Distributions and Variability Type of Unit: Project Prior Knowledge Students should be …
Distributions and Variability
Type of Unit: Project
Prior Knowledge
Students should be able to:
Represent and interpret data using a line plot. Understand other visual representations of data.
Lesson Flow
Students begin the unit by discussing what constitutes a statistical question. In order to answer statistical questions, data must be gathered in a consistent and accurate manner and then analyzed using appropriate tools.
Students learn different tools for analyzing data, including:
Measures of center: mean (average), median, mode Measures of spread: mean absolute deviation, lower and upper extremes, lower and upper quartile, interquartile range Visual representations: line plot, box plot, histogram
These tools are compared and contrasted to better understand the benefits and limitations of each. Analyzing different data sets using these tools will develop an understanding for which ones are the most appropriate to interpret the given data.
To demonstrate their understanding of the concepts, students will work on a project for the duration of the unit. The project will involve identifying an appropriate statistical question, collecting data, analyzing data, and presenting the results. It will serve as the final assessment.
Surface Area and Volume Type of Unit: Conceptual Prior Knowledge Students should …
Surface Area and Volume
Type of Unit: Conceptual
Prior Knowledge
Students should be able to:
Identify rectangles, parallelograms, trapezoids, and triangles and their bases and heights. Identify cubes, rectangular prisms, and pyramids and their faces, edges, and vertices. Understand that area of a 2-D figure is a measure of the figure's surface and that it is measured in square units. Understand volume of a 3-D figure is a measure of the space the figure occupies and is measured in cubic units.
Lesson Flow
The unit begins with an exploratory lesson about the volumes of containers. Then in Lessons 2–5, students investigate areas of 2-D figures. To find the area of a parallelogram, students consider how it can be rearranged to form a rectangle. To find the area of a trapezoid, students think about how two copies of the trapezoid can be put together to form a parallelogram. To find the area of a triangle, students consider how two copies of the triangle can be put together to form a parallelogram. By sketching and analyzing several parallelograms, trapezoids, and triangles, students develop area formulas for these figures. Students then find areas of composite figures by decomposing them into familiar figures. In the last lesson on area, students estimate the area of an irregular figure by overlaying it with a grid. In Lesson 6, the focus shifts to 3-D figures. Students build rectangular prisms from unit cubes and develop a formula for finding the volume of any rectangular prism. In Lesson 7, students analyze and create nets for prisms. In Lesson 8, students compare a cube to a square pyramid with the same base and height as the cube. They consider the number of faces, edges, and vertices, as well as the surface area and volume. In Lesson 9, students use their knowledge of volume, area, and linear measurements to solve a packing problem.
This unit will introduce students to measurement and using a drill press, …
This unit will introduce students to measurement and using a drill press, bandsaw and scroll saw. Students will be designing and creating a triangle golf tee game as an intro to tool usage.
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