Sampling and Statistics

Name: Tyler Parenzan

Dates: 4 weeks
Unit Topic: Sampling and statistics
Grade Level: 7th
Content Standard(s):
7.SP.1: Understand that statistics can be used to gain information about a
population; generalizations about a population from a sample are valid only if the
sample is representative of that population.
7.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
7.SP.3 Informally assess the degree of visual overlap of two numerical data
distributions with similar variabilities, measuring the difference between the
centers by expressing it as a multiple of a measure of variability.

Learning Unit Overview: Students will be introduced to the fundamentals of statistics. They will
learn how to conduct basic surveys of populations, make meaningful sense of them, and learn how
to quantify that data.
 Brain Target #1
Establishing the Emotional Climate for Learning

Connection to the content

Students will be able to calculate their own grade point averages based on the
skills that they learn and utilize that skill in order to advocate for themselves.
In class, we talk about how important it is to be able to advocate for ourselves, so students will
be able to do that by calculating their own averages and GPA. They can then reflect on the
effort that they give and make the connection to how that affects their grade.
Students will be able to conduct surveys about their classmates and school in
order to learn more about those populations
It furthers student-student interactions. Its an opportunity for students to share their values
with one another.
Students will calculate the average price of foods of local restaurants to gain a
sense of whats reasonably priced.
Have a welcome mat for students to wipe their feet on and feel more welcomed.
This way, I can show students that I care about them and the room at the same time.
Students are always greeted at the door with a smile and handshake.
The Do Now, Agenda, and Objectives for the day are always posted in the same
place, so students know what to do when they come in.
 Brain Target #2
Creating the Physical Learning Environment

Give a survey for the class inquiring about general information (ex: male/female?
Where are you from? Favorite subject? ect., and show some of the results of that
survey using statistics and other visuals.
Post a vocabulary word wall with all of the vocabulary needed for the unit, so
students are always exposed to the proper vocabulary for the unit. Additionally, its
important to be able to discuss mathematics with the proper vocabulary.
Decorate the room with anchor charts for visual reminders of key math processes.
Have students research interesting statistics and post them around the room. Ex:
the average wide receiver in the NFL can run 40 yards in about 4.5 seconds.
Its using proper vocabulary and its meaningful to the students.
Have a welcome mat for students to wipe feet on and feel more welcomed.
Place fragrances around the room for the room to smell nice.
Display student work for the unit.
 Brain Target #3
Designing the Learning Experience

Concept Map / Advanced Organizer

Sampling and statistics

Standard: Understand
that statistics can be
used to gain
information about a
population.
Standard: Use data from a
random sample to draw
inferences
Standard: Informally assess
the degree of visual overlap
of two numerical data
distributions with similar
variabilities

Determine whether or Identify bias

within Draw inferences Draw inferences
not a survey method by finding Explain
would produce a samples by finding Calculate
measures of measures of differences
random sample mean and
variance between
center median
measures of
center for
Describe methods different
that lead to random Analyze variation in data sets
samples multiple random
samples by running
simulations
 Brain Target #3
Designing the Learning Experience
Learning Goals
The image on the previous slide shows the main learning
standards that students need to master for the introduction
to statistics unit. Students will need to be able to identify
survey methods that lead to random sampling and be able
to discuss whether samples have bias or not within them.
Additionally, they will have to be able to analyze data in
order to make inferences about them. They will need to
utilize their skills of finding mean and median in order to do
this. Not only will students have to make inferences about
the data based on mean and median, but they will have to
compare and contrast different data sets based on their
averages and medians.

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 Brain Target #3
Designing the Learning Experience
Before any of the learning goals can be met, a brief
diagnostic assessment will be given at the beginning of
the unit. Its a place for students to demonstrate their
understanding of the key principles of the unit.
Additionally, at the beginning of lessons, students will
be prompted to share their prior knowledge with the
class, and that can be used as foundational knowledge.
Additionally, as previously mentioned, students will be
able to take a survey about themselves, and they will
be prompted with the questions: How can that data be
compiled? How can we share that information
efficiently? The discussion about how they can share
that information will be the bridge into the unit
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 Brain Target #3
Designing the Learning Experience
Student friendly way of breaking down the
concept map I can infer things based on
my mean, median, and
I can explain why
I will learn how to calculate mode.
different surveys yield
mean, median, and mode. different results.

WWhat I will learn and

be able to do with
statistics?and be able to
I can explain the do with Statistics!
different ways of
collecting data.
I can simulate and
apply survey
techniques.
I will learn how to tell if
my data is reliable.

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 Brain Target #4
Teaching for Mastery of Content, Skills, and Concepts

Determining whether or not a survey method would produce a random sample

Determining if a sample is fair or biased
Have a class discussion about ways to calculate valuable information about large
populations
Difficulties about gathering information about an entire population
Different types of sampling
Conclusions that can be made from sampling
How big should a sample size be?
-Group activity: Students will have all of the names and genders for the 7th
grade in a hat. They will be asked to conduct surveys of differing sample sizes
pertaining to gender makeup of the grade. They will conduct the surveys by pulling
the names and genders out of the hat. Based on the survey sizes, students will see
that the survey becomes more accurate as you increase the population size, but
the survey becomes more cumbersome to carry out.
Matching game for key vocabulary
Students will compare and contrast the advantages of different types of survey
methods.
 Brain Target #4
Teaching for Mastery of Content, Skills, and Concepts

Draw inferences about a population based on

surveys, measures of center and variance
Introduction to Learn about your school project
Students will have to create a method of surveying the school
about a topic of their choice, and make conclusions about that
data, based on their findings. (Ex: conduct a survey on the favorite
food of some population within the school)
Students will analyze real-world samples about various
topics and make inferences pertaining to them.
Data sets will be presented in a worksheet style, so its
easy to condense all of the data onto several pages.

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 Brain Target #4
Teaching for Mastery of Content, Skills, and Concepts
Calculating and applying measures of center
Students will be introduced to the skills of calculating measures of
center from listed data as well as from graphical data.
Students will become in charge of a particular problem. They will become the
teachers for that problem, and teach members of other groups how to do that
problem.
Silent discussion: students will walk around the room and look at
posters with work on them. They will then comment on whether the
work is right or wrong but only through writing.
Continuation of learn about your school project
Students will measure averages of ages for different categories within the
survey, and calculate mean, median, and mode for those categories. Ex: The
average age of those whose favorite food is pizza is 10 years old.
Students will analyze the findings of the measures of center for their projects.
Students will begin to make comparative statements based on measures of
center

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 Brain Target #5
Teaching for the Extension and Application of Knowledge

Arts integration/real-life application of skills:

Students will have the choice of how to present their
findings for their school survey project: They will have the
choice of creating a poster, PowerPoint, or use of some
other approved medium.
Students will be able to use their data from their weekly
quizzes and daily exit tickets to be able to calculate mean,
median, mode for both types of data. Students will then be
able to reflect on their scores based on their findings.
Analyzing prices of restaurant foods
Students will calculate averages of the prices of common local
foods. Examples would be pizzas, burritos, and cheese burgers.
This way, when they go out to eat, they have some background
knowledge as to what is a fair price.
 Brain Target #6
Evaluating Learning
Students will be assessed through several types of assessments:
Daily exit tickets: These will assess the understandings that
students have at the end of each class period. The purpose is to
provide meaningful feedback for myself as to whether or not the
class is okay to proceed to the next topic.
Weekly quizzes: These will assess the understandings that students
have at the end of each week. This is a checkpoint assessment that
provides insight to the long-term retention of the major topics of
that week.
Unit test: This written assessment will assess the understandings
that students have at the end of the unit. This is to provide insight
towards the understandings that the students have at the end of
the unit.
 Brain Target #6
Evaluating Learning

Students are assessed by the following rubric for their Learn

About Your School project:
Calculations Justification/Analysi Presentation Spelling/Gramme
s r
3 All calculations All steps taken during The presentation There are no
are correct. the project are of the project is spelling errors.
explained and well well thought-out.
justified. Additionally, Its evident that
insightful conclusions time and effort
and accurate went into its
deductions are made construction.
based on the
evidence provided.
2 Most calculations A few mistakes areThe presentation There are a few
are correct. listed in the analysis,
of the grammatical and
There may be a or the analysis isinformation is a spelling errors.
few minor incomplete. little disjointed,
mistakes but not to the
extent where
readers cannot
follow.
1 There are No analysis is It is difficult, at There are
numerous minor provided or there are points, to follow numerous spelling
and/or major many errors. the information and grammatical
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being presented.
 Brain Target #6
Evaluating Learning

Opportunity for reflection

Based on their calculations for their exit tickets
quizzes, and class participation grades, students
will be able to reflect as to how they are
performing in the class. They will be able to
reflect on their averages and conclude whether
or not they are performing at their best. For
example, if a student sees that they have a low
Do Now average, then they might conclude that if
they come in and work harder on the Do Now,
then they will receive a higher grade.

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