Algebra 2AC: Statistics

11B Statistic Project

Tuesday, March 14, 2017

Time49 minutes
Previous knowledge Students have covered Measures of Central Tendency, Boxplots,
Variance and Standard Deviation, Sampling, Types of Studies, Margin of Error, Normal
Distribution and Z-scores. All the material covered in todays class should be review, seeing as
this project acts as a end of unit assessment
Big Ideas/Essential Understanding Data Collection and Data Distribution
- An appropriately selected sample can be used to describe and make predictions about a
population.
- The best descriptor of the center of a numerical data set (i.e., mean, median, mode) is
determined by the nature of the data and the question to be answered.
Learning Standards and Mathematical Practices
CCSS.MATH.CONTENT.HSS.ID.A.1 Represent data with plots on the real number line (dot
plots, histograms, and box plots).

CCSS.MATH.CONTENT.HSS.ID.A.2 Use statistics appropriate to the shape of the data

distribution to compare center (median, mean) and spread (interquartile range, standard
deviation) of two or more different data sets.

CCSS.MATH.CONTENT.HSS.IC.B.3 Recognize the purposes of and differences among sample

surveys, experiments, and observational studies; explain how randomization relates to each.

CCSS.MATH.CONTENT.HSS.IC.B.6 Evaluate reports based on data.

1. Make sense of problems and persevere in solving them.

2. Model with mathematics.
3. Use appropriate tools strategically.
4. Construct viable arguments and critique the reasoning of others
5. Look for and make use of structure.
6. Look for and express regularity in repeated reasoning.

Learning Goals
SWBAT apply their understanding of statistics to design and carry out their own study along
with 3-4 classmates
SWBAT effectively collaborate with their peers

Agenda Overview
1. Assign Statistic Groups (Pre-class)
 a. Project project groups (designed by me) onto the board with the instruction to sit
near their group so that when students come in they immediately can sit together
(saves time needed to reshuffle later)
2. Homework Check (10 mins)
a. Project the answers to the homework
b. Go around checking and stamping homework. Small talk with students
c. Ask and go over any questions from the homework.
3. Introduce Statistics Project (17 min)
a. Handout Statistic Project Guidelines and Rubric
b. Explain Project and give overview of next few days
i. Guidelines outline project very nicely.
ii. Things to emphasize:
1. Submit ONE TYPED project per group. Graphs can be hand
drawn, but if they are, they need to be very precise and detailed
with everything labeled. Must also include a title page and table of
contents
2. The topic MUST be approved by me before students can move on
3. Each student will also INDIVIDUALLY turn in a small paragraph
summarizing and evaluating their group members participation
meaning EVERYONE must participate. If I notice that any student
wasnt helping, their grade will be deducted accordingly. NO
FREERIDERS
4. Im here as a resource
iii. Next couple days will just be work days for students to do their projects.
c. Project Suggested topics onto the board to help get students ideas flowing
4. Group work time
i. Alrighty, so the rest of the time is yours, so how you use it is up to you.
Ill be here to answer any questions, so use that time effectively. If you use
your time wisely, you should have more than enough time in class to
finish, meaning you wont have any homework this week.
ii. Walk around monitoring groups and ask probing questions if students are
stuck on any section in particular

Lesson Plan Checklist:

Instructional Activity
Learning Structure (whole group, pairs, small groups) -- Majority group work, small portion
at the beginning is independent
Materials
Planned Questions
Anticipated Student Responses / Misconceptions
Teacher Response / Important Points
Differentiation (include initials of target students) -- Rather than giving students a test,
students are working in a group on a project. Since I am not lecturing, I have the ability to
walk around the classroom, identifying individual problems and then really focus in on helping
students in a way best tailored to their needs.
Assessment Method - This project as a whole is one big summative assessment. Walking
around will act as a formative assessment. Additionally, students have to get their topics
approved and hand in some conjectures early on, so that will also be an additional progress
check.