Grade 7 CCSS.Math.Content.7.SP.A.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. Big Ideas: Random Sampling allows us to draw inferences about a population.
Open Question: I want to know what types of foods Sierra Middle School students want to be served for lunch. What methods would I use to determine what foods Sierra student want to eat for lunch? Expected Student Responses o You can ask every student at school o Take a class vote o Do a list of answers during lunch, afterschool o Ask a group of some friends what they think o Find a group of students from every class and ask them.
Management Students are working in pairs and are encouraged to list as many methods as possible to find out what types of food students want. Teacher Questions to Probe Thinking after a couple minutes: (1)What methods would I use if I did not want to ask every student in the school? Only a small percentage of students. (2) Can we ask students randomly?
Academic Language Check: Guide students in changing their informal language or playground words into academic language or scholar words. Discussion as a whole class; then groups highlight phrases they used and write new words next to the original ones. Chart the language on poster or word wall as shown below. Do a = create ask = Survey take or find= poll (polling) group = population some = sample
Debrief: Have students share pair ideas to the whole class as teacher charts. Teacher will direct students to address original statement questions that were asked of them and other probing questions. Teacher will remind them to use their new scholar words. The following speaking frames will be provided: Lesson Goal #1: To activate student knowledge about Random Sampling. *A method of determining what types of foods Sierra students want to eat at lunch would be ___________________________________________________. *A method of asking a _____________________ of Sierra students (without surveying every student), would be to ______________________________. *In order to make the survey random, we can __________________________ ___________________________________________________________________.
Direct instruction Teacher will have students briefly write some quick notes (in their notebook) going over three different types of population samples that are surveyed: 1. Convenience Sampling 2. Voluntary Sampling 3. Random Sampling
Teacher will go over basic definitions of the terms and give an example of each.
Summarize what we have learned: Provide students with the following two paragraph frame on a sheet of paper that goes over each of the three types of samplings. Students will give an example for each type of sampling and give an opinion as to which type of sampling will most likely provide the most accurate (fair) results.
Each student completes the frame on the worksheet. They each need to do one, but they can continue to discuss with their group. Remind them to use their scholar words. Have students read their paragraph to a partner.
There are three types of survey samplings that were discussed in class. One method is _______________________. An example of a _____________________ sampling is ___________________________________________________. Another method is ______________________________________. An example of a _____________________ sampling is ___________________________________________. The third method we discussed in class was _______________________________. An example of this type of sampling would be to _________________________________________.
I believe that the fairest sampling method of surveying a population would be _________ _____________________________________________. I think this method is the most reasonable because _______________________________________________. I think the other two methods are not as reasonable because __________________________________________.
Formative Assessment (Exit Ticket, Ticket Out the Door, Show What You Know): Students will write an Exit ticket answering following question: which survey sampling method did you consider the fairest to determine what types of foods Sierra students would want have for lunch? Why?
Parallel Tasks: Students choose which task they prefer.
1. Read the statement and answer the questions that follows: After surveying 45 female students in four 7 th grade homeroom classes, 70% of the students responded that pizza should be served once a week. As a result of the survey, the school started to serve pizza once a week. What are some potential problems or concerns with this survey? Was the school response fair? Why or why not? 2. Create a sampling in which you will survey students at Sierra to determine what types of foods they would want to eat for lunch. Make sure you describe how you would make your survey fair.
Academic Language Check: Reviewing task completion. Have we used our scholar words? Did we write in complete sentences? Students self-edit.
Debrief: Teacher will lead a class discussion going over each of the two tasks. Teacher will focus on the concepts of fairness and validity. Teacher will review terms from previous lesson (population, sampling, survey). Teacher will transition from discussion to direct instruction with the term bias.
Direct Vocabulary Instruction: Using Marzanos vocabulary guide, students will develop understanding of the meaning of bias.
1. Write the word. 2. Rate your understanding of the word (1-4). 3. Talk with a partner and make predictions. 4. Teach guides in developing a definition and examples. 5. Students write a sentence using the word and draw a picture.
Summarize what we have learned: Complete a paragraph on the following scenario. Using the vocabulary words that you have learned in this lesson, describe the fairness of this survey.
Mary-Ann surveyed 52 students in the girls locker room. She asked the students whether they believe girls should be allowed to go to lunch two minutes early, while boys will go out at the regular time. 80% of the students Mary-Ann polled believe that girls should be allowed to go out early for lunch.
I think Mary- Anns sampling of students to have girls allowed to go to lunch early is a/an___________________________ survey. This sampling is _______________________________ because ___________________________________________________________________. Another reason it is ____________________________________________________________________________________. If Mary-Ann instead _________________________________________________, then the survey ___________________________________________________. Formative Assessment: What could Mary-Ann do to make sure her survey was unbiased?
Lesson Goal #2: That random sampling increases the likelihood of obtaining a representative sample from a population.