Statistics

Unit Overview

Curriculum Standards Summarize, represent, and interpret data on a single count or measurement
variable (Standards S.ID.1–3). Summarize, represent, and interpret data on
two categorical and quantitative variables (Standard S.ID.6). Interpret linear
models building on students’ work with linear relationships, and introduce the
correlation coefficient (Standards S.ID.7–9).
Understandings Relationships between data can be analyzed and compared.
Essential Questions -What are the different ways univariate data can be represented?
-What are the advantages and disadvantages in each univariate plot type?
(What features are highlighted or hidden?)
-How can two data sets be compared quantitatively?
-How can you show the relationship, or lack thereof, between two
quantitative variables?
Students will Know… -Understand how outliers influence measures of center
-Know how to visually represent univariate data
-Interpret differences in shape, center, and spread contextually
-Understand the difference between causation and correlation
-Understand the difference between scatter plots and residual plots
Students will be able to… -Create box plots, histograms, and dot plots
-Find mean, median, mode, interquartile range, standard deviation, and
outliers of a data set by hand and/or with technology
-Compare data sets using appropriate vocabulary and measures
-Create scatter plots by hand and/or with technology
-Find lines of best fit/regression lines for bivariate data represented in scatter
plots
-Find and interpret correlational coefficients
-Interpret meaning of slope and y-intercept contextually
-Use residual plots to determine the appropriateness of regression curves
-Use lines of best fit and their equations to solve problems
Authentic Tasks Barbie Bungee Group Activity?
Statistics Survey Project?
Other Evidence Assignments, Bell Ringers, Assessments
 𝟏
Lesson Plan – Statistics Day
𝟐
Dice Dot Plot

Utah State Core Standard

and Objective
Essential Question How can you represent relationships and solve problems?
How do activities, Students will be taking a test for Matrices. After they finish they can do the dot
materials, etc. connect to plot. They will have already learned it last year it will be a review.
student’s prior knowledge?
Assessments (formative
and/or summative)
Learning Activities: Bell Ringer (10 min)- Matrix and short dot plot
(include detailed
description and time frame Test – Matrix Test
for each activity)
Activity – Dice Dot Plot

Accommodations made for

struggling and accelerated
learners (grouping patterns,
content literacy strategies,
etc.)
Differentiation (2 ways)
Resources Dice Dot Plot
How has the prior day’s
assessment shaped your
instruction?

Utah State Core Standard
and Objective
Essential Question
How do activities,
materials, etc. connect to
student’s prior knowledge?
Assessments (formative
and/or summative)
Learning Activities:
(include detailed
description and time frame
for each activity)
Accommodations made for
struggling and accelerated
learners (grouping patterns,
content literacy strategies,
etc.)
Differentiation (2 ways)
Resources
How has the prior day’s
assessment shaped your
instruction?
Lesson Plan – Statistics Day 1
Analyzing Data
S.ID.1 - Represent data with plots on the real number line (dot plots,
histograms, and box plots).
S.ID.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.
S.ID.3 - Interpret differences in shape, center, and spread in the context of the
data sets, accounting for possible effects of extreme data points (outliers).
Calculate the weighted average of a distribution and interpret it as a measure of
center.
Student will know how to make a dot plot and calculate mean and median.
Pre- Assessment – Students will take a pre-assessment to see what they know
about statistics. This will be my bell ringer.
Student Answers – Students will be asked questions within my lesson where
they can answer so I can see if they are understanding the information.
Bell Ringer (20 min)- Students will be given a short pre-assessment to find out
what they know about statistics.
Notes (30 min) – Statistics: They learn the parts of box and whisker plots and
how to draw them. They will also learn how to draw histograms. And about
skewness (skewasaurus).
Assignments (20 min) – They will work on homework. They are allowed to
work in groups or by themselves as long as they are working.
Group work - They will work in partners during the lesson to draw box and
whisker plots and histograms.
Prepared Notes - They will have notes that are already prepared to help them
follow along and they can add to them to help their understanding.
The skewasaurus might help some students be able to remember if it is right or
left skewed.
Mrs. Dangerfield’s flipcharts & notes
From the dot plots in the last class, I could see that they already knew mean and
median.
 Lesson Plan – Statistics Day 2
Scatter Plots, Lines of Best Fit, & Introduction to Correlation

Utah State Core S.ID.6 - Represent data on two quantitative variables on a scatter plot, and describe how
Standard and the variables are related.
Objective
a. Fit a linear function to the data; use functions fitted to data to solve problems in
the context of the data. Use given functions, or choose a function suggested by
the context. Emphasize linear and exponential models.

b. Informally assess the fit of a function by plotting and analyzing residuals. Focus
on situations for which linear models are appropriate.

c. Fit a linear function for scatter plots that suggest a linear association.

S.ID.7 - Interpret the slope (rate of change) and the intercept (constant term) of a linear
model in the context of the data.

S.ID.8 - Compute (using technology) and interpret the correlation coefficient of a linear
fit.

Students will be able to create a scatter plot and talk about it parts and how the data
relates to each other. Student will be able to find the line of best fit and interpret the data
around it.
Essential What is the purpose of a scatter plot? How do you find the line of best fit?
Question
How do Students have already looked at box and whisker plots and histograms. They also know
activities, how to graph linear equations and they know the difference between a positive and a
materials, etc. negative slope.
connect to
student’s prior
knowledge?
Assessments Bell Ringer – Student Questionaire: Students will be given a questionnaire to help me
(formative and/or assess their learning styles, interests, and motivation.
summative)
Learning Bell Ringer (5 min) – Student Questionaire: Students will be given a questionnaire to help
Activities: me assess their learning styles, interests, and motivation.
(include detailed
description and Homework Review (10 min) – We will review a few of the problems from the homework
time frame for from the day before and then they will pass them forward.
each activity)
Lesson & Doodle Notes (20 min) – Scatter Plots & Line of Best Fit & Correlation
Introduction

Assignment (20 min) – Scatter Plots & Line of Best Fit Worksheet

Accommodations Group work - They can work in groups for their assignment.
made for
struggling and Prepared Notes - They will have notes that are already prepared to help them follow along
accelerated and they can add to them to help their understanding.
learners
(grouping
patterns, content
literacy
strategies, etc.)
Differentiation (2
ways)
Resources Mrs. Dangerfield’s flipchart and notes.
https://www.teacherspayteachers.com/Product/Scatter-Plots-and-Line-of-Best-Fit-
Practice-Worksheet-2337686
https://www.teacherspayteachers.com/Product/Scatter-Plots-Doodle-Notes-3001722

How has the They seemed to understand box and whisker plots pretty well so I think scatter plots will
prior day’s be easy for them. Finding the line of best fit might be a little difficult because they have
assessment to decide where would be the best spot. They do pretty well at writing linear equations so
shaped your I think finding the slop of the line of best fit will be pretty easy.
instruction?
 Lesson Plan – Statistics Day 3
Correlation Coefficients & Correlation does not imply Causation

Utah State S.ID.8 - Compute (using technology) and interpret the correlation coefficient of a linear fit.
Core Standard S.ID.9 - Distinguish between correlation and causation.
and Objective
Students will also be able to distinguish between correlation and causation. Students will be
able to use a calculator to find the correlation coefficient. Students will be able to determine
if the correlation coefficient is negative or positive and if it has a weak, moderate, or strong
relationship.
Essential What does the correlation coefficient tell us? What is the difference between correlation and
Question causation?
How do Students will have learned how to create scatter plots and lines of best fit. They will know
activities, how to analyze the data they get from scatter plots.
materials, etc.
connect to
student’s
prior
knowledge?
Assessments Bell Ringer – Brain storm ideas for creating their own scatter plot for their Unit Project on
(formative March 15th. Write their ideas on the white board. Students can take a picture of the ideas to
and/or help them remember.
summative)
Learning Bell Ringer (15 min) – Brain storm ideas for creating their own scatter plot for their Unit
Activities: Project on March 15th. Write their ideas on the white board. Students can take a picture of the
(include ideas to help them remember.
detailed
description Homework Review (10 min) – We will review a few of the problems from the homework
and time from the day before and then they will pass them forward.
frame for
each activity) Lesson, Calculators, Video, & Notes (20 min) – Video on Correlation and Causation.
Students will have a sheet of notes to help them remember the things they learn from the
video.

Assignment (20 min) – they will be able to work with partners on their assignment until the
end of the class.

Accommodati Group work - They will work with partners for the assignment.
ons made for
struggling and Prepared Notes - They will have notes that are already prepared to help them follow along
accelerated and they can add to them to help their understanding.
learners
(grouping
patterns,
content
literacy
strategies,
etc.)
Differentiatio
n (2 ways)
Resources Mrs. Dangerfield’s flipchart and notes.
 https://www.youtube.com/watch?v=VMUQSMFGBDo&list=LL8m3eyAgup0KvYSqM6vK
RXw&index=4&t=0s
Calculator cheat sheet from Mrs. Dangerfield
How has the
prior day’s
assessment
shaped your
instruction?
 Lesson Plan – Statistics Day 4
Scatter Plot Group Work

Utah State Core S.ID.6 - Represent data on two quantitative variables on a scatter plot, and describe how
Standard and the variables are related.
Objective
a. Fit a linear function to the data; use functions fitted to data to solve problems
in the context of the data. Use given functions, or choose a function suggested
by the context. Emphasize linear and exponential models.

b. Informally assess the fit of a function by plotting and analyzing residuals. Focus
on situations for which linear models are appropriate.

c. Fit a linear function for scatter plots that suggest a linear association.

S.ID.7 - Interpret the slope (rate of change) and the intercept (constant term) of a linear
model in the context of the data.

S.ID.8 - Compute (using technology) and interpret the correlation coefficient of a linear
fit.

S.ID.9 - Distinguish between correlation and causation.

Students will be able to create, analyze, and solve problems based on scatter plots.
Essential Can you use data to make an educated guess and solve problems?
Question
How do Students will have learned how to create scatter plots and lines of best fit. They will know
activities, how to analyze the data they get from scatter plots.
materials, etc.
connect to
student’s prior
knowledge?
Assessments Bell Ringer – Students will create a box and whisker plot and a histogram given a set of
(formative and/or data.
summative)
Learning Bell Ringer – Students will create a box and whisker plot and a histogram given a set of
Activities: data.
(include detailed
description and Homework Review (10 min) – We will review a few of the problems from the homework
time frame for from the day before and then they will pass them forward.
each activity)
Activity (40 min) – Students will work together in groups to solve the mystery presented
to them.

Accommodations Group work - They will work in their groups to solve the mystery.
made for
struggling and
accelerated
learners
(grouping
patterns, content
literacy
strategies, etc.)
Differentiation (2 Students will be measuring jump distances with rulers and taking their own data.
ways)
Resources Mrs. Dangerfield’s flipchart and notes.
https://www.teacherspayteachers.com/Product/StatisticsScatter-Plots-and-Lines-of-Best-
Fit-MYSTERY-ACTIVITY-3068217

How has the

prior day’s
assessment
shaped your
instruction?
 Lesson Plan – Statistics Day 5
Review for Written Assessment

Utah State Core S.ID.1 - Represent data with plots on the real number line (dot plots, histograms, and box
Standard and plots).
Objective
S.ID.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.

S.ID.3 - Interpret differences in shape, center, and spread in the context of the data sets,
accounting for possible effects of extreme data points (outliers). Calculate the weighted
average of a distribution and interpret it as a measure of center.

S.ID.6 - Represent data on two quantitative variables on a scatter plot, and describe how
the variables are related.

a. Fit a linear function to the data; use functions fitted to data to solve problems
in the context of the data. Use given functions, or choose a function suggested
by the context. Emphasize linear and exponential models.

b. Informally assess the fit of a function by plotting and analyzing residuals. Focus
on situations for which linear models are appropriate.

c. Fit a linear function for scatter plots that suggest a linear association.

S.ID.7 - Interpret the slope (rate of change) and the intercept (constant term) of a linear
model in the context of the data.

S.ID.8 - Compute (using technology) and interpret the correlation coefficient of a linear
fit.

S.ID.9 - Distinguish between correlation and causation.

Students will be able to create, analyze, and solve problems based on scatter plots.
Essential Can you use data to make an educated guess and solve problems?
Question
How do Students will have learned how to create scatter plots and lines of best fit. They will know
activities, how to analyze the data they get from scatter plots.
materials, etc.
connect to
student’s prior
knowledge?
Assessments Bell Ringer – Students will create their surveys
(formative and/or
summative)
Learning Bell Ringer –
Activities:
(include detailed Homework Review (10 min) – We will review a few of the problems from the homework
description and from the day before and then they will pass them forward.
time frame for Activity (40 min) – Students will work together in groups to solve the mystery presented
each activity) to them.

Accommodations Group work - They will work in their groups to solve the mystery.
made for
struggling and
accelerated
learners
(grouping
patterns, content
literacy
strategies, etc.)
Differentiation (2 Students will be measuring jump distances with rulers and taking their own data.
ways)
Resources Mrs. Dangerfield’s flipchart and notes.
https://www.teacherspayteachers.com/Product/StatisticsScatter-Plots-and-Lines-of-Best-
Fit-MYSTERY-ACTIVITY-3068217

How has the

prior day’s
assessment
shaped your
instruction?
 Lesson Plan – Statistics Day 6
Test Day & Correlation or Causation Activity

Utah State Core S.ID.1 - Represent data with plots on the real number line (dot plots, histograms, and box
Standard and plots).
Objective
S.ID.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.

S.ID.3 - Interpret differences in shape, center, and spread in the context of the data sets,
accounting for possible effects of extreme data points (outliers). Calculate the weighted
average of a distribution and interpret it as a measure of center.

S.ID.6 - Represent data on two quantitative variables on a scatter plot, and describe how
the variables are related.

a. Fit a linear function to the data; use functions fitted to data to solve problems
in the context of the data. Use given functions, or choose a function suggested
by the context. Emphasize linear and exponential models.

b. Informally assess the fit of a function by plotting and analyzing residuals. Focus
on situations for which linear models are appropriate.

c. Fit a linear function for scatter plots that suggest a linear association.

S.ID.7 - Interpret the slope (rate of change) and the intercept (constant term) of a linear
model in the context of the data.

S.ID.8 - Compute (using technology) and interpret the correlation coefficient of a linear
fit.

S.ID.9 - Distinguish between correlation and causation.
Essential
Question
How do
activities,
materials, etc.
connect to
student’s prior
knowledge?
Assessments Bell Ringer – Box and Whisker Plots & Histogram practice.
(formative and/or
summative)
Learning Bell Ringer – Box and Whisker Plots & Histogram practice.
Activities:
(include detailed Q&A Statistics Review (10 min) – We will review a few of the problems from the review
description and from the day before and then they will pass them forward.
time frame for
each activity) Test (30) –
 Project (10 min) – Student will make sure that they have all the things they will need for
the project the next day.

Accommodations Group work - They will work in their groups to solve the mystery.
made for
struggling and
accelerated
learners
(grouping
patterns, content
literacy
strategies, etc.)
Differentiation (2 Students will be measuring jump distances with rulers and taking their own data.
ways)
Resources Mrs. Dangerfield’s flipchart and notes.
https://www.teacherspayteachers.com/Product/StatisticsScatter-Plots-and-Lines-of-Best-
Fit-MYSTERY-ACTIVITY-3068217

How has the

prior day’s
assessment
shaped your
instruction?
 Lesson Plan – Statistics Day 7
Authentic Assessment

Utah State Core S.ID.1 - Represent data with plots on the real number line (dot plots, histograms, and box
Standard and plots).
Objective
S.ID.6 - Represent data on two quantitative variables on a scatter plot, and describe how
the variables are related.

S.ID.7 - Interpret the slope (rate of change) and the intercept (constant term) of a linear
model in the context of the data.

S.ID.8 - Compute (using technology) and interpret the correlation coefficient of a linear
fit.
Essential Can you find a correlation? What does the correlation coefficient mean in regard to the
Question data?
How do Student have already learned this content and been tested on it. Now they are able to dive
activities, deeper and create their own data. This will help them move higher in the levels of blooms
materials, etc. taxonomy.
connect to
student’s prior
knowledge?
Assessments The Authentic Assessment – this will assess their knowledge and give them an idea of
(formative and/or how this math content might be used in the real world.
summative)
Learning Bell Ringer – Collect all of the products needed for the authentic assessment and find
Activities: your group members. Read the Assignment and begin to think of your two questions for
(include detailed the assessment
description and
time frame for Authentic Assessment Group Work – Finding Correlation. Students will create their own
each activity) questions and their own scatter plots. They will analyze their data and present it to the
class (if time allows, it’s a short day).
Accommodation Group work - They will work in their groups to analyze their data from their 2 questions.
s made for They will each be given a role but they will also be helping each other with all steps of
struggling and the assessment.
accelerated
learners
(grouping
patterns, content
literacy
strategies, etc.)
Differentiation (2 They will be able to discuss in groups and then come up with the best way to do things.
ways)
Resources I got part of the idea from here:
http://jfmueller.faculty.noctrl.edu/toolbox/examples/muzzyschramm99/statssurveytask.pd
f
And also got ideas from the mystery activity we did on day 4. That was found here:
https://www.teacherspayteachers.com/Product/StatisticsScatter-Plots-and-Lines-of-Best-
Fit-MYSTERY-ACTIVITY-3068217
How has the Scaffolding – I used the results from their mystery activity on day 4 and realized they
prior day’s needed to better understand what the correlation coefficient means when they analyze
assessment their data. Because the written test only took a half day on day 6, I was able to add a
shaped your correlation or causation activity. Now this assessment will help me know if they really
instruction? understand how the correlation coefficient relates to the data.