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What is the question being asked? What organization of the data can help me analyze the data?

Daily Learning Goals In Data About Us, you will explore ways of collecting, organizing, displaying, and analyzing data. Essential Questions As you work on problems in this unit, ask yourself questions about situations that involve data analysis:. What is the question being asked?

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What is the question being asked? What organization of the data can help me analyze the data?

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  1. Daily Learning GoalsIn Data About Us, you will explore ways of collecting, organizing, displaying, and analyzing data.

  2. Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis: • What is the question being asked? • What organization of the data can help me analyze the data? • What statistical measures will provide useful information about the distribution of data? • What will statistical measures tell me about the distribution of the data? • How can I use graphs and statistics to describe a data distribution or to compare two data distributions in order to answer my original question?

  3. Data About UsStudent will learn ways of collecting, organizing, displaying, and analyzing data.

  4. Daily Learning GoalsIn How Likely Is It?, you will explore concepts related to chance, orprobability. You will analyze situations that have uncertain outcomes.

  5. Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis: • What are the possible outcomes that can occur for the event in this situation? • How can I determine the experimental probability of each of the outcomes? • Is it possible to determine the theoretical probability of each of the outcomes? If so, what are these probabilities? • How can I use the probabilities to answer questions or make decisions about this situation?

  6. How Likely Is It?Students will learn concepts related to chance, or probability. You will analyze situations that have uncertain outcomes.

  7. Daily Learning GoalsIn Prime Time, you will learn important properties of whole numbers, especially properties related to multiplication and division.

  8. Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis: • Will breaking a number into factors help me solve the problem? • What relationships will doing that help me see? • What do the factors and multiples of the numbers tell me about the situation? • How can I find the factors of the numbers? • How can I find the multiples? • What common factors and common multiples do the numbers have?

  9. Prime TimeStudents will learn important properties of whole numbers, especially properties related to multiplication and division.

  10. Daily Learning GoalsIn Bits and Pieces I, you will learn relationships among fractions, decimals, and percents. You will learn that fractions and decimals are also part of a larger set of numbers called rational numbers.

  11. Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis: • What models or diagrams might be helpful in understanding the situation and the relationships among quantities? • Do I want to express the quantities in the situation as fractions, decimals, or percents? • What strategies can I use to find equivalent forms of fractions, decimals, or percents? • What strategies can I use to compare or order a set of fractions, decimals, and percents?

  12. Bits and Pieces IStudents will learn fractions and decimals are also part of a larger set of numbers called rational numbers.

  13. Daily Learning GoalsIn Bits and Pieces II, you will develop an understanding of and strategies for the four basic arithmetic operations with fractions.

  14. Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis: • What models or diagrams might be helpful in understanding the situation and the relationships among quantities? • What models or diagrams might help decide which operation is useful in solving a problem? • What is a reasonable estimate for the answer?

  15. Bits and Pieces IIStudents will develop an understanding of and strategies for the four basic arithmetic operations with fractions.

  16. Daily Learning Goals In Bits and Pieces III, you will learn how to perform and make sense of the four operations (±, –, X, /) on decimal numbers. You will improve your understanding and skill in working with percents.

  17. Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis: • What is the whole (unit) in this situation? • How big are the numbers in this problem? • About how large will the sum be? • About how large will the difference be? • About how large will the product be? • About how large will the quotient be? • How do these decimals compare to fractions that I know? • Why are percents useful in this problem?

  18. Bits and Pieces III Students will learn how to perform and make sense of the four operations (±, –, X, /) on decimal numbers.

  19. Daily Learning Goals In Shapes and Designs, you will explore important properties of polygons.

  20. Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis: • What kinds of shapes/polygons will cover a flat surface? • What do these shapes have in common? • How do simple polygons work together to make more complex shapes? • What kinds of polygons are used in buildings and art? • How can angle measures be estimated? • How much accuracy is needed in measuring angles?

  21. Shapes and DesignsStudents will explore important properties of polygons.

  22. Daily Learning GoalsIn Covering and Surrounding, you will explore areas and perimeters of figures, especially quadrilaterals, triangles, and circles.

  23. Essential QuestionsAs you work on problems in this unit, ask yourself questions about situations that involve data analysis: • How do I know whether area or perimeters are involved? • What attributes of a shape are important to measure?  • What am I finding when I find area and when I find perimeter? • What relationships involving area or perimeter, or both, will help solve the problem • How can I find the area and perimeter of a regular or irregular shape? • Is an exact answer required?

  24. Coverings and Surroundings Students will explore areas and perimeters of figures, especially quadrilaterals, triangles, and circles.

  25. “Where am I at today?”

  26. Class Rubric

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