- MAFS.8.SP.1.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?
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https://www.cpalms.org/PreviewAccessPoint/Preview/15946
Analyze displays of bivariate data to develop or select appropriate claims about those data.
Clarifications:
Essential Understandings
Concrete:
- Identify a similar distribution when given a choice of three (e.g., when shown a normal distribution, can select a second example of a normal distribution from three choices).
- Identify the appropriate statement when given a relationship between two variables (may use graphic supports such as highlighted transparency of an association).
- Understand the following concepts and vocabulary: variable, claim, association, relative frequency, frequency, two-way table, categorical variable, bivariate
- Explain the associations between the variables using supports (e.g., the selection of the highlighted transparency and make a statement).
Access Point #: MAFS.8.SP.1.AP.4a (Archived Access Point)
Access Point Standards
Visit the specific benchmark webpage to find related instructional resources.
Access Point Information
Number:
MAFS.8.SP.1.AP.4a
Category:
Access Points
Date Adopted or Revised:
06/14
Cluster:
Investigate patterns of association in bivariate data. (Supporting Cluster) :
Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Access Point Courses
- M/J Accelerated Mathematics Grade 7 (#1205050): In grade 7 accelerated, instructional time will emphasize six areas: (1) representing numbers in scientific notation and extending the set of numbers to the system of real numbers, which includes irrational numbers; (2) generating equivalent numeric and algebraic expressions including using the Laws of Exponents; (3) creating and reasoning about linear relationships including modeling an association in bivariate data with a linear equation; (4) solving linear equations, inequalities and systems of linear equations; (5) developing an understanding of the concept of a function and (6) analyzing two-dimensional figures, particularly triangles, using distance, angle and applying the Pythagorean Theorem.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
- M/J Grade 8 Pre-Algebra (#1205070): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
- M/J Comprehensive Science 2, Advanced (#2002080):
- M/J Comprehensive Science 3, Advanced (#2002110):
- M/J Foundational Skills in Mathematics 6-8 (#1204000): This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all strands including number sense & operations, algebraic reasoning, functions, geometric reasoning and data analysis & probability. Teachers will use the listed benchmarks that correspond to each students’ needs.
Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.
- M/J Extreme/Alternative Sports - Grade 8 (#1508400):
NOTE: This course has been assigned a new course number, effective for the 2019-2020 school year and beyond. To access the new course description, please click on the following link: http://www.cpalms.org/Public/PreviewCourse/Preview/16881. This course is designed for 8th grade students and is intended to be 18 weeks in length. The purpose of this course is to provide the skills, knowledge, and motivation necessary for participation in non-traditional forms of physical activity. The integration of fitness concepts throughout the content is critical to student success in this course and in the development of a healthy and physically active lifestyle.
- M/J Individual/Dual Sports - Grade 8 (#1508500): NOTE: This course has been assigned a new course number, effective for the 2019-2020 school year and beyond. To access the new course description, please click on the following link: http://www.cpalms.org/Public/PreviewCourse/Preview/16882.
- Access M/J Grade 8 Pre-Algebra (#7812030): Access Courses:
Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities.
- M/J Comprehensive Science 1 Accelerated Honors (#2002055):
- M/J Comprehensive Science 2 Accelerated Honors (#2002085):
- M/J Extreme/Alternative Sports - Grade 8 (#1508040): This course is designed for 8th grade students and is intended to be 18 weeks in length. The purpose of this course is to provide the skills, knowledge, and motivation necessary for participation in non-traditional forms of physical activity. The integration of fitness concepts throughout the content is critical to student success in this course and in the development of a healthy and physically active lifestyle.
- M/J Individual/Dual Sports - Grade 8 (#1508050):