Unit Plan Template Guide

Understanding By Design Framework

Course

Mathematics

Grade Level

Subject

Chapter 11: Data Analysis & Probability

Time Frame

5 weeks

Developed by

Aragon, C., Garcia, M., Hrouda, M., & Morin, M.

Stage 1 Desired Results

Content Standard(s): Collect, display and analyze data to solve problems. Use experimental or theoretical probabilities to
represent and solve problems involving uncertainty.
Enduring Understandings/Big Ideas:
Essential Questions:
Students will understand . . .
Content specific . . .
Proportionality
How does the disappearance of a species affect an
Measurement
environment?
Data collection
How do bias, use of language, ethics, cost, time, privacy, and
Data representation
cultural sensitivity influence a collection of data
Data distribution
When is it useful to use a sample of a population?
Chance
In what ways is probability presented in society?
Related misconceptions . . .
Prior Knowledge:
Some students may not recall which type
What do students already know . . .
of a graph is more appropriate for
Grade 7: Statistics and Probability
displaying the data
Grade 8: Statistics and Probability
Difficulty understanding of the definition
Grade 9: Patterns and Relations (Patterns)
of mean
Unit Emphasis: (See Mathematics 9 Program of Study)
Relationships between percents and
Communication, Connections, Reasoning, Technology, Problem
decimals
Solving, & Visualization
Confusion between sample size and
[ICT: F4-3.2, F4-3.3, C1-3.5, C4-3.1, C6-3.1, C6-3.2, C7-3.1,
population
C7-3.2, P1-3.4, P2-3.1]
Knowledge objectives (general outcomes):
Skills/Attitudes objectives (general outcomes):
Students will know . . .
Students will be able to . . .
The effect of bias, use of language, ethics,
Identify how bias, use of language, ethics, cost, time and timing,
cost, time and timing, privacy, and cultural
privacy, and cultural sensitivity may influence the collection of
sensitivity on a data set.
data
The justifications and limitations of using
Write and analyze appropriate survey questions
either a population or a sample of a
Identify the difference between a population and a sample, and
population to answer a question.
different type of samples
How to collect, display and analyze data by
Justify and find limitations of samples
formulating questions, choosing data methods Identify and explain assumptions linked to probabilities and
that includes social considerations, and
explain decisions based on probabilities
drawing conclusions.
Develop and complete a research project according to a plan,
Understand the role of probability in society
collect data, display data, draw conclusions, and communicate
findings
Self-assess a research project by applying a rubric
Demonstrate an understanding of the role of probability in
society.

Stage 2 Assessment Evidence

Performance Task(s): Develop and Implement a Project Plan

Watch: Can you imagine a world without fish? Video.

Oh no! Only 10 percent of all large fishboth open ocean species including tuna, swordfish, marlin and the large
groundfish such as cod, halibut, skates and flounderare left in the sea (National Geographic, 2003, para 1).
Students will work in groups to select an aspect of this wildlife issue (i.e. reason, cultural impact, economic impact,
possible solutions, etc.) and develop a project plan that will research this area of interest. The groups will explore this topic
(magazines, newspapers, books, internet, etc.) and create a research question, discuss it with the class and improve it so
that it is free from influencing factors.
As a class, students will create a rubric that assesses:
a question for investigation
the choice of a data collection method that includes social considerations
the selection of a population or a sample and the justification for the selection
the display of collected data
the conclusions to answer the question.
Students will work in groups to create and implement a survey uncovering how this issue would affect people in their
school. They will select a population or sample size and justify their selections. They will discover the biases, use of
language, ethical aspects, cost, time and timing, privacy and cultural sensitivity that may influence the data that they
collect. In their groups, students will find a way to collect data, draw conclusions from it and represent it in an effective
and thought provoking way.
Student Self-Assessments
Other Evidence (assessments)
The students will analyze their own
Formative:
project plans against their rubric and
Teacher will circulate between the groups, having conversations with
make adjustments and improvements
the students to uncover any misconceptions or unclear concepts.
where needed
Ask open ended questions that encourage students to access their
Each group will peer edit other
understanding and give them opportunities to apply it
groups research question and provide
Think, pair, share for brainstorming activities
feedback to remove influencing
Kahoot! will be used to assess understanding of new concepts, review
factors.
and clarify previous misconceptions, challenge learners with newer
Students will write a final reflective
concepts for those who are ahead.
piece about what improvements they
NOTE: Some students may not have the technology available.
would make if they could do the
Provide whiteboard for those students to write their answer or
project again.
have the write it on a slip of paper
Summative: Teacher will use the student-made rubric to assess their
understanding and application of statistics and probability concepts
Stage 3 Learning Plan
Learning Activities:
En = Engage
#

Lesson Title

Introduction

Exr = Explore

Exl = Explain

Lesson Activity
Hook: Can you imagine a world without fish?
Video
Brainstorm: What can be the causes of the
disappearance of fish? Who do you think will
be affected by this? How do you think your life
would change in a world without fish?
Discuss with the class the various responses
and jot some main ideas on the board for the
class to see. Ask students to provide responses
through the lens of science, social, and art.
Introduce the project that they will be planning
and implementing this unit.

El = Elaborate
Specific
Outcomes

-Develop &
Implement
project plan

Ev = Evaluate
Evidence
Key
5E

-Think, pair
share
brainstorming to
assess prior
knowledge

En

Materials
Resources

https://www.
youtube.com
/watch?v=gC
nNH1zXag4

Factors
affecting data
collection

Factors
affecting data
collection

Factors
affecting data
collection

Collecting
data

Collecting
data

Collecting
data

Show Mercury poisoning, Grassy Narrows

video (0:00-0:58) as a question prompt
Ask the students a survey question based on
this video that includes influencing factors.
(e.g. Why do you think the terrible mercury
poisoning of the river is such a problem?)
Based on this quick survey, make a conclusion.
Discuss what factors might have influenced the
survey responses.
Introduce the influencing factors
Review influencing factors and have students
investigate various survey questions for
influencing factors
Have students work in groups to re-write the
question given in the previous class so that it is
free of influencing factors.
Divide students into groups of 4-5. Provide
class time for the students to create a question
to research an aspect of the disappearance of
fish.
Provide newspapers, magazines, and
technology for students to explore their ideas.
Provide newspapers, magazines, and
technology for students to explore their ideas.
Have groups exchange their research questions,
determine if there are any influencing factors
and provide feedback for improvement, based
on rubric. After implementing suggestions,
exchange questions with another group.
Continue until satisfied.
Once the students are satisfied with their
question. Have groups present their question to
the teacher, where there is opportunity for more
feedback, or to move on.
Student groups will split up and survey
different sizes of groups (throughout the
classroom and throughout the school) with the
Grassy Narrows question that theyve
re-written. They will discuss their findings and
compare their conclusions. What are the
differences? Why are they different?
Discuss the difference between population and
sample
Review population and sample
Discuss the various types of samples:
convenience sample, random sample, stratified
sample, systematic sample, voluntary response
sample.
Conducted examples of the various types of
samples in an interactive activity to get
students engaged
Recall the interactive activity
Provide example problems through Kahoot!
and have students determine which sample
would be most effective. The should elaborate
the justification and limitations of each of their
uses in different situations.
Have the students begin planning for the way
they will collect data for the question theyve

En
Exr

-Kahoot!
(Cellphones,
tablets,
whiteboards)
-https://www
.youtube.co
m/watch?v=
K6GBy8SV
FQs

Exr
Exl

-Kahoot!
(Cellphones,
tablets,
whiteboards)
-Newspapers
, magazines,
technology

Bias, use of
language,
ethics, cost,
time and
timing,
privacy,
cultural
sensitivity

-Kahoot!
example to
assess
understanding
on influencing
factors

Bias, use of
language,
ethics, cost,
time and
timing,
privacy,
cultural
sensitivity

-Kahoot!
examples for
review
-Circulate and
ask groups to
explain their
changes
-Peer-assessmen
t

Bias, use of
language,
ethics, cost,
time and
timing,
privacy,
cultural
sensitivity

-Peer-assessmen
t
-Teacher
feedback

-Population
-Sample of a
population

-Class
discussion Ask
open ended and
prompting
questions.
-Kahoot! before
they leave

En
Exr

-Population
-Sample of a
population

-Circulate and
have
conversations
during the
activity

Exl

-Population
-Sample of a
population

-Class
discussion
-Examples
provided
through Kahoot!

-Newspapers
, magazines,
technology

El

Kahoot!
(Cellphones,
tablets,
whiteboards)

Kahoot!
(Cellphones,
tablets,
whiteboards)

10

11

12

Collecting
data

Probability in
society

Probability in
society

Probability in
society

Probability in
society

created in their groups. What methods would

you use?
Discuss the significance of salmon in
Indigenous Cultures (refer to materials for
information)
Have the students work in pairs to complete the
Using Samples to Collect Data Activity
found on page 133 in the link provided. Collect
results.
Following the activity, gather the class and
discuss what they discovered during this
activity.
Give students class time to write about what
they found difficult, what they now understand
and impact that sample sizes had on the data.
Collect this.
Recalling the previous survey the students
implemented around the school, they will use
the results from their sample to make
predictions about the population.
Brainstorm ways that probability and
predictions are used in society. Provide class
time for students to investigate with
newspapers, magazines, internet, etc.
Discuss probability in sports such as basketball
statistics and pre-season predictions. (Fantasy
basketball leagues)
Discuss how future weather is predicted. What
factors must be considered? What are the
limitations of the probability forecasts?
Consider assumptions!
Example: Different eye colors (p. 431 of
MathLinks 9 Textbook)
Introduce bias sample and the existence in
advertisements
Example: Surveying teens entering a metal
concert about what their favorite genre of
music is. What are the biases? Have them recall
and discuss advertisements that have biases.
Activity: Survey class for shoe size. Make
predictions for the school population
Give example of false predictions
Discuss mean, mode, and median and give
examples of their use in probability
Work through an Salmon Fishing examples
in small groups with experimental probability
and theoretical probability.
Provide students with time to work on their
questions and data collection methods.
Brainstorm: How does probability play a part
in the salmon fishing in Aboriginal
communities?
Discuss the problem occurring in the
Aboriginal communities in Grassy Narrows.
Where is probability evident here?
Divide students into groups of 4 to play the
Salmon Probability Game found on page 134
in the link provided.

El
Ev

-Info:
http://www.i
ctinc.ca/blog
/first-nations
-salmon-fish
eries
-Activity:
https://docs.g
oogle.com/fil
e/d/0B5ADv
HuFAvOnZ
W1XWHNH
a0x1Umc/edi
t

-Probability
-Technology

-Think, Pair,
Share
-Class
discussion

En
Exr

-Magazines,
Newspapers,
technology
with internet
access

-Probability
-Technology

-Examples
provided on
Kahoot!
-Class
discussion
-Quick notes
during the
activity

Exr
Exl

Kahoot!
(Cellphones,
tablets,
whiteboards)

-Population
-Sample of a
population

-Class
discussion
-Collect activity
sheet and
reflection

-Probability
-Technology

-Probability
-Technology

-Examples
provided on
Kahoot!
-Class
discussion

-Ask students
questions as you
circulate during
the salmon
fishing game

Exl

El
Ev

-Kahoot!
(Cellphones,
tablets,
whiteboards)

-Salmon
Fishing:
https://docs.g
oogle.com/fil
e/d/0B5ADv
HuFAvOnZ
W1XWHNH
a0x1Umc/edi
t

13

Developing &
Implementing
a project plan

As a class, discuss the results, techniques and

any findings following the game.
Have a discussion about the 4 steps of
statistics.
As a class, have the students create a rubric that
assesses:
a question for investigation
the choice of a data collection method that
includes social considerations
the selection of a population or a sample
and the justification for the selection
the display of collected data
the conclusions to answer the question.
Have students provide elements of what an
excellent project vs. a project that can be
improved.
Review the student made rubric
Provide class time for students to continue
working on their research question.
Provide students with the opportunity
(newspapers, magazines, books, internet, etc.)
to research more about their topics in order to
create a more effective question. Encourage
them to use the resources and knowledge
provided to them from their science, social and
art class.
Peer-assess other groups questions based on the
student-made rubric. Make improvements.
Peer-assess other groups methods of data
collection based on the rubric. Make
improvements.
Allow the students to work as a group to
choose the methods that they will use to collect
data. They must select their survey audience
(population or sample), the size of the sample
and the justifications for this choice.
Implement the surveys! Have students ask their
research questions around the school
(depending on the survey audience theyve
selected)
Analyze data collected.
Class discussion to recall how to make
predictions based on data.
Predict population based on sample sizes.
How will these predictions be useful?
Do you think your sample method was the best
method to use? What improvements would you
make?

-Data
collection
-Data
analysis
-Forming
research
questions
free of
influencing
factors
-Probability

-Think, Pair,
Share
-Working in
groups
-Class
discussion
-Creating rubric

En
Exr

Same as
above

-Work in groups
-Self-assess by
rubric
-Circulate and
converse
-Peer-assess

Exr
Ev

Same as
above

-Peers will
assess other
groups
-Self-Assess by
rubric

Exl
El
Ev

Same as
above

-Work in groups
-Self-assess by
rubric
-Circulate and
converse

Exr
Exl
El
Ev

En
Exr
Exl
Ev
Exr
Exl
El
Ev

14

Developing &
Implementing
a project plan

15

Developing &
Implementing
a project plan

16

Developing &
Implementing
a project plan

17

Developing &
Implementing
a project plan

Provide class time for students to work on their

final project.

Same as
above

-Work in groups
-Self-assess by
rubric
-Circulate and
converse

18

Developing &
Implementing
a project plan

Present projects to class (approx. 5 minutes

each)
Give time for discussion

Same as
above

Summative
Assessment

Magazines,
newspapers,
technology
for research

19

Developing &
Implementing
a project plan

Students will reflect on their projects. What

improvements would you make?
Given their understandings developed in
science, social studies, art and math class,
students will write a short reflection that will
accompany their art installation. They will
answer: How does the disappearance of a
species affect the environment?

Same as
above

Self-assessment

Ev

Stage 4 Reflection
Comments

Considerations
Is there alignment Alignment exist between the first 3 stages as the assessment, and each lesson was made with the results in mind.
between the first 3 The Program of Studies was consulted when determining the desired results for this unit and was constantly
referenced throughout the whole plan. The plan is structured with the backwards design such that lessons that
stages?

the skills, knowledge and understanding objectives in Stage 1 are tackled in Stage 2 and 3. Further reflection
will be done following the unit.
-Students have the opportunity to work in small groups, larger groups and individually. This allows for
How has learner
peer-assessment, peer teaching, and self-reflection.
differentiation
-Formative
assessment will take place throughout the unit to provide feedback to the students to continue their
been addressed?
learning and provide information for the teacher in order to make decisions moving forward.
-Ways to engage the learner include: exploring the big problem and the course concepts through technology,
Kahoot!, games to understand statistics, inquiry based project, videos, students will enact surveys throughout
the school in order to further understand statistics, etc.
-ELL students will be provided additional support with many hands-on activities, group discussion, visuals and
technology exploration.
-Summative assessment (i.e. the art installation) will give the students the opportunity to showcase their talents
and interests, whether it be math, science, social studies, art, technology, writing, etc.
-Kahoot! will be used, however for students without personal technology (i.e cell phones, tablets, laptops, etc)
whiteboards will be provided in order to answer the questions.
How does the unit -The big problem (How does the disappearance of a species affect the environment?) is a problem that can be
addressed from the understandings in many disciplines. We have included mathematics, science, social
design include a
studies and art and will be contributing to the overall issue through the skills, knowledge and understandings
variety of
from each discipline. Connections will be made explicit between the disciplines and how each discipline is
teaching
essential for the overall problem.
experiences that
-FNMI perspective and history is woven into the lessons of each subject. For example, the mercury poisoning of
includes: FNMI,
the water in Grassy Narrows opens the door for conversation about FNMI history, perspective, fishing
multicultural, and
practices, relationship to the land (specifically fish).

interdisciplinary
activities.
Sources consulted Alberta Education (2007). Mathematics kindergarten to grade 9 (update 2014) [Program of Studies]. Retrieved
from http://education.alberta.ca/media/8775377/k_to_9_math_pos.pdf
(APA format)
Canada Op (2014, September 16). Mercury poisoning, grassy narrows. [Video File]. Retrieved from
https://www.youtube.com/watch?v=K6GBy8SVFQs
First Nations Education Steering Committee (2011). Teaching mathematics in a First Peoples context grades 8
and 9. Math First Peoples. Retrieved from
https://docs.google.com/file/d/0B5ADvHuFAvOnZW1XWHNHa0x1Umc/edit
Joseph, B. (2014, March 11). First Nations and salmon fisheries. [Weblog comment]. Retrieved from
http://www.ictinc.ca/blog/first-nations-salmon-fisheries
Kurlanksy, M. (2011). World without fish. New York, NY: Workman Publishing.
McAskill, B., Watt, W., Zarski, C., & Balzarini, E. (2009). MathLinks 9. Toronto, ON: McGraw-Hill
Ryerson.
National Geographic (2003, May 15). Big-fish stocks fall 90 percent since 1950, study says. National
Geographic News. Retrieved from
http://news.nationalgeographic.com/news/2003/05/0515_030515_fishdecline.html
West, J. [John West]. (2016, February 2). Can you imagine a world without fish? [Video File]. Retrieved from
https://www.youtube.com/watch?v=gCnNH1zXag4

Adapted by Jeff Turner (2016) From:

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA: Sage.
Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.