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Date: February 24, 2019 Teacher’s Name: Aracely Polanco

Subject: Mathematics Grade level: 10th/11th


Unit: Drawing Conclusions Using Data from a Sample Length of lesson: 45 minutes

Central Focus: The purpose of this learning segment is to build upon what student’s learned in
Grade 6 from asking statistical questions. Now students will expand their knowledge by
collecting the data to statistical questions. Students will learn what a statistical study is and how
to create their own.
Lesson Title: Types of Statistical Studies For unit 1 out of 4:

Essential Question(s): How can we create a statistical study? What can a statistical study tell
us?

Learning Standards:
Common Core Standards:
CCLS- Math: S.ID.4: Use the mean and standard deviation of a data set to fit it to a normal
distribution and to estimate population percentages. Recognize that there are data sets for
which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to
estimate areas under the normal curve.
Literacy Standards:
CCSS.ELA-LITERACY.SL.9-10.1.C: Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

Pre-Assessment: Determines prerequisite skills and knowledge students have about the lesson:
The students will evaluate their prior knowledge of the definition of “equality” and “diversity”
for the warm up of the lesson. We want students to grasp the idea of respect throughout the
unit. We will see the differences in people, yet how they can also have similar interests with
others.

Learning Objectives: Assessments:

Students will…

 Activate and evaluate prior  Anticipation/Reaction Guide


knowledge. Students will provide
their opinion on a certain concept,
then after seeing certain images
determine if their opinion has
changed.
 Distinguish between observational
studies, surveys, and experiments.  Handouts from class
 Explain why random selection is an
important consideration in
observational studies and surveys.
Explain why random assignment is an
important consideration in
experiments.
 Class Discussion
 Recognize when it is reasonable to
generalize the results of an
observational study or survey to
some population and when it is
reasonable to reach a cause-and-
effect conclusion about the
relationship between two variables.

Differentiation: Adapt or modify instruction, materials, and/or environment to meet specific


characteristics and special needs of students (e.g. ELL, gifted learners, students with disabilities)
 The teacher will place students in groups based on whom they believe they will work
best together. (At most 3 people to a group)
 The lesson will include images that shall allow students to grasp the big idea visually.
 Visuals will be helpful for ELL students.
 The teacher will be sure to go over the questions from the anticipation/reaction guide,
so that the teacher can see what each group of students understood from the lesson.
 Gifted students will be finished with the mini lesson and the math worksheets can be
given challenging questions that will available to all or have the chance to start their
homework.

Academic Language: Provide components of language that students need to learn and use in
specific content areas.
Teachers need to consider- Vocabulary such as: Observational study, survey, experiment
Bias, Diversity, Equality
Language Functions: Students will be given cartoons that they must
analyze. This will tie into the mini lesson of diversity. Students will
analyze the data they are given to create a statistical study.
Syntax: Students will be using tables as they will be creating surveys
Discourse: Students will focus on their written language when
asking questions for experiments. They must be careful on how they
word their questions. Example: They cannot just question students
how they enjoy the school lunch when some bring lunch from
home.
Procedure:
Anticipatory Set (hook, motivation, etc. to engage students)
a. Activation of prior knowledge
Provide students with the Anticipation/ Reaction guide. ONLY give the students the
handout with the questions and have them work independently for about 2 minutes to answer.
Then provide the students the handout with the six images that will demonstrate the idea of
diversity and equality. Students will look at the picture for 2 minutes. Students will again
answer the questions from the first handout to see if their opinions have changed. Students will
be placed into groups where students will discuss their answers. Students are encouraged to
express their thoughts and feelings about each cartoon. Leave approximately 5-8 minutes to
discuss pictures with class.
The idea of this activity is to introduce students the idea of diversity where they will
realize that there are different types of people in the world that have different interests.
Students will see that they must respect the interests of others. This will be helpful to students
when they are creating their own survey or experiments where they will see the different/similar
answers they get with different/similar types of people.
Initial Phase
a. Instruction (direct or indirect)
Students will be introduced to three different methods of collecting data for a statistical
study. The methods are: observational study, survey and an experiment. Give the students the
definition on each method and give an example of each method in order for students to
understand the differences for each method. This will be more teacher centered where their
teacher is just to present them the examples of the methods.
**Plan time to explain in more detail: Observational Study. **
Students would question the idea of “cause-and-effect”. It is important to emphasize
that this concept is not used when doing an observational study or a survey. There is no order—
rather these two methods use random samples for their data.
Middle Phase
a. Practice (guided, independent)
Now students will be working on their own. They will be handed a hand out where they
will be presented with different scenarios and determine whether the scene can be solved
using the three methods of collecting data and studying it. Students are allowed to work in a
group of 3 (maximum). Students will work on the five problems on the board for the remaining
of the period. They are told to “identify whether the study is a survey, an observational study,
or an experiment. Give a reason for your answer. For observational studies, identify the
population of interest. For experiments, identify the treatment and response variables.”
Students will have to work on their explanations as they cannot simply just state an answer.
The teacher will walk around to see if the students need aid. In case students seem to struggle
the teacher can put the definition of the three methods up on the white board. Different
groups of students will go to the board and present a problem with their answer and
explanation.
Students assessments (practice problems) will be in their notebooks. All questions will
be on the PowerPoint slide 8-11.
Concluding Phase
a. Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
To wrap up the lesson, the teacher should gather the students around for group
discussion. The students are to list what concepts they learned. Student discussion is key to
assess if student’s comprehension of the concepts. Once the students tell their ideas then the
teacher can go on to slide 10. The key ideas of the class will be repeated once again. It is
important to repeat the definition of the new vocabulary in order for students to retain the
information. Then, the students will do an exit ticket with one problem that will ask, once again,
to identify whether a scenario is one of the three methods that was taught in class. Students
will also practice in their explanation on how they were able to identify with key words that
aided them.
Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Students will be required to create their own survey, observational study and experiment. This
will demonstrate that they understood the lesson and can recreate the material. They are told
they can receive extra credit if they are able to connect it to the warm up surrounding diversity
today.

Materials: Worksheets, PowerPoints, notebooks

References and Resources: Cite (APA style) sources, texts, lesson plans used
EngageNY. org NYS Education Department. Algebra II Module 4 Topic C: Drawing Conclusions
Using Data from a Sample
https://www.engageny.org/resource/algebra-ii-module-4-topic-c-lesson-12/file/111321