Enduring Understanding  Topic Skills 
VAR-1 1.1  Introducing Statistics: What Can We Learn from Data?  1.A Identify the question to be answered or problem to be solved (not assessed). 
  1.2  The Language of Variation: Variables 2.A Describe data presented numerically or graphically.
UNC-1 1.3  Representing a Categorical Variable with Tables  

2.B Construct numerical or graphical representations of distributions.

2.A Describe data presented numerically or graphically.
  1.4  Representing a Categorical Variable with Graphs 

2.B Construct numerical or graphical representations of distributions.

2.A Describe data presented numerically or graphically. 

2.D Compare distributions or relative positions of points within a distribution.
  1.5  Representing a Quantitative Variable with Graphs  

2.A Describe data presented numerically or graphically.

2.B Construct numerical or graphical representations of distributions.
  1.6  Describing the Distribution of a Quantitative Variable 2.A Describe data presented numerically or graphically.
  1.7  Summary Statistics for a Quantitative Variable 

2.C Calculate summary statistics, relative positions of points within a distribution, correlation, and predicted response.

4.B Interpret statistical calculations and findings to assign meaning or assess a claim.
  1.8  Graphical Representations of Summary Statistics 

2.B Construct numerical or graphical representations of distributions.

2.A Describe data presented numerically or graphically.
  1.9  Comparing Distributions of a Quantitative Variable  2.D Compare distributions or relative positions of points within a distribution.
VAR-2 1.10 The Normal Distribution

2.D Compare distributions or relative positions of points within a distribution.

3.A Determine relative frequencies, proportions, or probabilities using simulation or calculations.

Example Activities
Activity # Topic Activity
1 1.5 Gallery Walk Have students work in groups of four to construct a dotplot, a stem-and-leaf plot, a histogram, or a boxplot for a set of student-generated data (e.g., time in minutes to get to school). After the gallery walk, discuss what information can be seen more easily in each graph (e.g., boxplots can easily show the IQR).
2

1.6

1.8

 FRQ Partner Quiz Have students work in pairs to answer 2017 FRQ 4. Have one student write and the other perform the calculations. (Although the first part of the question does not require any calculations, the second part requires calculations to justify the solution.) Discussing and crafting a solution with a partner may require more time than if students completed the FRQ individually.
3

1.9

 Notice and Wonder Display just the graphs from 2018 FRQ 5. Have students think individually for one minute about how the graphs compare. Then ask them, “What do you notice? What do you wonder? What questions could be answered with these graphs?” Have students share their ideas with a partner then debrief the ideas as a class.
4

1.10

 Reversing Interpretations Give pairs of students four pictures of normal distributions with various parts shaded. Have students create the question that could have resulted in the picture shown (e.g., if a value of 15 is labeled and the distribution is shaded to the right of 15, students could write “What is the probability that a value is more than 15?”).