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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.7

Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

  • ALGEBRA - Seeing Structure in Expressions (A.SSE) - 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 - Seeing Structure in Expressions (A.SSE)
  • Coffee and Crime
    This task addresses many standards regarding the description and analysis of bivariate quantitative data, including regression and correlation.
  • DASL
    DASL (pronounced "dazzle") is an online library of datafiles and stories that illustrate the use of basic statistics methods.
  • Golf and Divorce
    This is a simple task addressing the distinction between correlation and causation. Students are given information indicating a correlation between two variables, and are asked to reason out whether or not a causation can be inferred.
  • High blood pressure
    The purpose of this task is to assess understanding of how study design dictates whether a conclusion of causation is warranted.
  • Interpreting Statistics: A Case of Muddying the Waters
    This lesson unit is intended to help educators assess how well students are able to interpret data and evaluate statistical summaries and critique someone else's interpretations of data and evaluations of statistical summaries.
  • 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.
  • Linear Regression and Correlation
    In this lesson students will plot data onto a scatter plot and then determine the line of best fit for the data sets.
  • 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.
  • Olympic Men's 100-meter dash
    The task asks students to identify when two quantitative variables show evidence of a linear association, and to describe the strength and direction of that association.
  • 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).
  • Texting and Grades II
    The purpose of this task is to assess ability to interpret the slope and intercept of the line of best fit in context.
  • Univariate and Bivariate Data
    This lesson helps students understand these two types of data and choose the best type of graph or measure appropriate to each.
  • Used Subaru Foresters II
    This problem could be used as a lesson or an assessment.


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.