Statistics Canada Lesson Plan

Overview
Inspired by the popular television show C.S.I.: Crime Scene Investigation, and the general
publics fascination with the compleity of police and medical investigations and forensic
science, this activity is designed to give intermediate students the opportunity to collect
evidence, ma!e measurements, and formulate hypotheses.
Students are given the problem: "#ast wee! in $$$$$$$$$$$ a teacher had her car stereo system
stolen from her car. %he thief, who wore gloves, has the police stumped. %he only possible lead
they have is the si&e of a footprint in the snow beside the car. 'ccording to the police, the
footprint of the suspect is () cm. 's a member of the Crime Scene Investigation *CSI+ ,nit, you
have been as!ed to find if there is a relationship between a persons footprint and their height.
-ith the information you find, can you help police identify how tall the person was who stole the
stereo. Students are re/uired to collect data from the Census at School database and analy&e this
data using graphical and technological methods.
Objectives
Collect and organi&e primary data and display the data using charts and graphs, including
scatter plots0
'pply a variety of data management tools and strategies to ma!e convincing arguments
about data0
1ead, interpret, and draw conclusions from primary data presented in graphs0
Compare two attributes or characteristics using a scatter plot, and determine whether or not
the scatter plot suggests a relationship0
2a!e inferences and convincing arguments that are based on the analysis of charts, tables,
and graphs0
,sing the properties of linear relations to solve problems 3 graph lines by hand and using
technology, determine the e/uation of a line from information about the line as well as using
linear regression on the graphing calculator0
Suggested Grade Level and Subject
Intermediate, Secondary
4rade 567
2athematics
8ote: 9b:ectives will be different depending on the grade. ;owever, this eercise can be adapted
to meet similar epectations.
Duration
%wo class periods *5< minutes each+
Vocabulary
Algebraic modelling 3 %he process of representing a relationship by an e/uation or a formula.
Graphing Calculator 3 ' hand6held device capable of a wide range of mathematical operations,
including graphing from an e/uation, constructing a scatter plot, determining the e/uation of a
curve of best fit for a scatter plot, etc.
Hypothesis 3 a proposed eplanation or position that has yet to be tested.
Inference ' conclusion based on a relationship identified between variables in a set of data.
Line of best fit 3 the straight line that best describes the distribution of points in a scatter plot.
Population the total number of individuals or items under consideration in a surveying or
sampling activity.
Regression ' method for determining the e/uation of a curve *not necessarily a straight line+
that fits the distribution of points on a scatter plot.
Relation 3 'n identified relationship between variables that may be epressed as a table of
values, a graph, or an e/uation.
Sample ' small group chosen from a population and eamined in order to ma!e predictions
about the population.
Sampling Techniue ' process for collecting a sample of data.
Scatter Plot ' graph that attempts to show a relationship between two variables by means of
points plotted on a coordinate grid. 'lso called scatter diagram.
Slope ' measure of the steepness of a line, calculated as the ratio of the rise to the run.
Materials
2easuring tapes
=encils
4raphing =aper
Computer*s+ with Internet access
4raphing Calculators
Student ;andout
Resources
-ebsites:
http:>>estat.statcan.ca
www.statcan.ca
Classroom Instruction
!efore Handing "ut Assignment#
%he teacher should ma!e sure that students understand how to create a scatter plot of data, draw
a line of best fit, and determine the e/uation of a line from information about the line as well as
using the linear regression on the graphing calculator.
Students should have prior !nowledge of correlation and what a regression value means. %he
teacher should also ensure that students are familiar with creating a hypothesis for a specific
problem.
Instructions for Assignment#
?ay "
"+ @nsure that the classroom is set6up appropriately with enough computers for every two
students in your class. %he teacher must ma!e sure that there is access to Census at
Schools *Statistics Canada+. 'lso ensure that there are enough graphing calculators
present.
A+ -hen the students come into class, have each student choose a partner and find a
computer.
(+ Introduce the assignment:
In your partners, you are going to put your different mathematical s!ills and !nowledge to
wor!. %he problem is if you !now the shoe si&e of a suspect, can you determine their
height. Bou and your partner have to complete an investigation and analysis that includes a
written report. %he report should include the following: Identification of the problem0
;ypothesis0 2ethod0 9bservations0 'nalysis0 Conclusion. It is important to note, that you
and your partner will be receiving the same mar! on this pro:ect so be sure to wor! together.
)+ =ass out student wor!boo!.
C+ %he teacher goes through the epectations with the students.
<+ ;ave the students turn in their handout to the outline of the report. 1eview the report that
they will be creating and also eamine the rubric.
5+ Dinally, for instructions, reinforce that the students need to constantly save their wor!.
E+ 'llow students to wor! through the assignment. %he teacher then acts as a facilitator
answering any /uestions that the students may have.
7+ 't the end of the class, the teacher should reiterate saving their wor! and re6instruct how
to do so, if students have forgotten.
?ay A
"+ ;ave the students come in to class and continue wor!ing with their partners.
A+ Students should be starting to prepare their report and eamining the information from
their wor!boo!.
(+ %hroughout the class, the teacher continues to facilitate.
valuation ! "ssessment
@valuation and assessment is the end product *the report+ that the students will produce. %his
report will be assessed according to a rubric. Foth students will be receiving the same mar!.
nric#ment O$$ortunities
=retend that you are the member of a C.S.I. team and have arrived at a crime scene. %he only
piece of evidence at the scene is the imprint of the suspects hand. ,sing a similar method to the
one above, can you predict the height of the suspect.
Dile: Census at school > 4rade 7 'ctivities CSI6 #inear >4rade 7 CSI #esson =lan 2olly 4.doc
Contributor: 2olly 4roenewegen
@mail: mgroenewegeGlimestone.on.ca
Student %andout
"C#a$ter Problem "ssignment
"nalysing and "$$lying Linear Models
"#ast wee! in $$$$$$$$$$$ a teacher had her car stereo system stolen from her car. %he thief,
who wore gloves, has the police stumped. %he only possible lead they have is the si&e of a
footprint in the snow beside the car. 'ccording to the police, the footprint of the suspect is ()
cm. 's a member of the Crime Scene Investigation *CSI+ ,nit, you have been as!ed to find if
there is a relationship between a persons footprint and their height. -ith the information you
find, can you help police identify how tall the person was who stole the stereo.
%he purpose of this assignment is to determine the level of your achievement of the epectations
in this unit by performing and reporting on an investigation of the problem given above. Bou
may wor! with one or at most two other students and submit one report for your group of two or
three people. Bou will perform all the necessary steps so that your report will contain '## of the
following components:
Problem Statement& clearly stated as a /uestion
%y$ot#esis& reasonable answer to the problem based on your previous !nowledge
"Met#od& Include description of population, sample, how sample was selected to avoid bias
*specifying sampling method used+, and a complete description of the method followed in
collecting the data.
%o collect data, go to www.statscan.ca and select $nglish% 9nce in the website, choose the
Learning Resources option from the left hand column followed by the Census at school lin!.
Choose &ata and Results% ,nder the heading 1andom ?ata Samples from Canada and other
countries choose the Random &ata Selector. 9n the following page scroll to the bottom and clic!
on Choose &ata. Select Canada. Dollow the prompts and choose at least AH samples of data. Bou
can enter the data you find into the following charts.
Sam$le
Male %eig#t
'cm()
Male S#oe
Si*e 'cm()
Sam$le
+emale
%eig#t 'cm()
+emale S#oe
Si*e 'cm()
, ,
- -
. .
/ /
0 0
1 1
2 2
3 3
4 4
,5 ,5
Observations: Include all raw data collected from at least AH samples, a scatter plot of the data,
and a scatter plot including a line of best fit. 8ote that it is assumed that shoe si&e is the
independent variable.
Create a scatter plot of the data for each gender using the graph provided. #et the I6ais
represent shoe si&e and the B6ais show height. ?ont forget to give a title to the graph and label
the aes.
110
120
130
140
150
160
170
180
190
200
5 6 7 8 9 10 11 12 13 14 15
110
120
130
140
150
160
170
180
190
200
5 6 7 8 9 10 11 12 13 14 15
"nalysis: ?etermine the e/uation of the line of best6fit using manual methods *slope J rise>run+.
%hen, perform a linear regression using the graphing calculator and compare the two e/uations.
Include the correlation value and its interpretation in the contet of this problem. Dinally, use the
more accurate e/uation for the line of best fit to answer the problem.
Conclusion& Include an answer to the problem based on your data.
valuation& Bour report will be evaluated for completeness and correctness based on the
'chievement Chart Dor 2athematics found in the 4rade 7 curriculum document.
6ec#nology note& Bou may use any of the technology devises available including the graphing
calculators and computer spreadsheets to assist in the analysis of your data.
" "naly*ing and "$$lying Linear Models
valuation Rubric
@ach epectation re/uired in the report of the chapter problem is listed below and a level score
has been assigned for each according to the correctness and thoroughness of each component.
%he level grade is based on the 'chievement Chart Dor 2athematics found in the 2inistry
curriculum document for 4rade 7 2athematics. %he epectation type is shown for each
component according to the following !ey:
K>S 6 !nowledge>s!ills I>=S 6 in/uiry>problem solving
C 6 communication ' 6 applications
Grou$ Members 7ames: $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
Com$onent 8$ectation 6y$e Level Rating
=roblem Statement K>S>C
;ypothesis I>=S>C
2ethod: =opulation K>S
Sample K>S
Sampling 2ethod K>S>C
?escription C
9bservations 1aw ?ata K>S
Scatter =lot K>S
2ean Dit #ine K>S>
'nalysis @/uation of #ine0 manual
method
K>S>'
@/uation of #ine0 linear
regression *calculator+
method
K>S>'
Correlation value and
interpretation
K>S
Conclusion I>=S
9verall #evel 1ating *most consistent+ K>S>I>=S>C>'
9verall =ercentage 4rade *mean of all
scores+
K>S>I>=S>C>'
@valuators Comments: $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
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