Date: March 11, 2019 Teacher’s Name: Aracely Polanco

Subject: Mathematics Grade level: 10th/11th

Unit: Drawing Conclusions Using Data from a Sample Length of lesson: 50 minutes

Central Focus: The purpose of this learning segment is to introduce the idea of sampling
variability in sample proportion. The idea of sampling distribution will be extended from the
concept they learned in earlier grades. Students will approximate sampling distribution from
the sample proportion to anticipate estimation error.
Lesson Title: Sampling Variability in the Sample Proportions For unit 3 out of 4

Essential Question(s):
How can we approximate the sampling distribution of the sample proportion and explore how
to use that simulation to anticipate estimation error?
How can we have our students be able to summarize their calculation using the “Sketch to
Stretch” method to demonstrate that they comprehend the concepts being taught and justify
their calculations?

Learning Standards:
Common Core Standards:
CCLS- Math: S.IC.1: Understand statistics as a process for making inferences about population
parameters based on a random sample from that population.
CCLS- Math: S.IC.3: Recognize the purposes of and differences among sample surveys,
experiments, and observational studies; explain how randomization relates to each.
CCLS- Math: S.IC.4: Use data from a sample survey to estimate a population mean or
proportion; develop a margin of error through the use of simulation models for random
sampling.
Literacy Standards:
CCSS.ELA-LITERACY.W.9-10.2.F: Provide a concluding statement or section that follows from
and supports the information or explanation presented (e.g., articulating implications or the
significance of the topic).
CCSS.ELAA-LITERACY.W.9-10.3.E: Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.

Pre-Assessment: Before teaching new material, students will be made to do “Do Now”. Pose a
question to the students, give them approximately three minutes to answer. Students should
be able to answer the question based on their prior knowledge from the unit. Also, the idea of
“sample proportion” was an idea taught in seventh grade.
 Learning Objectives: Assessments: Ways of evaluating each
learning objective
Students will…

Draw out their findings and be able to Sketch to Stretch worksheet

explain the meaning of their results

“Do Now” to be able to discuss as a class

Explain the term sampling variability in the Explore the Lesson with Experiments
context of estimating a population
proportion.

Identify how the standard deviation of the Exit Ticket

sampling distribution of the sample Homework
proportion offers insight into the accuracy of
the sample proportion as an estimate of the
population proportion.

Differentiation:
When giving a word problem to students, students struggle to find connections between words
and converting them to calculations. For struggling students, you should poll the class asking
the question from the example. By seeing the example played out it helps with understanding.
From there they will understand the proportion based on the class size. For advanced students,
they can move on and develop their own statistical question and describe how it could be
answered using a poll. For ELL learners, there are terms that must be defined such as
approximate. Visual representations will benefit those students that struggle. All students are
required to do a “Sketch to Stretch” to explain their understanding of each lesson.

Academic Language: Vocabulary: Sampling variability, Sample proportion. Language functions:

Identify sample proportion given the scenario. Discourse: Write out their results based on
visual representations they’ve provided. Explaining main findings to their peers

Procedure:
Anticipatory Set (hook, motivation, etc. to engage students)
Once students enter the classroom, they are to answer the “Do Now” in their
notebooks. We will expand on the “Do Now”, the teacher is to pass out each student a bag of
with a number of white marbles and exactly 20 black marbles. Students will be handed out a
packet and a worksheet “Sketch to Stretch.”
Teacher must explain to students the concept of “Sketch to Stretch” that aids with post
reading strategies but can also help with solving word problems in math. Students will be using
this method to explain their answers after finding calculations. This will help them identify
sampling variability. For students, they must sketch out the word problem using drawings for
the example and then in the “stretch” they are to explain what their picture is demonstrating. It
will be easier for students as they have marbles, so this will help with their drawings

Initial Phase
For the first experiment, with their bag of marbles students are to choose at random a
marble. Students will write down the color marble they’ve chosen, place back their marble and
choose again at random until they have taken out 20 marbles. Students will take a moment to
draw up their findings on their “Sketch to Stretch” worksheet and explain the sample
proportion they have calculated based on their findings. On the whiteboard the teacher is to
create a number line and students will mark with an “x” what their sample proportion was. The
teacher is to explain that the entire set of all sample proportions is known to be the sampling
distribution. Together as a class they will answer questions 4-9 for Exercise 1. Students are
allowed to use their calculators to find the mean and standard deviation.

Middle Phase
This time students will be performing the experiment on their own. Students are
allowed to work with one partner, if they choose to do so, but can only use one bag of marbles
per pair. This time students are to collect data for taking random samples of 40 marbles. Once
again, students are to use the “Sketch to Stretch” worksheet to write up their findings. By doing
so, they are able to draw up their experiment and demonstrate their understanding upon
gathering the data. The teacher is to walk around to each pair to see if anyone is struggling.
With another colored marker, a new number line will be drawn and each pair from the class will
place an “x” for the value of their sample proportion. The teacher must explain that the data
will have less values as the students are, possibly, in pairs now. Students must finish questions
13-21 in their packet.

Concluding Phase
The teacher will call on two students to explain the purpose of the lesson. To finish up
class students will be given an exit ticket. The exit ticket must be handed in before leaving the
classroom. Any student that has finished everything can commence homework questions for
the remainder of the class period.

Follow up: For Homework, students will be handed three questions to complete. They are to
solve the problems as we did so in class. Also, students must continue using the “Sketch to
Stretch” method to explain their findings. For those students that are ahead, they can create
their own data sample. This lesson is part one of a two-part lesson and students can bring back
their own data samples for the next lesson.

Materials: Worksheets, White board, markers, notebooks, black and white marbles, calculators

References and Resources:

Engage NY, Algebra II Module 4, Topic C, Lesson 14.
https://www.engageny.org/resource/algebra-ii-module-4-topic-c-lesson-14