explore and interpret dot plots, box plots and histograms

BMI Calculations (CTE) Career and Technical Education Task Task Coversheet with Standards Addressed The Task Worksheet

BMI Calculations (CTE) Possible SolutionsExtension Activity

Public Opinion and Leisure Time Task Combined Public Opinion and Leisure Time Task together Expanded Leisure Time task by adding questions for the students to answer about the frequency table and conditional frequency table Deleted Jana’s relative frequency table about basketball

Relationships Between Data & Finding Linear Models Task If the Shoe Fits! Spaghetti Regression Devising a Measure for Correlation (FAL) TV/Test Grades Equal Salaries for Equal Work Basic Content Addressed Represent and interpret data on a scatter plot Understand correlation as the degree of fit between two variables Finding a line of best fit or regression line for the data Assess the fit of a function by plotting and analyzing residuals

MARS FAL Designed by the shell center Intended as student-driven, teacher-facilitated lessons that build conceptual understanding

MARS FAL: Devising a Measure for Correlation Lesson PlanWorksheet

MARS FAL: Devising a Measure for Correlation- Activity-Analyze Work Samples

MARS FAL: Devising a Measure for Correlation- Misconceptions

Research Design- Culminating Task Rubric Added

Students were surveyed to determine whether they could roll their tongue or not. The data is displayed below. Unit 4 Challenges Adapted from “Can You Roll Your Tongue?”

Students were surveyed to determine whether they could roll their tongue or not. The data is displayed below. How many students could roll their tongue? How many students were girls? How many students were boys? How many girls could roll their tongue? What percentage of tongue rollers were girls? How many boys could roll their tongue? What percentage of boys could roll their tongue? Unit 4 Challenges Adapted from “Can You Roll Your Tongue?”

Students were surveyed to determine whether they could roll their tongue or not. The data is displayed below. How many students could roll their tongue? 14 How many students were girls? 10 How many students were boys? 15 How many girls could roll their tongue? 6 What percentage of tongue rollers were girls? 6/14 = 43% How many boys could roll their tongue? 8 What percentage of boys could roll their tongue? 8/15 = 53% Unit 4 Challenges Adapted from “Can You Roll Your Tongue?”

Fifty-four students in middle school were asked two questions about musical preferences: “Do you like rock?” “Do you like rap?” The responses are summarized in the table below: What percentage of the students like rock? Unit 4 Challenges Adapted from Illustrative Mathematics S-IC, S-ID Musical Preferences

Unit 4 Challenges Adapted from Illustrative Mathematics S-IC, S-ID Musical Preferences

Fifty-four students in middle school were asked two questions about musical preferences: “Do you like rock?” “Do you like rap?” The responses are summarized in the table below: Is there evidence in this sample of a positive association in this class between liking rock and liking rap? Justify your answer by pointing out a feature of the table that supports it. Unit 4 Challenges Adapted from Illustrative Mathematics S-IC, S-ID Musical Preferences

Unit 4 Challenges Adapted from Illustrative Mathematics S-IC, S-ID Musical Preferences

According to the Red Cross the mix of the different blood types in the US population is: Is there a relationship between ethnic background and blood type? Explain. Unit 4 Challenges

GaDOE Resources  Fall 2011 CCGPS Standards for Mathematical Practices Webinars  Spring 2012 CCGPS Mathematics Professional Learning Sessions on GPB  2012 – 2013 CCGPS Mathematics Unit-by-Unit Webinar Series  Georgia Mathematics Teacher Forums -  CCGPS Mathematics Frameworks and Comprehensive Course Overviews  Mathematics Formative Assessment Lesson Videos - Assessment-Lessons-Videos.aspx Assessment-Lessons-Videos.aspx Resources

Resource List The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.

CCGPS Resources  SEDL videos - or  Illustrative Mathematics -  Mathematics Vision Project -  Dana Center's CCSS Toolbox -  Common Core Standards -  Tools for the Common Core Standards -  LearnZillion - Assessment Resources  MAP -  Illustrative Mathematics -  CCSS Toolbox: PARCC Prototyping Project -  Smarter Balanced -  PARCC -  Online Assessment System - Resources

Professional Learning Resources  Inside Mathematics-  Annenberg Learner -  Edutopia –  Teaching Channel -  Ontario Ministry of Education -  Achieve -  Expeditionary Learning: Center for Student Work - Blogs  Dan Meyer –  Robert Kaplinsky - Books  Van De Walle & Lovin, Teaching Student-Centered Mathematics, Grades 5-8

Resources SMP 3 – Construct viable arguments and critique the reasoning of others  Student Sample Work  Feedback/Critique and Revision Expeditionary Learning

Feedback James Pratt – Brooke Kline –

Thank You! Please visit to share your feedback, ask questions, and share your ideas and resources! Please visit to join the 9-12 Mathematics listserve. Follow on Twitter! Brooke Kline Program Specialist (6 ‐ 12) James Pratt Program Specialist (6-12) These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.