Introduction to Data Science
Core Code Alignment
Mathematics
Statistics
07060000010: Statistics (10-12)
Statistics
07060000010: Statistics (10-12)
Recommendation
Recommended Primary
Evaluation
The materials cover the standards and major works using a project based format. Technology is provided to aid students in collecting and manipulating data in order to interpret the data. The technology may be difficult for some students to learn.
Assessments occur at regular intervals and allow multiple ways for students to demonstrate competency.
There is frequent use of content area vocabulary and there is step by step direction for completing new tasks with technology.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : Mathematics 2025
Final recommendation published; partial rubric scores available.
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
| Heavy focus on conceptual understanding and application of concepts | ||||||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| Project based. Practice with calculation is limited. However practice is available in the context of the project. | ||||||
| The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
| Project based nature of the curriculum gives students a chance to work with the material in real world contexts. The technology involved is complicated and could become a distraction from the standards if students struggle with the technology. | ||||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| Mathematica standards are emphasized throughout the materials. | ||||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
| Assessments measure proficiency on standards as well as mathematical practices. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Mathematical standards are emphasized throughout the materials. | ||||||
Access to the Standards for All Students
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
| The vocabulary is defined and used throughout the lesson. There is some step by step direction and scaffolding. SPED students may need additional support. Discussion based lessons give students the opportunity to learn from each other. | ||||||
| Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
| The vocabulary is defined and used throughout the lesson. There is some step by step direction and scaffolding. SPED students may need additional support. Discussion based lessons give students the opportunity to learn from each other. | ||||||
| Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
| The vocabulary is defined and used throughout the lesson. There is some step by step direction and scaffolding. SPED students may need additional support. Discussion based lessons give students the opportunity to learn from each other. | ||||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
| Assessments at regular intervals using multiple assessment question types. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The curriculum is project based and students are asked to show what they can do. | ||||||
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