CPALMS Logo Generated on 9/17/2025 at 4:37 PM
The webpage this document was printed/exported from can be found at the following URL:
https://www.cpalms.org/PreviewAccessPoint/Preview/18626
Match a scatter plot that represents bivariate numerical data with its residual plot.
Access Point #: MA.912.DP.2.AP.5
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MA.912.DP.2.5: Given a scatter plot that represents bivariate numerical data, assess the fit of a given linear function by plotting and analyzing residuals.Clarifications:Clarification 1: Within the Algebra 1 course, instruction includes determining the number of positive and negative residuals; the largest and smallest residuals; and the connection between outliers in the data set and the corresponding residuals.
Access Point Information
Number:
MA.912.DP.2.AP.5
Category:
Access Points
Date Adopted or Revised:
03/23
Standard:
Solve problems involving univariate and bivariate numerical data.
Access Point Courses
  • Algebra 1 Honors (#1200320): In Algebra 1 Honors, instructional time will emphasize five areas: (1) performing operations with polynomials and radicals, and extending the Laws of Exponents to include rational exponents; (2) extending understanding of functions to linear, quadratic and exponential functions and using them to model and analyze real-world relationships; (3) solving quadratic equations in one variable and systems of linear equations and inequalities in two variables; (4) building functions, identifying their key features and representing them in various ways and (5) representing and interpreting categorical and numerical data with one and two variables.

    All clarifications stated, whether general or specific to Algebra I Honors, are expectations for instruction of that benchmark.

    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.

  • Foundational Skills in Mathematics 9-12 (#1200400): 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.

  • Probability and Statistics Honors (#1210300): In Probability and Statistics Honors, instructional time will emphasize four areas: (1) creating and interpreting data displays for univariate and bivariate categorical and numerical data; (2) comparing and making observations about populations using statistical data, including confidence intervals and hypothesis testing; (3) extending understanding of probability and probability distributions and (4) developing an understanding of methods for collecting statistical data, including randomized trials.

    All clarifications stated, whether general or specific to Probability and Statistics Honors, are expectations for instruction of that benchmark.

    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.

  • Mathematics for College Statistics (#1210305): In Mathematics for College Statistics, instructional time will emphasize four areas: (1) analyzing and applying linear and exponential functions within the context of statistics; (2) extending understanding of probability using data and various representations, including two-way tables and Venn Diagrams; (3) representing and interpreting univariate and bivariate categorical and numerical data and (4) determining the appropriateness of different types of statistical studies.

    All clarifications stated, whether general or specific to Mathematics for College Statistics, are expectations for instruction of that benchmark.

    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.

  • Mathematics for ACT and SAT (#1209315): In Mathematics for ACT and SAT, instructional time will emphasize six areas:

    (1)   extending understanding of functions to linear, quadratic and exponential functions and using them to model and analyze real-worldrelationships;

    (2)   developing understanding of the complex number system, including complex numbers as roots of polynomial equations;

    (3)   extending knowledge of ratios, proportions and functions to data and financial contexts;

    (4)   solve problems involving univariate and bivariate data and make inferences from collected data;

    (5)   relationships and theorems involving two-dimensional figures using Euclidean geometry and coordinate geometry;

    (6)   graph and apply trigonometric relations and functions.

    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.

     All clarifications stated, whether general or specific to Mathematics for ACT and SAT, are expectations for instruction of that benchmark.