## Loading...

# Unit 1 Exam

Lesson 11 of 11

## Objective: SWBAT demonstrate their mastery of the Unit 1 learning targets.

## Big Idea: An engaging writing prompt gives students a chance to practice constructing an argument that is supported by the data.

*70 minutes*

#### Part 1: Multiple Choice

*35 min*

For the first section of today's exam I use 16 multiple choice problems: four problems for each of the four SLTs. Most of the problems I use are either taken or adapted from previous New York State Regents exams, so I'm not posting these problems here. In New York, we have access to archives of state exam problems on jmap.org and problem-attic.com. Even if you're not in New York, these sites are great resources. When I write an exam, I am picky about the problems I choose, and I might change the values in a problem if I'm pretty sure that kids have seen it before.

When I grade the exam, I grade each learning target individually.

#### Resources

*expand content*

The second part of today's exam is a writing prompt. I constructed data sets for three fictitious basketball players, represented each one differently with a histogram, dot plot, and box plot, and I pose the question to the students: if you were in charge of signing one of these players to the New York Knicks, who would you sign?

I enjoy giving this assignment, and students - even the non-sports-inclined - enjoy digging into the data and making an argument.

Here, I've included the assignment sheet Unit 1 Exam Part 2, as well a sample of student work (Unit 1 Exam Student Examples) that I prepared one year for students to assess the arguments of their classmates.

I think the best way to get a feel for this assignment is to check it out for yourself. Notice the differences in the data, and how you might be able to interpret these differences. There are really no right answers, and I could make a compelling argument for any one of the three players, especially if I was willing to make some assumptions and ask some questions about what I am *not *seeing here. The student work sample is also a helpful place to get started, because you'll see what students think of each player.

*expand content*

##### Similar Lessons

###### Describing Data - Day 1 of 2

*Favorites(18)*

*Resources(12)*

Environment: Urban

###### Our City Statistics Project and Assessment

*Favorites(15)*

*Resources(17)*

Environment: Urban

###### Straight Walkin' With Statistics - Day #1

*Favorites(5)*

*Resources(13)*

Environment: Suburban

- UNIT 1: Statistics: Data in One Variable
- UNIT 2: Statistics: Bivariate Data
- UNIT 3: Statistics: Modeling With Exponential Functions
- UNIT 4: Statistics: Using Probability to Make Decisions
- UNIT 5: Trigonometry: Triangles
- UNIT 6: Trigonometry: Circles
- UNIT 7: Trigonometry: The Unit Circle
- UNIT 8: Trigonometry: Periodic Functions

- LESSON 1: The Game of Greed
- LESSON 2: The Mastermind Project, Day 1: How to Play
- LESSON 3: The Mastermind Project, Day 2: Choosing the Best Representation
- LESSON 4: The Stroop Effect
- LESSON 5: The Mastermind Project, Day 3: Gathering and Organizing Data
- LESSON 6: The Mastermind Project, Day 4: Interpreting Data and Drawing Conclusions
- LESSON 7: What's Wrong With Mean?
- LESSON 8: Measures of Dispersion
- LESSON 9: The Normal Distribution
- LESSON 10: Review and Problem Solving
- LESSON 11: Unit 1 Exam