LESSON 4

Name of Lesson: Effects on Data

Duration: 60 minutes

Objectives:
For students develop an awareness
that factors have an impact on the
data they collect.

Curriculum Objectives:
General Outcomes:
Collect, display and analyze data to solve
problems.
Specific Outcomes:
A brief look into the grade 9 stats curriculum.
Students will begin to develop an understanding
how the following affect data during collection:
bias (in the form of samples)
use of language
privacy
(Alberta Education, 2015, p.44)

Materials:
Whiteboard/blackboard,
Appropriate writing tool, Sheet
with example questions with a
blank space for students to create
their own question, Paper for exit
slips.
Formative Assessment from last
class:
The type of explanations students
posit to explain the difference of
data in each pair of question.
How students are identifying what
questions in the handout are
good/bad and how to fix them.

Lesson

Mathematical Processes:
Connection, Communication, Reasoning
Link to Previous Lesson(s):
Lesson 3 Presentation are done and assessed.

Learner Differentiation:
Challenged or ELL Learners: Students will be in
groups with the intention that they are able to help
each other. ELL learners will have a translated
sheet (both in English and their own language)
Extension Students: For students who are quick to
complete the sheets example questions there is
space for students to create their own question(s) to
challenge their peers.

Presentations from previous class.

Take informal surveys of the whole class using pair questions
that reflect some of the above elements such as use of
language, like Dont you think the price of a movie ticket is
too high? vs Do you think the price of a movie ticket is too
high, too low, or fair?

Separate the pair questions with other questions in between

them to give time in between asking two similar questions.
Make note to students they dont have to answer if they dont
feel comfortable, this is mainly for the privacy example.
Note differences in the data collected and ask students why
they think the data would be different between two similar
questions despite them being about the same topic.
The goal of looking at multiple different examples together is
to create a similar circumstance to many of the situations
Marton talks about (2015).
Depending on the students explanation, lead them into things
like how the question is worded.
1. Have the students work in small groups to identify what
is wrong in a question (or if there is anything wrong at
Task/Activity
all) reword/rework questions into better questions in
order to eliminate or reduce things like bias etc. These
questions will be brought up as a whole group.
(reasoning, communication)
2. Students who are able to identify the issues in each
question are able to use the extra space provided to
create their own question which they can challenge
their groups to identify if its bias, a poor use of
language, etc. or if it is a good question.
3. Students will then work in small groups to develop a
question they wish to investigate. (connection)
Going over the example questions the students were working
Formative/Summative on in their groups. As well as share some of the questions
students had created to challenge others in their groups.
Assessment
Exit slips have the students describe in their own words, bias,
etc.

Reflection:
How interested were the students in identifying things wrong in questions? Possibly make
the questions themselves more relevant for the kids.
Read over the exit slips and identify if there are any misconception about how bias etc.
affect data collection.