Students begin to make judgments about whether data is consistent (analysis of spread) and whether mean or median is a better representation of a situation (center). Univariate data is described through shape, center, and spread by using mathematical calculations to support their reasoning. This is the first unit where students are introduced to the concept of using data to make predictions and judgments about a situation.
In Unit 2, Statistics, students continue to analyze contextual situations, but in this unit, they focus on single-variable data and then bivariate data. Students will use the tools of domain and range, rates of change, intercepts, and where a function is changing to describe contextual situations. Students will learn function notation and use this to analyze and express features of functions represented in graphs and contextually. In Unit 1, Functions, Graphs, and Features, students are introduced to all of the main features of functions they will learn throughout the year through basic graphical modeling of contextual situations. Within these parent functions, students develop a deep understanding of the features of each function-graphically and algebraically-and use these to guide creation of models and analysis of situations. Students primarily explore linear functions (as well as linear piecewise, absolute value, and step functions), quadratic functions, and exponential functions. Algebra 1 formalizes and extends students’ understanding and application of functions.
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