Learning Domain: Number and Operations in Base Ten
Standard: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Statistics and Probability
Standard: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?"ť is not a statistical question, but "How old are the students in my school?"ť is a statistical question because one anticipates variability in students' ages.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Statistics and Probability
Standard: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Statistics and Probability
Standard: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Statistics and Probability
Standard: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Statistics and Probability
Standard: Summarize and describe distributions. Summarize numerical data sets in relation to their context, such as by:
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Statistics and Probability
Standard: Reporting the number of observations.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Statistics and Probability
Standard: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Statistics and Probability
Standard: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Statistics and Probability
Standard: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data was gathered.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: The Number System
Standard: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Summarize and describe distributions
Standard: Summarize and describe distributions. Summarize numerical data sets in relation to their context, such as by:
Degree of Alignment:
3 Superior
(3 users)
Cluster: Summarize and describe distributions
Standard: Reporting the number of observations.
Degree of Alignment:
3 Superior
(1 user)
Cluster: Summarize and describe distributions
Standard: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
Degree of Alignment:
3 Superior
(1 user)
Cluster: Summarize and describe distributions
Standard: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.
Degree of Alignment:
3 Superior
(1 user)
Cluster: Summarize and describe distributions
Standard: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data was gathered.
Degree of Alignment:
3 Superior
(1 user)
Cluster: Understand the place value system
Standard: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Degree of Alignment:
2 Strong
(3 users)
Cluster: Develop understanding of statistical variability
Standard: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
Degree of Alignment:
2 Strong
(3 users)
Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers
Standard: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
Degree of Alignment:
2 Strong
(3 users)
Cluster: Develop understanding of statistical variability
Standard: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
Degree of Alignment:
1 Limited
(3 users)
Cluster: Develop understanding of statistical variability
Standard: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
Degree of Alignment:
1 Limited
(3 users)
Cluster: Summarize and describe distributions
Standard: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Degree of Alignment:
1 Limited
(3 users)
on Apr 02, 11:19pm Evaluation
Quality of Explanation of the Subject Matter: Strong (2)
Has an implication that most students understand the nuances of the subject matter (basketball).
on Apr 02, 11:19pm Evaluation
Quality of Technological Interactivity: Strong (2)
Not much interaction with the technology outside of using a computer to calculate data. Having another layer of technological use could led to better engagement from students.
on Apr 02, 11:19pm Evaluation
Opportunities for Deeper Learning: Strong (2)
The opportunity for deeper learning and understanding for this lesson plan is somewhat hindered by the reliance of technology to calculate data.