Basic Productivity Tools (BPT)

Lesson Idea Name: Sampling Data to Draw Inferences

Content Area: Statistics and Probability
Grade Level(s): 7th
Content Standard Addressed: Use random sampling to draw inferences about a population; Draw informal
comparative inferences about two populations.

Technology Standard Addressed: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

Selected Technology Tool: Excel/Google Sheets

URL(s) to support the lesson (if applicable):

About Our Class Activity Sheet
Bloom’s Digital Taxonomy Level(s):
☐ Remembering ☐ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

The launch activity for the students incorporates the question of “what do you do after school” and enables
each student to be reflective on the activity they choose to participate in after school. This personalizes the
activity for the students and makes it relevant to their experience before data is displayed. This beginning
question quickly engages students and allows them to extend their thinking to what their peers may do after
school. The data can then be displayed to students, and they can make conclusions about the entire
population based up the data that is displayed to them. The teacher can then ask purposeful questions about
the best way to express this data in a visual way for other learners which can allow students to autonomize
the way they best visualize and learn samples. The teacher will then instruct students on how to input the
data into excel spreadsheets while showing students how to represent the data in various forms (pie chart,
bar graph, scatter plot, etc.) Students will then complete a class activity on survey questions that are
reflective of the classes answers and in small groups represent the data in excel. The technological tool
chosen allows students to have autonomy in how they choose to express the data.

Lesson idea implementation:

The teacher will introduce the project by asking the question “What activity do you do after school?” The
whole group will participate in discussion on the activities they choose to do and how the data in the class

SBooker, 2022
 Basic Productivity Tools (BPT)
may be reflective of a larger sample or population. The data of a larger group will then be displayed, and
students will be asked to think about the best way this data can be visualized and extracted, based on
statistical data points (mean, measure of center, variability.) The data will then be casted for the whole group
to see. The teacher will then walk students step by step on the process on how to convert data to a pie chart
and then students will then be asked individually to be asked to make comparative inferences about the
population based upon the data showcased. Here students can be formally assessed on what they understand
about the content standard of measure of center and variability. This should take about 20 mins for the
teacher to show the students step by step and formally assess the students understanding of the standard.

The students will then be given an “about our class” worksheet and will be given time to collect data as a class
(5- 7 mins). After data collection students will then be placed in small groups and on their Chromebooks, they
will input the class data in excel sheets and decide in a group the best way to express this data in their graph
choice. A pre created step by step instruction template on how to implement data will be given to each group
and those students that need differentiated instruction will be given templates with a chosen graph so that
they are able to showcase replication. Students who need extension or advancement will be given the
autonomy on the creative display of their data and graph choice. Students will be asked to implement their
data from excel sheets into google sheet so that the teacher can collaborate with students and provide
feedback. After the creation of the excel sheet, students should then independently make inferences about
the “measure of center” and variability of their data vs. the population. To conclude the class the teacher will
transition to whole group discussion to have students share their thoughts about the comparative inferences
they made.
Reflective Practice:

After designing this lesson, I feel that it is both culturally relevant and includes assistive technology
element that can bolster students’ expression of math standards. I designed this lesson idea to
encompass an entire class period. One way to extend this lesson would be to allow students to
research a question they wonder about the population (advanced/on level) or provide students with
a question and allow them to collect data (remediation). Student can then recreate the excel sheets
and express the data in a graph they feel fits best.

SBooker, 2022