General Information
Subject(s): Mathematics
Grade Level(s): 9
Instructional Time:
1 Hour(s) 40 Minute(s)
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: statistics, survey, dot plot, bar graph, box plot, median, mean, mode
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Lesson Content

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
 Students will be able to collect appropriate data when given a statistical question.
 Students will determine the best graphical representation of a given data set.
 Students will be able to analyze and summarize the data presented in either dot plots, bar graphs or box plots.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have prior knowledge of:
 the four parts of the statistical process.
 the measures of central tendency
 how the measures of central tendency are used in the real world.

Guiding Questions: What are the guiding questions for this lesson?
 What is a survey and why do we use them?
 Is the question, "How many minutes do Algebra 1 students typically spend on homework each week?", a statistical question? What makes a statistical question?
 What is the best graphical method to use to display the collected data?
 What can you learn from this represented data?

Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will introduce the lesson by asking the students:
Teacher:"Have you ever participated in a survey?" Explain.
Answer: Students will respond yes or no.
Teacher:"Why do people collect data from surveys?"
Answer: People collect data from surveys to gain information about a specific question or topic about a given population.
Teacher:"What is a statistical question?"
Answer: A statistical question is one that you do not expect to get the same answer from all respondents. Statistical questions are analyzed by looking at the measures of center and spread from the responses given.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
The teacher will display the following document and conduct a class discussion from the included graphical models (answers in document): Graphical Model Examples.pdf
*Here is another activity if time permits or if the students do not do well with the formative assessment warmup activity: Extra Activity.pdf

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will complete theSummative Assessment.pdf at the end of the lesson.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will complete an Exit Slip answering the essential question that was shared at the beginning of the lesson on an index card.
Steps for Conducting the Exit Slip:
1. At the end of the class period, put the following Essential Questions on the board or project it on a screen:
Essential Questions:
 "What is a survey and why do we use them?"
 "How does data distribution provide information about a statistical question?
2. Ask the students to use a halfsheet of paper or a teacher provided index card to answer the Essential Questions.
3. Give the students 3  5 minutes to respond.
4. As students leave the class, have them put their exit slips in a designated place near the door or give them to the teacher.
5. Teacher will read the exit slips and sort them into two piles  those who "get it" and those who don't. Use this information to focus the next day's lesson.

Summative Assessment
TheSummative Assessment.pdf will serve as a measurement tool for the teacher to determine students' level of proficiency. The teacher will also determine if the students have reached the learning outcomes of this resource. The teacher will use the Summative Assessment Key.pdf to score students' answers in the summative assessment.

Formative Assessment
A Warmup Activity will be conducted during the first 15 minutes of class. Teachers will receive feedback on student understanding of prior knowledge of analyzing graphs, measures of central tendency and drawing suitable graphs.
 Divide students into groups of 3 to 4.
 Give each student in the groups a copy of the Warmup Activity: Just Checking....Statistics Skills.pdf
 Give them 15 minutes to answer the questions on the handout.
 At the end of the 15 minutes go over the answers Just Checking....Statistics Skills.pdf to the handout as a class.
Class discussion feedback and teacher observation will be used as a formative assessment throughout the lesson. These discussions and observations will allow the teacher to guide students and to better understand their knowledge of the standards being assessed.

Feedback to Students
 Common misconceptions the students may have:
 Students are unable to use the concept of average to make inferences.
 Students are unable to select which measure of central tendency is most appropriate for a set of data.
 On question #3 of the Formative Assessment, "Just Checking...", students may have trouble identifying the mode for the data.
 Strategies teachers can use to address these difficulties:
 Use data/content that is relevant or tangible for the students.
 Help students develop a conceptual understanding of average not the formal procedure for calculating the mean.
 For question #3 of the Formative Assessment, teachers should probe students by restating what the question is asking, "What is the number of people per car that occurs most often?" not the number of car drivers that occurs most often. There were 7 car drivers that had 1 person and 7 other car drivers that had 3 people. There were 2 car drivers that had 6 people and 2 other car drivers that had 8 people.
Assessment
 Feedback to Students:
 Common misconceptions the students may have:
 Students are unable to use the concept of average to make inferences.
 Students are unable to select which measure of central tendency is most appropriate for a set of data.
 On question #3 of the Formative Assessment, "Just Checking...", students may have trouble identifying the mode for the data.
 Strategies teachers can use to address these difficulties:
 Use data/content that is relevant or tangible for the students.
 Help students develop a conceptual understanding of average not the formal procedure for calculating the mean.
 For question #3 of the Formative Assessment, teachers should probe students by restating what the question is asking, "What is the number of people per car that occurs most often?" not the number of car drivers that occurs most often. There were 7 car drivers that had 1 person and 7 other car drivers that had 3 people. There were 2 car drivers that had 6 people and 2 other car drivers that had 8 people.
 Summative Assessment:
The Summative Assessment.pdf will serve as a measurement tool for the teacher to determine students' level of proficiency. The teacher will also determine if the students have reached the learning outcomes of this resource. The teacher will use the Summative Assessment Key.pdf to score students' answers in the summative assessment.
Accommodations & Recommendations
Accommodations:
 Provide a printed set of instructions for students.
 Provide support for English Language Learners with translations, dictionaries, and/or examples of unfamiliar vocabulary words.
 Provide support for 504 students that may require extended time with this activity.
Extensions:
An extension activity to this lesson would be to collect additional data to include the student's grade for Algebra 1 class or include whether the student was male or female. The students could graph this additional data and analyze to see how grades are affected by their homework/studying time vs. social media/gaming time. Or if the sex of the student was collected they could analyze to see if there are any differences between male and female.
Another extension would be if the students did the group activity of conducting the survey, the students could share their graphs in a 3 minute presentation to the class.

Suggested Technology: Graphing Calculators, Computer for Presenter, GeoGebra Free Software, Scientific Calculator
Special Materials Needed:
Students:
 rulers
 notebook or graph paper
 markers or colored pencils
 class sets of any worksheets
 easel pad paper or posters
 laptop if using online tools such as GeoGebra or Excel
Teacher:
 answer keys
 any documents to be displayed
Further Recommendations:
Teacher should already have an idea of how they will divide the students into small groups.
Teacher should already have necessary supplies and materials ready for students.
Additional Information/Instructions
By Author/Submitter
Students will need:
This lesson relates to the following Standard for Mathematical Practice:
MP.1 Make sense of problems and persevere in solving them.
MP.4 Model with mathematics.
MP.5 Use appropriate tools strategically.
Source and Access Information
Contributed by:
Teresa McDaniel
Name of Author/Source: Teresa McDaniel
District/Organization of Contributor(s): Jackson
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.