Unit 4 - Original

Subject: Mathematics Date: Days 1-5 Teacher:

Essential Questions:Is the sample representative of the population? Does the sample produce valid inferences? (Days 1-4)How can statistics be used to gain information about a population? (Day 5)

Standards:MCC7.SP.1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferencesMCC7.SP.2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.

Lesson Objectives/Learning Outcomes:Students will use their data to make inferences, explain why the validity of a sample depends on whether the sample is representative of the population, and explain that random sampling tends to produce representative samples. (Days 1-4)Students will use their knowledge of graphs, mean, median, Mean Absolute Deviation (M.A.D.) and interquartile range to compare two sets of data. Prior to completing the task, teachers may need to review box plots, dot plots, M.A.D, measures of center, and measures of variability. (Day 5)

Number Talks/Vocabulary:Number Talks: Addition, Multiplication

Vocabulary: Sample, Simple Random Sampling, Random Sample, Convenience Sample, Systematic Sample, Biased Sample, Unbiased Sample (Days 1-3)Mean, Median, Mode, Range, Mean Absolute Deviation (M.A.D.), Box and Whisker Plots, Dot Plots, Five Number Summary, Interquartile Range (IQR) (Day 5)

Explicit Content Instruction - Whole Group InstructionDay 1-3 - Students will learn about the different types of sampling and how bias can be introduced in each type of sampling. Students will learn about simple random sampling, convenience sampling, and systematic sampling. The class will discuss why simple random samples introduce the least amount of bias to a sample.Day 5 - Measures of Center

Small Group Rotations*At LMS Groups will take place in Support class and additional activities will be used to

supplement the lesson in the Curricular class on days where explicit instruction is not given

Group 1 Group 2 Group 3

Day 1 Homework and Practice Book - Convenience Sampling pages 344-348

Homework and Practice Book - Systematic Sampling pages 349-353

Homework and Practice Book - Simple Random Sampling pages 354-358







Day 4 Framework’s Task “Is It Valid?”

Day 5 Homework and Practice Book - Statistical Measures pages 371-375

Homework and Practice Book - Using Measures of Center pages 376-381

Homework and Practice Book - Using Measures of Variability pages 382-389

Closing/Summarizing - Evidence of Learning:Day 1 - Summarize Types of SamplingDay 2 - Describe the type of sampling in the given situationDay 3 - Which sample would provide results with the least bias?Day 4 - Summarize findings from Framework’s TaskDay 5 - TOTD - Identify the measure of center used

Subject: Mathematics Date: Days 6-10 Teacher:

Essential Questions:How can statistics be used to gain information about a population? (Whole Week)How the measures of variability used to are analyzed and compare data? How can variability affect the overlap of two data sets? (Whole Week)

Standards:MCC7.SP.1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferencesMCC7.SP.2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.MCC7.SP.3. Informally assesses the degree of visual overlap of two numerical data distributions with similar variability, measuring the difference between the centers by expressing it as a multiple of a measure of variability.MCC7.SP.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

Lesson Objectives/Learning Outcomes:Students will use their knowledge of graphs, mean, median, Mean Absolute Deviation (M.A.D.) and interquartile range to compare two sets of data. Prior to completing the task, teachers may need to review box plots, dot plots, M.A.D, measures of center, and measures of variability.

Number Talks/Vocabulary:Number Talks: Addition, Muliplication

Vocabulary: Mean, Median, Mode, Range, Mean Absolute Deviation (M.A.D.), Box and Whisker Plots, Dot Plots, Five Number Summary, Inter-Quartile Range (IQR)

Explicit Content Instruction - Whole Group InstructionDay 6 - Dot PlotsDay 7 - Box and Whisker PlotsDay 8- 10 - Degrees of Visual Overlap

Small Group Rotations*At LMS Groups will take place in Support class and additional activities will be used to

supplement the lesson in the Curricular class on days where explicit instruction is not given

Group 1 Group 2 Group 3

Day 6

Homework and Practice Book - Statistical Measures pages 371-375



Day 7

Homework and Practice Book - Statistical Measures pages 371-375



Day 8

Framework’s Task “Shakespeare vs. Harry Potter”

Day 9

Framework’s Task “Shakespeare vs. Harry Potter”

Day 10

Framework’s Task “Got Friends”

Closing/Summarizing - Evidence of Learning:Day 6 - TOTD - Calculate the meanDay 7 - TOTD - What is the M.A.D.? Why do we use it?Day 8 - Discuss Framework’s findings thus farDay 9 - Discuss Framework’s findingsDay 10 - Discuss Framework’s findings thus far

Documents

Unit 4 - Original