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4 – Data Analysis, Statistics and Probability Organizing data can help us better recognize patterns and make predictions.

**Unit 6.4 - Data Analysis and Probability
**

Organizing data can help us better recognize patterns and make predictions.

How can data be manipulated to communicate a particular message?

How can I express probability?

**6.1.1- Make conjectures and predictions based on data.
**

6.5.2 - Identify features of graphs that may be misleading. 6.5.3 - Determine whether or not a sample is biased.

6.5.1 - Determine the theoretical probability of simple and compound event in familiar contexts.

Unit 6.4 – Data Analysis, Statistics and Probability Organizing data can help us better recognize patterns and make predictions.

Month

**Daily Learning Objectives
**

Week Day

**KIPPsters will be able to…
**

6.4.1 - Calculate and evaluate how measures of central tendency describe data.

State Performance Indicators

Topical Essential Questions

**Vocabulary and Reference
**

Define: Statistics, data analysis Data, datum Raw data Frequency table Components of a table Stem-and-leaf plot Line plot Categorical vs. numerical data Measures of Central Tendency Mean (Average) Median Mode Range Outlier Minimum Maximum Types of Graphs: Line Bar Double Bar Histogram Pictograph Pie/Circle (knowing when to use them)

Assessment Evidence

1 of 29

How can data be manipulated to communicate a particular message?

2 of 29

6.4.2 - Select the appropriate measure of center to describe a data set.

1 of 6 (Week of 2/21)

6.4.3 - Match a data set to the correct circle graph. 3 of 29 of 10 6.4.4 - Interpret circle graphs. 4 of 29

February 2011

Benchmark Focus

5 of 29

Unit 6.4 – Data Analysis, Statistics and Probability Organizing data can help us better recognize patterns and make predictions.

Month

**Daily Learning Objectives
**

Week Day

**KIPPsters will be able to…
**

6.4.5 - Identify the population and sample in a data collection method. 6.4.6 - Determine whether or not a sample is biased.

6.4.7 - Analyze the data on a graph to make a conjecture and/or infer the projected outcome(s) in a contextual situation. 6.4.8 - Analyze the features of a graph to determine what may be misleading.

**State Performance Indicators
**

6.5.3 - Determine whether or not a sample is biased.

Topical Essential Questions

**Vocabulary and Reference
**

Key Trends Discrepancy Scale Interval Surveys Polls Sample Bias

Assessment Evidence

February 2011

6 of 29

How can data be manipulated to communicate a particular message?

2 of 6 (Week of 2/28)

6.1.5- Make conjectures and predictions based on data. 6.5.2 - Identify features of graphs that may be misleading.

March 2011

9 of 29 Benchmark Focus 10 of 29

8 of 29 of 10

7 of 29

6.4.8 continued

Unit 6.4 – Data Analysis, Statistics and Probability Organizing data can help us better recognize patterns and make predictions.

**Daily Learning Objectives *If time allowsKIPPsters will be able to…
**

6.4.9 - Determine the likelihood of everyday events using the language of probability.

State Performance Indicators

**Topical Essential Questions
**

How can I express probability?

Month

Week

Day

**Vocabulary and Reference
**

The probability of an event is a number between zero and one that expresses the likelihood of an occurrence. The probability of an occurrence is the ratio of the number of actual occurrences to the number of possible occurrences. P (x) = (Chances for)/(Total chances) Understand different ways of

Assessment Evidence

11 of 29

3 of 6 (Week of 3/7) Week of Spring Break

13of 29

6.4.10 - Express simple probabilities as percentages, decimals, fractions, or odds. (with review of fractions, decimals, percent conversions) 6.4.10 continued 6.5.1 - Determine the theoretical probability of simple and compound event in familiar contexts.

12 of 29

6.4.11 - Calculate the probability of an occurrence given the probability it will not occur and vice versa.

expressing probabilities--as percentages, decimals, or odds. Example: If the probability of rain is .6, the weather forecaster could say that there is a 60% chance of rain or that the odds of rain are 6:4 (or 3:2). Odds: (Chances for) : (Chances against) If p is the probability that an event will occur, then 1 – p is the probability that it will not occur. Example: If the probability of rain is 60%, then the probability that it will not rain is 100% – 60% = 40%. (Equivalently, 1 – .60 = .40.) Sample Space as the set of all possible outcomes; probability tree diagram

March 2011

14 of 29

Month

**Daily Learning Objectives
**

Week Day

**KIPPsters will be able to…
**

6.4.12 - List the possible outcomes for a single event.

State Performance Indicators

**Topical Essential Questions
**

How can I use data to make good predictions about what might happen in the future?

**Vocabulary and Reference
**

Independent event: two events do not affect each other, such as flipping a coin twice. Dependent event: the preceding event affects the outcome of the proceeding event, such as pulling colored marbles from a bag. Mutually exclusive: when two events cannot happen at the same time. Simple event: the probability of one event occurring Compound events: the probability of two or more independent events occurring multiply the probabilities P(A and B) = P(A) x P(B)

Assessment Evidence

15 of 29

6.4.13 - Create a sample space and determine the probability of a single-event, given a simple experiment. 6.4.14 - List the possible outcomes for compound events.

4 of 6 (Week of 3/21)

17 of 29

6.5.1 - Determine the theoretical probability of simple and compound event in familiar contexts.

16 of 29

March 2011

6.4.15 - Estimate the probability of compound events through experimentation or simulation.

Probability is the chance or likelihood that an event can happen; always has a value between 0 and 1; can be represented as a fraction, decimal, or percent. A compound event is when two or more events take place at the same time. When we have a compound event, we can use a rule to find the total number of possible outcomes. Instead of drawing a tree diagram to show all of the possible outcomes, we can use the Fundamental Counting Principle. To use the FCP, you just multiply together the number of possibilities for each event. The FCP says that the total number of outcomes is the total number of choices for each situation or event.

18 of 29 19 of 29 Benchmark Focus

**Daily Learning Objectives *If time allowsKIPPsters will be able to…
**

6.4.16 - Calculate the theoretical probability of independent and dependent compound events. 6.4.16 continued

**State Performance Indicators
**

6.5.1 - Determine the theoretical probability of simple and compound event in familiar contexts.

**Topical Essential Questions
**

How can I express probability?

Month

Week

Day

**Vocabulary and Reference
**

The probability of an event is a number between zero and one that expresses the likelihood of an occurrence. The probability of an occurrence is the ratio of the number of actual occurrences to the number of possible occurrences. P (x) = (Chances for)/(Total chances) Understand different ways of expressing probabilities--as percentages, decimals, or odds. Example: If the probability of rain is .6, the weather forecaster could say that there is a 60% chance of rain or that the odds of rain are 6:4 (or 3:2). Odds: (Chances for) : (Chances against) If p is the probability that an event will occur, then 1 – p is the probability that it will not occur. Example: If the probability of rain is 60%, then the probability that it will not rain is 100% – 60% = 40%. (Equivalently, 1 – .60 = .40.) Sample Space as the set of all possible outcomes; probability tree diagram

Assessment Evidence

March 2011

21 of 29

20 of 29

5 of 6 (Week of 3/28)

23 of 29 24 of 29

6.4.17 - Determine the total number of possible outcomes for a compound event by using the fundamental counting principle. Benchmark Focus

22 of 29

Interim Assessment 3

April 2011

There is time for a performance task, such as a survey or probability project, where students also learn how to construct a circle graph.

**Daily Learning Objectives *If time allowsKIPPsters will be able to…
**

Benchmark Focus

State Performance Indicators

Topical Essential Questions

Month

Week

25 of 29

Day

Vocabulary and Reference

Assessment Evidence

6 of 6 (Week of 4/4) April 2011

26 of 29

Benchmark Focus

April 2011

27 of 29 28 of 29 29 of 29

Benchmark Focus

Benchmark Focus

Benchmark Focus

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