This unit is designed for High School Geometry in New Haven Public Schools. As part of our Geometry curriculum, unit one is intended to cover a basic overview of statistics, including correlation and linear regression. The purpose of this is to review necessary Algebra 1 skills (such as plotting points, graphing, and slope), as well as for students to be exposed to basic statistics for the purpose of preparing for the SAT. While “teaching to the test” is not at the forefront of my agenda, I intend that through a study of statistics in relation to hydrology, students will strengthen their mathematical skills in recognizing patterns and applying deductive reasoning.
By building real world connections, it opens the door for mathematical discourse on some of the more conceptual areas of the math content in the classroom. Many of my students come to me with weak math skills, and while they may have the foundational mechanical skills, they often struggle with the conceptual understanding behind the skill. By teaching the science along with the math, it gives an opportunity for students to not only to understand what we’re doing, but why we’re doing it and how to interpret the mathematics in a larger context.
This specific unit is designed as a review unit which will segue into an introduction into the basic principles of statistics. Students will need foundation of linear equations and graphing on the Cartesian plane to build upon, and which this unit reviews. This provides students an opportunity to refresh and strengthen their mechanical skills and conceptual understanding in the context of the watershed.
While this unit was designed for 10
th
graders as a review of Algebra I skills and an introduction into statistics, this could easily be modified to fit into many areas across a standard mathematical curriculum, including Pre-Algebra, Algebra 1, Geometry, Algebra II, or Statistics, based on the needs and interest level of your students.