Date: March 3, 2019 Teacher’s Name: Aracely Polanco

Subject: Mathematics Grade level: 10th/11th

Unit: Drawing Conclusions Using Data from a Sample Length of lesson: 50 minutes

Central Focus: The purpose of this learning segment is to build upon the student’s previous
knowledge of the different types of statistical studies. The concept of margin of error will be
difficult as it is a new vocabulary term for students in this unit. Students will have to remember
from previous lessons the definition of margin of error and also remember important terms
that were given throughout the unit. We will be able to express margin of error visually and
then show its calculations. From the margin of error, we will see how to estimate a population
mean.
Lesson Title: Margin of Error When Estimating a Population Mean For unit 4 out of 4:

Essential Question(s): How can we use the margin of error of sample data to estimate a
population mean?

Learning Standards:
Common Core Standards:
CCLS- Math: S.IC.1: Understand statistics as a process for making inferences about population
parameters based on a random sample from that population.
CCLS- Math: S.IC.4: Use data from a sample survey to estimate a population mean or
proportion; develop a margin of error through the use of simulation models for random
sampling.
Literacy Standards:
CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9-10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.

Learning Objectives: Assessments: Ways of evaluating each

learning objective
Students will…
Use data from a random sample to estimate
a population mean.
“Do Now” to be able to discuss as a class
Present the calculations and describe their
interpretation of error in context
Explore the Lesson with Example Problems
Describe that they know the relationship
between sample size and margin of error in Exit Ticket
the context of estimating a population mean. Homework
Differentiation: Students that are ELL will benefit the most as they are not proficient with the
language. They will have extra time to work on their vocabulary words. It is important that
students understand the words that are key to the lesson, if they continue to struggle, I will sit
with the group and assist. Students who are on level with the lesson are to create their
definitions, and if they are able to also provide visual aids for themselves. Those students who
are beyond are to be as “group leaders” and when they are done with a section are to go
around and help with other groups to make sure they are going on the right track.

Academic Language: Vocabulary Margin of Error, Population Mean. Language functions:

Determine the relationship between sample size and margin of error in the context of
estimating a population mean. Discourse: Writing out their conclusions on their findings.
Writing out the vocabulary words that are important to the lesson Explaining main findings to
their peers

Procedure:
Anticipatory Set (hook, motivation, etc. to engage students)
 Before commencing the lesson, the teacher is to give the sheet of 100 rectangles in
order for students to use this worksheet throughout the lesson.
 The task for students is to: “The course project in a computer science class was to create
100 computer games of various levels of difficulty that had ratings on a scale from 1
(easy) to 20 (difficult). We will examine a representation of the data resulting from this
project. Working in pairs, your teacher will give you a page that contains 100 rectangles
of various sizes.”
 There will be discussion questions that the teacher will work together with students.
The idea of the discussion is for students to understand the idea of a population to be
able to segway into today’s idea finding margin error with population mean.
 The bolded terms are words we have learned that are very important to know
throughout the unit. Students will take time to write the word and their own definition
in their notebooks. Also, students will write the words on an index card and post it on
the unit word wall.
Initial Phase
Students will be able to visualize the concept of margin of error. They will do so by using
the dot plot. Students will be working in partners in order to generate sets of random numbers.
The mean they acquire will be put on the board on a plot diagram. Students will have to
understand the term margin of error by using the standard deviation. There are many new
terms that have been used throughout the unit that must be repeated in order for students to
identify themselves with these terms. Students are to work on their assigned classwork packet.
 Example of how the plot diagram would look like

Middle Phase
Students will take time to work with their partners to write down the terms that are
most important. Students will take the time to work about all the terms they deem important in
order to use from the unit. Now we have seen many terms just in this lesson. Now we will also
see the term standard error. It will aid the students more if they write the definitions on index
cards and behind them write the formula that will aid them with said term.

Concluding Phase
Students will be given an exit ticket where they are to solve on their own. This will be
handed in so that the teacher can see if students are able to understand the concepts when
they are working individually. Students will also have to write two math terms that they used
throughout the unit with their own definition. It’s important for students to understand the
terms and not just know how to do the calculations.

Follow up:
Now that we have finished the unit, students are to look for all the terms of the unit
that they deem important with their own definitions. Next class will be review before the test.
Students will come back with their terms in order for us to add to the word wall. Students will
also begin to come up with ideas on a survey they will be performing. Example “How often does
one watch television per week?” or “What type of genre of movies does one like to watch?”
This will be part of the project for this unit. Students will use what they have learned
throughout the unit throughout their project

Materials: Worksheets, White board, markers, notebooks, highlighters

References and Resources:

Engage NY, Algebra II Module 4, Topic C, Lesson 20.
https://www.engageny.org/resource/algebra-ii-module-4-topic-c-lesson-20