# Sam Greeno Dr.

Kruse, Ed 132 5/3/2011

6 Day (3 detailed days) Interdisciplinary Unit Plan
Unit Plan Overview: Teacher: Mr. Greeno Grade Level: 8th grade Subject: Integrated Math 6 Day Unit Plan Title: Introduction to Statistics Materials Needed for the week: Rulers, tape measures, rolls of tape weight scales, 6 laptops checked our from the library, 24 students, 6 group tables Time Length: 6 days (M,T,W,R,F,M) Objectives: Introduction to Statistics ● Students will be able to recognize and differentiate the various types of data and surveys ● Students will be able to conduct a survey and collect data. ● Students will be able to enter data into a spreadsheet and use the basic functions of the spreadsheet ● Students will be able to identify and determine the mean, median, mode using only a set of data. ● Students will have a beginning understanding of correlation and will be able to identify a graph that shows a correlation. ● Students will have a beginning understanding of probability by seeing the connection between statistics and probability Class Size: 24 students Teacher Preparation Prior to Week: ● Set up 6 group table with 4 seats for the next 6 days of lesson ● Intentionally set up groups of 4 students (separating student’s that may cause trouble and spreading out the “more knowledgeable peers”) ● Have all materials ready-to-go and available but keep them away from the tables so they aren’t distractions. Day 1: Introduction to Statistics (Detailed Lesson Procedure) Time Length: 50 minutes Day: Monday Materials Needed: whiteboard/markers, tape measures, scotch tape, rulers, stopwatches, weight scale, 6 laptop computer from the library. Daily Objectives: ● Learn about surveys ● Create group survey Day 1 Lesson Outline 1. Step: Bellringer: (2 minutes): What are some examples of surveys questions you could give to our class? Student Expectations: Work on bellringer as soon as he or she enters the room.

Teacher Role: Write bellringer question on the whiteboard before class, then walk around class to ensure effective classroom management. 2. Step: Share with Group (3 minutes): Students share with their group table (Think pair share model) Possible Student Response: (below in blue chart) Teacher Role: Instruct students to talk with their group, once conversation dies down move to the class discussion. 3. Step: Discussion (10 minutes): Teacher Asks students “What are some of your ideas for survey questions?” Student expectations: Student’s share their ideas with class. Teacher Role: Teacher acknowledges comments and makes a list of their ideas on the whiteboard. As student’s respond the teacher will write each answer into one of 3 columns (Integer, categorical, and continuous But WILL NOT label the columns yet, teacher will keep on encouraging responses until each category has some ideas). Teacher Question: Why did I arrange the arrange your responses into 3 columns? Reworded Question: (if they don’t get on the right track) What are the similarities between the responses in each column? Possible Student Response: 1st column = whole numbers responses, countable numbers 2nd column = groups, categories, word responses 3rd column = Can be measured with a tool, decimal numbers 4. Step: Teacher Direct Instruction (3 minutes): Teacher gives the vocabulary words (integer, categorical, and continuous) of each category and explains each of them by using earlier student responses. In other words each of the columns are labeled as shown below Students: write down definitions in their math notebooks

5 Step: Activity (5 minutes for instruction and 25 minutes for the activity): Each group develop and type there own survey questions Student Role: ● Develop their own survey with their group ● Groups create survey questions for each of the categories: categorical, integer, and continuous. (3 survey questions total per group) ● Discuss what materials they will need in order to complete survey ● One student types up survey questions on google documents ● Ask teacher for the materials they need ● All group members answer each survey questions in the google doc once they have materials from teacher ● Students share their google doc with teacher (greeno.samuel@gmail.com) Teacher Role: ● Read through group questions make sure ever

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Walk around the room give groups ideas for surveys Make sure that no two groups have the same questions.

7. Step: Homework due Wednesday (2 minutes): Bring in a statistical survey or graph (USA Today and popular magazines are good places to look) Day 2: Collecting Class Data (Detailed Lesson Procedure) Time Length: 50 minutes Day: Tuesday Materials Needed: Tape measures, scotch tape, rulers, stopwatches, weight scale, 6 laptop computer from the library. Teacher Preparation: Prepare a spreadsheet google doc and insert every students ID number (vertically) and all 18 survey questions (on the top horizontally). Daily Objectives: ● Learn/review how to collect data (measure, tally, response) ● Learn how to put data into a spreadsheet Day 2 Lesson Outline: 1. Step: Bellringer review question: (2 minutes) For the following examples state what type of data this is (use the 3 categories look in yesterday’s notes for help). Student Expectations: Teacher Role: Write the below fill in the blanks on the white board Favorite State __________________ Size of Foot __________________ Number of sit-ups in a minute _________________ Student’s Age _______________ 2. Step: Discussion (8 minutes) Student expectations: Share with partners answers and discuss differences Teacher questions: (questions will be adapted to try to get -> desired student thought) Why might some people have different categories for their answers? Why is it important to be specific in the data that you are asking for? Desired student thought: desired units and are very important (for example size of foot could mean shoes size or length of foot in cm) 3. Step: Direct Instruction: Student Expectations: Student’s will follow the teacher’s explicit instructions Teacher Role: Instruct the following procedure for the activity: ● Each of the 6 tables will have the surveys and supplies that they need in order to collect the data. ● 2 people (data collectors) from each group will stay at their respective station while the other 2 people (survey takers) answer the survey questions at each of the 6 stations as they rotate around the room in a counter-clockwise fashion. ● Survey takers roles:

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Data collectors roles: Spreadsheet editor (types in data for the rotating groups measurement helper (helps the rotating groups with their measurements) Once they have visited all the the stations the data collectors and the survey takers will switch roles. The activity will be completed once everyone has taken each survey.

4. Step: Activity: Data collection and entry (30 minutes): Student Expectations: Measurement collector or survey taker (explained in part 3 above) Teacher Role: Walking around the room, helping students, answering questions, help everything run smoothly in general. Collect homework from yesterday.

Day 3: Graphing (Detailed Lesson Procedure) Time Length: 50 minutes Day: Wednesday Materials Needed: 6 laptop computers Daily Objectives: ● Understand the different graphs (pie chart, bar graph, histogram, line graph, scatter plot) ● Understand the importance of choosing the best graph for the data ● Learn how to create graphs with a google doc spreadsheet ● Vocabulary: sample, population

Day 3 Lesson Outline 1. Step: Bellringer: (5 minutes): What are some things that are wrong with these graphs?

Student Expectations: Working quietly and writing responses in their notebook Teacher Role: Put these two pictures on the projector then walk around room

2. Step: Discussion (5 minutes) (Think pair share model) Teacher Questions: Why is it important to choose a good graph? How can graphs be used to deceive others? What are some different types of graphs? Desired student train of thought: ● Graphs help us understand data in more tangible way ● However, graphs can be inaccurate if the labeling of the axes is not is not proportionate or if the visual representation is more of a distraction rather than a necessity. ● Pie chart, bar graph, histogram, scatter plot, line graph, etc. 3. Step: Homework (10 minutes): Collect homework assigned on Monday Teacher Role: Use Elmo projector technology to display some of the graphs and surveys that students turned in. Ask questions regarding graphs (What’s wrong with this graph, why is this a good graph, what information is being conveyed, etc.) 4. Step: Activity (15 minutes): Group Expectations: Create an appropriate graph for each of your groups 3 surveys. Teacher Role: Walk around room help facilitate discussion about what graph would be best in certain situations or certain data categories 5: Step: Discussion (15 minutes): Statistics Teacher Questions: (think pair share model) ● What are some statistics you have seen in the news or in class? ● What are some real world examples where collecting data is important?