Title: Statistic Data

Subject: Mathematics
Grade Level (s): 7 Grade
th

Duration: 2 x 45 minute sessions (90 minutes)

Type of Lesson: Task Rotation

Standards and Elements: (both CC/GPS and TAG)

MGSE7.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 inferences.

MGSE7.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. For example, estimate the mean word length in a book by randomly
sampling words from the book; predict the winner of a school election based on randomly sampled survey
data. Gauge how far off the estimate or prediction might be.

Advanced Communication Skills:

The student produces written and/or oral work that is complex, purposeful, and organized, includes
relevant supporting examples and manipulation of language.

Advanced Research Skills:

The student evaluates research methodologies and data to detect validity, bias, reliability, and
applicability to real-world problems and/or solutions.

Creative Thinking and Problem Solving Skills:

The student develops original ideas, presentations, or products through synthesis and evaluation.

The student questions accepted practices, rules, and existing principles to discover new knowledge.

Summary:
Students would have been working on on unit five that focuses on concepts related to
statistics. This activity will lead into into the remaining concepts related to the unit. Students
will work independently completing each of the four tasks outlined on the Statistic Rotation
worksheet. Each activity touches on a different learning style allowing all students to excel in
one or more particular areas.

Enduring Understanding(s):
Students will be able to determine the measures of center for a sample population. They will be
able to apply the data to make predictions about true populations. The next step after this lesson
is to take the information learned and compare it to other similar populations to see if their
predictions are accurate.

Essential Question(s):
How can predictions based on sample data affect society and even future generations?
Evidence of Learning:
What student should KNOW:
a. Students should be able to determine the measures of center which include mean, median,
mode, and range.
b. Students should be able to construct a box and whisker plot.
c. Students should be able to determine the interquartile range and identify all the quartiles on a
box and whisker plot.
What student should BE ABLE TO DO:
a. Students should be able to use the information to create predictions on a population based on a
sample.

Suggested Vocabulary: measures of center (mean, median, mode and range), outlier, first
quartile, interquartile range, measures of spread

Procedure:
Students would have been working on this skill for a period of time. Teacher would pass out the
task rotation worksheet. The teacher would go over each portion of the task to ensure student
understanding. Students would work individually, other than when completing the Self
Expressive Task.

Each Step of the Strategy:

Day One
Hook: (5 - 10 mins) Students read over the article about kids and technology. Tell students they
are looking for important numbers and percentages that they found shocking or
interesting. Discuss key facts such as population sample.Do they feel this data is accurate based
on what they see in their lives. Allow time for them to share any thoughts about the article.
(http://abc13.com/technology/study-53%25-of-kids-get-a-cell-phone-at-age-6/636328/)

Procedure: (5 - 10 mins) Go over each at the four tasks located on Statistics Task sheet. Set
guidelines and expectations for each section. This is an opportunity for students to ask
questions. Students can complete tasks in any order they choose, but only have approximately
90 minutes to complete all tasks.

Worktime: (remaining class time) Students will work independently on their tasks. They may
ask students for guidance on what to do, but now the answers to the task. They can “See three
before you see me. (C3B4UCMe)”

Conclusion: (5 minutes remaining in class - Day one) Complete a quick survey with the students
to determine how much work was completed. Use this time for clean-up as well.

Day Two
Beginning (5 minutes) Review expectations with students. Remind them that work should be
completed by the end of the class period. Ensure the timer is placed at the front of the room to
provide students with a visual of time remaining before class ends.
Closure: (5 - 10 minutes) Review the essential question with the class. Have students share what
they learned from that activity. They can share interesting facts that came from their personal
survey or discuss how they felt about the article that was read.

Assessment
Completion of the task rotation worksheet. Focus will be placed on the mastery task as it hits all
the concepts directly.

Differentiation:
Task rotations provide differentiation through varied learning styles. The activities in this lesson
allow students to demonstrate their learning through a variety of tasks.

Resource(s)/Material(s):
HANDOUT 1: Statistical Data Task Rotation worksheet
HANDOUT 2: Parent Digital Monitoring article
(http://www.pewinternet.org/2016/01/07/parents-teens-and-digital-monitoring/)

Page One (original) Page Two (original)