NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2 ALGEBRA I Name Date 1. The scores of three quizzes are shown in the following data plot for a class of 10 students. Each quiz has a maximum possible score of 10. Possible dot plots of the data are shown below. a. On which quiz did students tend to score the lowest? Justify your choice. b. Without performing any calculations, which quiz tended to have the most variability in the students’ scores? Justify your choice based on the graphs. Module 2: Descriptive Statistics 85 This work is licensed under a This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org This file derived from ALG I-M2-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2 ALGEBRA I c. If you were to calculate a measure of variability for Quiz 2, would you recommend using the interquartile range or the standard deviation? Explain your choice. d. For Quiz 3, move one dot to a new location so that the modified data set will have a larger standard deviation than before you moved the dot. Be clear which point you decide to move, where you decide to move it, and explain why. e. On the axis below, arrange 10 dots, representing integer quiz scores between 0 and 10, so that the standard deviation is the largest possible value that it may have. You may use the same quiz score values more than once. Module 2: Descriptive Statistics 86 This work is licensed under a This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org This file derived from ALG I-M2-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2 ALGEBRA I Use the following definitions to answer parts (f)–(h). The midrange of a data set is defined to be the average of the minimum and maximum values: min + max . 2 . The midhinge of a data set is defined to be the average of the first quartile (푄1) and the third quartile 푄1+푄3 (푄 ): . 3 2 f. Is the midrange a measure of center or a measure of spread? Explain. g. Is the midhinge a measure of center or a measure of spread? Explain. h. Suppose the lowest score for Quiz 2 was changed from 4 to 2, and the midrange and midhinge are recomputed. Which will change more? A. Midrange B. Midhinge C. They will change the same amount. D. Cannot be determined Module 2: Descriptive Statistics 87 This work is licensed under a This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org This file derived from ALG I-M2-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2 ALGEBRA I 2. The box plots below display the distributions of maximum speed for 145 roller coasters in the United States, separated by whether they are wooden coasters or steel coasters. Based on the box plots, answer the following questions or indicate that you do not have enough information. a. Which type of coaster has more observations? A. Wooden B. Steel C. About the same D. Cannot be determined Explain your choice: b. Which type of coaster has a higher percentage of coasters that go faster than 60 mph? A. Wooden B. Steel C. About the same D. Cannot be determined Explain your choice: Module 2: Descriptive Statistics 88 This work is licensed under a This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org This file derived from ALG I-M2-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2 ALGEBRA I c. Which type of coaster has a higher percentage of coasters that go faster than 50 mph? A. Wooden B. Steel C. About the same D. Cannot be determined Explain your choice: d. Which type of coaster has a higher percentage of coasters that go faster than 48 mph? A. Wooden B. Steel C. About the same D. Cannot be determined Explain your choice: e. Write 2–3 sentences comparing the two types of coasters with respect to which type of coaster normally goes faster. Module 2: Descriptive Statistics 89 This work is licensed under a This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org This file derived from ALG I-M2-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2 ALGEBRA I A Progression Toward Mastery STEP 1 STEP 2 STEP 3 STEP 4 Assessment Missing or Missing or A correct answer A correct answer Task Item incorrect answer incorrect answer with some evidence supported by and little evidence but evidence of of reasoning or substantial evidence of reasoning or some reasoning or application of of solid reasoning or application of application of mathematics to application of mathematics to mathematics to solve the problem, mathematics to solve the problem solve the problem OR an incorrect solve the problem answer with substantial evidence of solid reasoning or application of mathematics to solve the problem 1 a Student fails to address Student picks Quiz 2 Student chooses Quiz 3 Student uses an the tendency for lower because of the low but does not give a full appropriate measure of scores. outlier at 4 points, explanation for the center (e.g., mean or S-ID.A.2 rather than focusing on choice. median) to explain the the overall distribution. choice of Quiz 3. b Student fails to address Student picks Quiz 1 Student picks Quiz 3 but Student chooses Quiz 3 the idea of spread, because the heights of does not give a full and uses an appropriate variability, or the stacks are most explanation for the justification such as S-ID.A.3 clustering. irregular. choice. stating that the data OR ranges from 4 to 8. Student picks Quiz 2 based on one score (the low outlier), as opposed to the overall tendency. c Student does not make Student does not justify Student considers the Student chooses the IQR a clear choice between choice based on the distribution symmetric in an attempt to reduce S-ID.A.2 SD and IQR. shape of distribution or and chooses the standard the impact of the one on the presence of an deviation. extreme observation. outlier. d Student does not Student adds a dot near Student’s dot is moved to Student’s dot is moved to clearly explain how the the center of the change the heights of the be further from the mean dot will be moved. distribution (e.g., 5–7). stacks of the dots. of the distribution S-ID.A.2 OR (without much change in Student moves a dot the mean of the toward the center of distribution). the distribution. Module 2: Descriptive Statistics 90 This work is licensed under a This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org This file derived from ALG I-M2-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2 ALGEBRA I e Student’s placement of Student focuses on Student spreads the dots Student places half the dots does not appear to having as many out as far as possible dots at zero and half the focus on spreading the different values as without using repeat dots at ten. S-ID.A.2 values as far apart as possible. values (with justification). possible. OR OR Student focuses on Student does not split the having as much change dots into two equal pieces in the heights to the at the two extremes. stacks as possible. f Student selects Student selects Student selects measure Student selects measure measure of spread with measure of spread of center but does not of center and discusses S-ID.A.2 a weaker explanation. because of the use of fully explain reasoning. how the value will the max and min correspond to a “middle” values. number. g Student selects Student selects Student selects measure Student selects measure measure of spread with measure of spread of center but does not of center and discusses a weaker explanation. because of the use of fully explain reasoning. how the value will S-ID.A.2 the quartile values. correspond to a “middle” number. h Student fails to address Student selects Student selects midrange Student selects midrange the question. midrange. but does not give a clear and discusses lack of explanation. impact on calculation of S-ID.A.2 extreme values. 2 a Student selects A or C. N/A Student selects B, thinking Student selects D and that the longer box plot states that the quartiles S-ID.A.1 indicates more tell us about percentages, observations. not about counts. b Student selects A, C, or N/A Student selects B but Student selects B and D. justifies based on the compares the median of S-ID.A.1 steel coasters having a steel (50% above) to longer box to the right of upper quartile of wooden 60.