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Statistics Activity Instruction

1. In your groups of four, determine what your survey will be for. Some ideas can be asking
what different foods for lunch students would want, extracurricular activities, or even
going on a field trip.

2. Each group member will survey at least 5 individuals from at least 3 different
populations. These populations can be 7th graders, 8th graders, Teachers, or even
Administrators. These populations chosen will be the same for each group member.

3. Once all surveys have been conducted, your group will combine data of each population
and discuss the differences between each populations results.

4. Finally, each student will write a persuasive letter to an administrator that has the
potential to make this idea a reality.
Stilwell Junior High School
1601 Vine St
West Des Moines, IA 50265
515-633-6000

April 17, 2017

Mr. Boyle
1601 Vine St
West Des Moines, IA 50265

Dear Mr. Boyle,

One of the best parts of school is the extracurricular activities. It is important for students to try
as many different activities while in school. Extracurricular activities are an excellent way to
provide this. After all, even school principals once performed in extra curriculums.

It is important to make sure we have a large support from the students prior to developing a new
club. A recent study was performed and it seems that there is much support for a Tabletop
Roleplaying Game group. The survey that was done gave the results of 12 of the 20 8th graders
were in favor of this group while 16 out of the 20 7th graders were in favor of this group. Though
it would seem that 7th graders are more interested in this, possibly due to age, this is still a high
number of students in favor that would possibly join the group especially if we would expand
these result to the rest of the school. Teachers were also included in this survey and 18 out of the
20 teachers asked were in support so it should not take too much effort to gain faculty
involvement in this group.

Seeing as how this is a highly-wanted group, we would like to have a club dedicated to learning
tabletop roleplaying games. These games are set up to build social relations between peers and
helps with trying out other personalities. It also will go into understanding game development,
strategic thinking, and mathematical reasoning.

Since this should not be too difficult to start up, we would appreciate the creation of a Tabletop
Role Playing Game group with a small budget to get the necessary materials to ge the group up
and running. This will give a much-needed group for students to join that has community, group
work, and social development that is necessary for all students at all ages.

Thank you for your time Mr. Boyle. We appreciate your effort in making this the best school for
students to get the best school experience possible.

Respectfully,

Mr. Vaught
Student Teacher
Survey Question:

Of the following, circle all activities that you would like to see added to Stilwell Junior High
School:

Chess Club Electrathon Debate Mock-Trial

Community Volunteer Club Tabletop RPG You-Tubers Club

Survey Results:

Chess Electratho Debate Mock- Volunteer RPG You-


n Trial Tubers
7th Graders 11 4 9 8 9 16 13
8th Graders 12 7 10 8 11 12 15
Teachers 20 8 18 14 19 18 13
Totals 43 19 37 30 39 46 41
Written Communication
EMERGING DEVELOPING PROFICIENT ADVANCED
0-2 3-4 High School Ready High School Level
4-5 5

ORGANIZATION When appropriate, When appropriate, When appropriate, When appropriate,


WHAT IS THE argument/thesis/ argument/ thesis/controlling argument/thesis/ argument/thesis/ controlling idea
EVIDENCE THAT controlling idea is absent idea is unclear or controlling idea is evident is presented clearly throughout
THE STUDENT CAN
Ideas and evidence are contradictory but may not be present the text
disorganized or loosely Ideas and evidence are throughout text Ideas and evidence are
ORGANIZE AND
sequenced organized but not sufficiently Ideas sufficiently developed and
STRUCTURE IDEAS Transitions are missing, developed or logically and evidence are sequenced to show relationships
FOR EFFECTIVE unclear or confusing sequenced to show sufficiently developed Transitions connect ideas
COMMUNICATION? Conclusion, when relationships and organized using a with minor lapses, but without
appropriate, is absent or Transitions are used formulaic structure to impeding understanding
does not align with the sporadically, awkwardly or in show some Conclusion, when
argument or prompt a formulaic manner relationships appropriate, follows from or
Conclusion, when Transitio supports the argument/thesis/
appropriate, restates the n words or phrases are controlling idea
introduction or the prompt used to connect
sections of the text
Conclus
ion, when appropriate,
expands on or refines
the introduction or the
prompt

LANGUAGE AND Language and tone are Language Language and tone Language and tone are
CONVENTIONS inappropriate to the and tone are somewhat are mostly appropriate appropriate to the purpose and
WHAT IS THE purpose and audience* appropriate to the to the purpose and audience*
EVIDENCE THAT
Norms and conventions purpose and audience audience with some Follows the norms and convention
of writing in with major lapses* lapses* of writing in the discipline/genre wi
THE STUDENT CAN
discipline/genre are not Attempts to follow Follows the norms and minor errors**
USE LANGUAGE followed** the norms and conventions of writing in Has some minor errors in gramma
SKILLFULLY TO Has an accumulation of conventions of writing in the discipline/genre with usage, and mechanics that do not
COMMUNICATE errors in grammar, the discipline/genre with distract from or interfere with
some errors**
IDEAS? usage, and mechanics major errors** Has some errors in meaning
that distracts or seriously Has some minor grammar, usage, and When appropria
interferes with meaning. errors in grammar, usage, mechanics that distract for the task, cites textual
Citation of textual and mechanics that from or interfere with evidence with some minor erro
evidence (when partially distract or meaning
appropriate) is missing interfere with meaning When appropriate for the
Citation of textual task, cites textual
evidence (when evidence partially
appropriate) is consistently and correctly
inconsistent or incorrect

KNOWLEDGE & THINKING


EMERGING DEVELOPING PROFICIENT ADVANCED
High School High School Level
0-2 3-4 Ready 5
4-5

PROBLEM SOLVING Little or Survey Survey data Survey data


What is the evidence no mention data provided provided and provided and
that the student of survey but not discussed discussed in its
understands the data is used discussed Difference entirety
problem and the in the paper Different between Difference
mathematical strategies No populations populations is between different
that can be used to discussion are discussed populations is
arrive at a solution? is made on mentioned discussed
different thoroughly
populations
for survey

REASONING AND Argum Argumen Arguments Arguments


PROOF ents are ts are made are made and soundly made
What is the evidence either not but do not tie data is used and based on
that the student can made or no in with the Only some data
apply mathematical data is used data provided Reasons
reasoning/procedures in with the Reasons reasons work make sense for
an accurate and argument are provided for idea idea
complete manner? No but do not
reasons are work well for
given for idea
idea
*E.g. uses variety in syntax, rhetorical techniques in English; uses precise definitions and accurate representations in math
** E.g. accurate use of scientific/technical terms, quantitative data, and visual representations in science; use of multiple
representations in math