PROJECT INTRODUCTION:
How can we use math to uncover what people really think about what happens around us? For example: changes at MAAC, stereotypes, gang violence, gay marriage, drug use, teen pregnancy and abortion?
Students will develop and conduct surveys that examine community opinions on meaningful topics that affect their lives such as:
• Abortion
• Gay Marriage
• Teen Pregnancy
• Discrimination
• Gang Violence
• Teen Drug Use
They will then transform these opinions into data and analyze the data to form concrete, non-opinionated conclusions about the society in which they live.
Students will develop and conduct surveys that examine community opinions on meaningful topics that affect their lives such as:
• Abortion
• Gay Marriage
• Teen Pregnancy
• Discrimination
• Gang Violence
• Teen Drug Use
They will then transform these opinions into data and analyze the data to form concrete, non-opinionated conclusions about the society in which they live.
CONTENT ESSENTIAL STANDARDS:
Probability & Statistics
5.0 Students determine the mean and the standard deviation of a normally distributed random variable.
6.0 Students know the definitions of the mean, median, and mode of a distribution of data and can compute each in particular situations.
8.0 Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line graphs and bar graphs, stem-and-leaf displays, scatter plots, and box-and-whisker plots.
5.0 Students determine the mean and the standard deviation of a normally distributed random variable.
6.0 Students know the definitions of the mean, median, and mode of a distribution of data and can compute each in particular situations.
8.0 Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line graphs and bar graphs, stem-and-leaf displays, scatter plots, and box-and-whisker plots.
OBJECTIVES:
• Develop surveys in small groups on meaningful topics then conduct the surveys on groups of 80 to 100 people.
• Use the surveys to collect and organize data.
• Determine appropriate methods and scales to display the survey data.
• Calculate mean, median, mode and range and use it to interpret survey data.
• Construct bar, line and circle graphs; tables and charts; line plots, stem-and-leaf plots, box-and-whisker plots and scatter plots and use them to draw conclusions about the survey data.
• Justify how statistics are used to distort conclusions.
• Use the surveys to collect and organize data.
• Determine appropriate methods and scales to display the survey data.
• Calculate mean, median, mode and range and use it to interpret survey data.
• Construct bar, line and circle graphs; tables and charts; line plots, stem-and-leaf plots, box-and-whisker plots and scatter plots and use them to draw conclusions about the survey data.
• Justify how statistics are used to distort conclusions.
ASSESSMENT:
Survey and Data Collection:
• The survey was properly developed and successfully completed by 80-100 people within the community.
• The data was collected and organized correctly.
Prediction and Data Analysis:
• The appropriate methods and scales were used to display the data.
• The student correctly calculated mean, median, mode and range and used it to effectively interpret data.
• The student constructed all required bar, line and circle graphs; tables and charts; line plots, stem-and-leaf plots, box-and-whisker plots and scatter plots and used them to effectively draw conclusions about the data.
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Final Report:
• The student reported on survey findings in a well-organized document, which included all required elements.
• The student justified how statistics can be used to distort conclusions by creating an example in their final report.
Presentation:
• Students developed an interesting PowerPoint presentation which captured attention of audience included all required elements.
• Everyone in the group participated in the presentation and it flowed smoothly.
• Presentation stayed within the time limit
(See attached rubric)
• The survey was properly developed and successfully completed by 80-100 people within the community.
• The data was collected and organized correctly.
Prediction and Data Analysis:
• The appropriate methods and scales were used to display the data.
• The student correctly calculated mean, median, mode and range and used it to effectively interpret data.
• The student constructed all required bar, line and circle graphs; tables and charts; line plots, stem-and-leaf plots, box-and-whisker plots and scatter plots and used them to effectively draw conclusions about the data.
¬
Final Report:
• The student reported on survey findings in a well-organized document, which included all required elements.
• The student justified how statistics can be used to distort conclusions by creating an example in their final report.
Presentation:
• Students developed an interesting PowerPoint presentation which captured attention of audience included all required elements.
• Everyone in the group participated in the presentation and it flowed smoothly.
• Presentation stayed within the time limit
(See attached rubric)
DAILY LESSONS
MONDAY
Focus Question: What is data?
Objective: Students discover data and how it affects their lives. Project Introduction
Assessment: Exit Slip Math Journals – Entry-level
Into: Show the class controversial statistics that are clearly false.
Through: Students will be introduced to the term data and discuss why data needs to be analyzed. Students will find examples of data on the Internet.
Project Introduction - Students will develop and conduct surveys in small groups on meaningful topics. Will include:
• Abortion
• Gay Marriage
• Teen Pregnancy
• Discrimination
• Gang Violence
• Teen Drug Use
• Recent School Changes
Students will be asked to begin identifying what kind of data they will need to collect for their survey.
Beyond: Exit Slip - Students will record real world data that touches their lives in their math journals. Students will explain why the data is important and how the data can be analyzed for meaning.
Focus Question: What is data?
Objective: Students discover data and how it affects their lives. Project Introduction
Assessment: Exit Slip Math Journals – Entry-level
Into: Show the class controversial statistics that are clearly false.
Through: Students will be introduced to the term data and discuss why data needs to be analyzed. Students will find examples of data on the Internet.
Project Introduction - Students will develop and conduct surveys in small groups on meaningful topics. Will include:
• Abortion
• Gay Marriage
• Teen Pregnancy
• Discrimination
• Gang Violence
• Teen Drug Use
• Recent School Changes
Students will be asked to begin identifying what kind of data they will need to collect for their survey.
Beyond: Exit Slip - Students will record real world data that touches their lives in their math journals. Students will explain why the data is important and how the data can be analyzed for meaning.
