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Mathematics - Secondary Curriculum Secondary Mathematics I
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Strand: STATISTICS AND PROBABILITY - Interpreting Categorical and Quantitative Data (S.ID)

Summarize, represent, and interpret data on a single count or measurement variable (Standards S.ID.1–3). Summarize, represent, and interpret data on two categorical and quantitative variables (Standard S.ID.6). Interpret linear models building on students’ work with linear relationships, and introduce the correlation coefficient (Standards S.ID.7–9).

Standard S.ID.3

Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). Calculate the weighted average of a distribution and interpret it as a measure of center.

  • DASL
    DASL (pronounced "dazzle") is an online library of datafiles and stories that illustrate the use of basic statistics methods.
  • Describing Data Sets with Outliers
    The goal of this task is to look at the impact of outliers on two important statistical measures of center: the mean and the median.
  • Haircut Costs
    This problem could be used as an introductory lesson to introduce group comparisons and to engage students in a question they may find amusing and interesting. More generally, the idea of the lesson could be used as a template for a project where students develop a questionnaire, sample students at their school and report on their findings.
  • Introduction to the Materials (Math 1)
    Introduction to the Materials in the Mathematics One of the The MVP classroom experience begins by confronting students with an engaging task and then invites them to grapple with solving it. As students ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems.
  • Measuring Variability Through Tracking Wildfires
    Data about wildfires in the U.S. is the basis of this lesson. Students examine the data about active fires as well as historical data and use that data to find changes across decades. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
  • Module 9: Modeling Data - Student Edition (Math 1)
    The Mathematics Vision Project, Secondary Math One Module 9, Modeling Data, addresses representing data in dot plots, histograms, and box plots, and analyzing the data with appropriate summary statistics for center, shape, and spread and identifying the existence of extreme data points. They compare data sets to draw conclusions and justify arguments based upon story context. This work extends the experience that students had in grades 6-8 where they informally described both center and spread.
  • Module 9: Modeling Data - Teacher Notes (Math 1)
    The Mathematics Vision Project, Secondary Math One Module 9 Teacher Notes, Modeling Data, addresses representing data in dot plots, histograms, and box plots, and analyzing the data with appropriate summary statistics for center, shape, and spread and identifying the existence of extreme data points. They compare data sets to draw conclusions and justify arguments based upon story context. This work extends the experience that students had in grades 6-8 where they informally described both center and spread.
  • Representing Data 1: Using Frequency Graphs
    This lesson unit is intended to help educators assess how well students are able to use frequency graphs to identify a range of measures and make sense of this data in a real-world context.
  • Representing Data 2: Using Box Plots
    This lesson unit is intended to help educators assess how well students are able to interpret data using frequency graphs and box plots.
  • Speed Trap
    The purpose of this task is to allow students to demonstrate an ability to construct boxplots and to use boxplots as the basis for comparing distributions.
  • STATISTICS - Interpreting Categorical and Quantitative Data (S.ID) - Sec Math I Core Guide
    The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for the Secondary Mathematics I - Interpreting Categorical and Quantitative Data (S.ID).


UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lindsey  Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.