Statistical reasoning is an essential skill in the information age. It provides the framework for students to evaluate large amounts of data encountered daily and helps to make informed decisions. In this section of the unit, students expand their statistical literacy and analytical thinking. Students become analytical in how they look at data as they develop conceptual understanding and procedural knowledge.
In previous courses, students have organized, displayed, and analyzed data and have used displays to identify trends and draw conclusions. In this unit, students expand upon their understanding of data analysis by studying real-world data displays to examine statistical intent. They look at techniques used by statisticians to influence the way data is interpreted. These techniques include: drawing different samples from a population, using different measures of central tendency, and using a variety of displays.
The study of set theory extends and develops students’ ability to reason mathematically. By identifying sub-groups which share one or more common characteristics, set theory provides a context in which one can examine, compare, and describe relationships of sets. Students develop a common language for set theory and use multiple representations, including Venn diagrams, to solve problems.
Students build on their knowledge of mathematical relationships and use authentic situations to investigate set relationships and to formalize vocabulary. This understanding is applied to number lines, rosters, and set builder notation. Students explore Venn diagrams and applications in solving problems, determining probability, and illustrating relationships among number systems.
Set theory and statistical applications provide a conceptual framework for examining other topics in this course. These topics empower students to question the world around them, critically analyze information, recognize relationships, and communicate mathematically.
Instructional flow (PDF)
Unit 1 Standards for Investigations into Mathematics (IM)(PDF)
Explanation of what your child should understand by the end of each unit (enduring understandings), how he/she will get to that understanding (essential questions), and how he/she will be evaluated (indicators).
Content map for IM Unit 1 (PDF)
| Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | Unit 6 | Unit 7 |