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Taryn Geroche
Ms. Alyssa Barnes
Teacher Work Sample
13 May 2016

Unit Standards, Goals, and Objectives

The goals and objectives for the CBMS Theme Song Project are split into three
categories that mimic those of the topics covered Collecting Data, Displaying Data, and
Analyzing Data. Each category relates directly to one or more standards. To read the full text of
each standard, see Appendix A. Within each category there is an overarching goal or
understanding, supported by essential questions. The end goal of the unit is that students will
recognize the significance of these understandings to the field of statistics, and be able to answer
the essential questions using their knowledge and experience gained through the project. Within
each category there are also specific objectives, which break the goal down into detailed pieces.
Each of these pieces will be necessary in order to meet the goal. These objectives, when written
in kid language, become the learning targets for each lesson. Below are the standards,
goals/understandings, essential questions, and objectives for each of the three categories of topics
to be covered.

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Collecting Data

6.SP.A.1, 7.SP.A.1

Goal/Understanding: Students will understand that collecting accurate data is all about asking
the right people the right questions.
Essential Questions: What makes a good representative sample?
How do we account for human error in data collection?
What makes a statistical question different from other questions?

1) Recognize a statistical question, and differentiate between questions

that are statistical and questions that are not.
2) Explain the relationship between a population and its representative
3) Create a song using the app Figure, about which data will be collected
for analysis.
4) Construct a statistical question that will provide the desired data.
5) Critique possible samples to determine the best, most plausible samples
to survey in order to represent the population.
6) Survey peers to collect data, either in person or using an online survey.
Displaying Data



Goal/Understanding: Students will understand that data can send a message when it is displayed
in an organized way.
Essential Questions: How do I know what method I should use to display the data?
How is the way I display my data useful for my data analysis?

1) Display data using a histogram, box-and-whisker plot, stem-and-leaf

plot, dot plot, or another form of chart or graph.
2) Make decisions about how to most effectively display data.
3) Demonstrate knowledge of how to make various charts and graphs
through creating accurate and concise displays.
4) Write coherently about project findings and reflections.
5) Present findings confidently to the class based on specified guidelines.

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Analyzing Data

6.SP.A.2, 6.SP.A.3, 6.SP.B.5, 7.SP.A.2

Goal/Understanding: Students will understand that analyzing data provides quantitative

evidence that can be used to answer a question.
Essential Questions: What sort of message can a set of data points send us?
Which is the most valuable measure of central tendency?
How can I summarize the data?

1) Interpret data using measures of spread and measures of center.

2) Compare various sets of data to find a common trend.
3) Make inferences about the population based on the statistics discovered
about a sample.
4) Use conclusions drawn from a set of data to inform project decisions.
5) Synthesize information from data analysis to work toward meeting a

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Works Cited
Grade 6 Statistics & Probability. Common Core State Standards. Common Core State
Standards Initiative, 2016. Web. 13 May 2013.
Grade 7 Statistics & Probability. Common Core State Standards. Common Core State
Standards Initiative, 2016. Web. 13 May 2013.

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Appendix A
Listed here is the full text of each of the Common Core State Standards addressed by the
CBMS Theme Song Project unit, taken directly from
Recognize a statistical question as one that anticipates variability in the data related to the question
and accounts for it in the answers.
Understand that a set of data collected to answer a statistical question has a distribution which can
be described by its center, spread, and overall shape.
Recognize that a measure of center for a numerical data set summarizes all of its values with a single
number, while a measure of variation describes how its values vary with a single number.
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Summarize numerical data sets in relation to their context, such as by:
Reporting the number of observations.


Describing the nature of the attribute under investigation, including how it was measured
its units of measurement.

Giving quantitative measures of center (median and/or mean) and variability (interquartile
range and/or mean absolute deviation), as well as describing any overall pattern and any
deviations from the overall pattern with reference to the context in which the
data were gathered.
Relating the choice of measures of center and variability to the shape of the data distribution
and the context in which the data were gathered.

Understand that statistics can be used to gain information about a population by examining a sample
of the population; generalizations about a population from a sample are valid only if the sample is
representative of that population. Understand that random sampling tends to produce
representative samples and support valid inferences.
Use data from a random sample to draw inferences about a population with an unknown

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characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge
the variation in estimates or predictions.