Statistics Activity Instruction

1. In your groups of four, determine what your survey will be for. Some ideas can be asking
what different foods for lunch students would want, extracurricular activities, or even
going on a field trip.

2. Each group member will survey at least 5 individuals from at least 3 different
populations. These populations can be 7th graders, 8th graders, Teachers, or even
Administrators. These populations chosen will be the same for each group member.

3. Once all surveys have been conducted, your group will combine data of each population
and discuss the differences between each populations results.

4. Finally, each student will write a persuasive letter to an administrator that has the
potential to make this idea a reality.
Stilwell Junior High School
1601 Vine St
West Des Moines, IA 50265
515-633-6000

April 17, 2017

Mr. Boyle
1601 Vine St
West Des Moines, IA 50265

Dear Mr. Boyle,

One of the best parts of school is the extracurricular activities. It is important for students to try
as many different activities while in school. Extracurricular activities are an excellent way to
provide this. After all, even school principals once performed in extra curriculums.

It is important to make sure we have a large support from the students prior to developing a new
club. A recent study was performed and it seems that there is much support for a Tabletop
Roleplaying Game group. The survey that was done gave the results of 12 of the 20 8th graders
were in favor of this group while 16 out of the 20 7th graders were in favor of this group. Though
it would seem that 7th graders are more interested in this, possibly due to age, this is still a high
number of students in favor that would possibly join the group especially if we would expand
these result to the rest of the school. Teachers were also included in this survey and 18 out of the
20 teachers asked were in support so it should not take too much effort to gain faculty
involvement in this group.

Seeing as how this is a highly-wanted group, we would like to have a club dedicated to learning
tabletop roleplaying games. These games are set up to build social relations between peers and
helps with trying out other personalities. It also will go into understanding game development,
strategic thinking, and mathematical reasoning.

Since this should not be too difficult to start up, we would appreciate the creation of a Tabletop
Role Playing Game group with a small budget to get the necessary materials to ge the group up
and running. This will give a much-needed group for students to join that has community, group
work, and social development that is necessary for all students at all ages.

Thank you for your time Mr. Boyle. We appreciate your effort in making this the best school for
students to get the best school experience possible.

Respectfully,

Mr. Vaught
Student Teacher
Survey Question:

Of the following, circle all activities that you would like to see added to Stilwell Junior High
School:

Chess Club Electrathon Debate Mock-Trial

Community Volunteer Club Tabletop RPG You-Tubers Club

Survey Results:

Chess Electratho Debate Mock- Volunteer RPG You-

n Trial Tubers
7th Graders 11 4 9 8 9 16 13
8th Graders 12 7 10 8 11 12 15
Teachers 20 8 18 14 19 18 13
Totals 43 19 37 30 39 46 41
Written Communication
EMERGING DEVELOPING PROFICIENT ADVANCED
0-2 3-4 High School Ready High School Level
4-5 5

ORGANIZATION When appropriate, When appropriate, When appropriate, When appropriate,

WHAT IS THE argument/thesis/
EVIDENCE THAT controlling idea is absent
THE STUDENT CAN
Ideas and evidence are
disorganized or loosely
ORGANIZE AND
sequenced
STRUCTURE IDEAS Transitions are missing,
FOR EFFECTIVE unclear or confusing
COMMUNICATION? Conclusion, when
appropriate, is absent or
does not align with the
argument or prompt
argument/ thesis/controlling
idea is unclear or
contradictory
Ideas and evidence are
organized but not sufficiently
developed or logically
sequenced to show
relationships
Transitions are used
sporadically, awkwardly or in
a formulaic manner
Conclusion, when
appropriate, restates the
introduction or the prompt
argument/thesis/
controlling idea is evident
but may not be present
throughout text
Ideas
and evidence are
sufficiently developed
and organized using a
formulaic structure to
show some
relationships
Transitio supports the argument/thesis/
n words or phrases are
used to connect
sections of the text
Conclus
ion, when appropriate,
expands on or refines
the introduction or the
prompt
argument/thesis/ controlling idea
is presented clearly throughout
the text
Ideas and evidence are
sufficiently developed and
sequenced to show relationships
Transitions connect ideas
with minor lapses, but without
impeding understanding
Conclusion, when
appropriate, follows from or
controlling idea

LANGUAGE AND Language and tone are
CONVENTIONS inappropriate to the
WHAT IS THE purpose and audience*
EVIDENCE THAT
Norms and conventions
of writing in
THE STUDENT CAN
discipline/genre are not
USE LANGUAGE followed**
SKILLFULLY TO Has an accumulation of
COMMUNICATE errors in grammar,
IDEAS? usage, and mechanics
that distracts or seriously
interferes with meaning.
Citation of textual
evidence (when
appropriate) is missing
Language
and tone are somewhat
appropriate to the
purpose and audience
with major lapses*
Attempts to follow
the norms and
conventions of writing in
the discipline/genre with
major errors**
Has some minor
errors in grammar, usage,
and mechanics that
partially distract or
interfere with meaning
Citation of textual
evidence (when
appropriate) is
inconsistent or incorrect
Language and tone Language and tone are
are mostly appropriate appropriate to the purpose and
to the purpose and audience*
audience with some Follows the norms and convention
lapses* of writing in the discipline/genre wi
Follows the norms and minor errors**
conventions of writing in Has some minor errors in gramma
the discipline/genre with usage, and mechanics that do not
distract from or interfere with
some errors**
Has some errors in meaning
grammar, usage, and When appropria
mechanics that distract for the task, cites textual
from or interfere with evidence with some minor erro
meaning
When appropriate for the
task, cites textual
evidence partially
consistently and correctly

KNOWLEDGE & THINKING

 EMERGING DEVELOPING PROFICIENT ADVANCED
High School High School Level
0-2 3-4 Ready 5
4-5

PROBLEM SOLVING Little or Survey Survey data Survey data

What is the evidence no mention data provided provided and provided and
that the student of survey but not discussed discussed in its
understands the data is used discussed Difference entirety
problem and the in the paper Different between Difference
mathematical strategies No populations populations is between different
that can be used to discussion are discussed populations is
arrive at a solution? is made on mentioned discussed
different thoroughly
populations
for survey

REASONING AND Argum Argumen Arguments Arguments

PROOF ents are ts are made are made and soundly made
What is the evidence either not but do not tie data is used and based on
that the student can made or no in with the Only some data
apply mathematical data is used data provided Reasons
reasoning/procedures in with the Reasons reasons work make sense for
an accurate and argument are provided for idea idea
complete manner? No but do not
reasons are work well for
given for idea
idea
*E.g. uses variety in syntax, rhetorical techniques in English; uses precise definitions and accurate representations in math
** E.g. accurate use of scientific/technical terms, quantitative data, and visual representations in science; use of multiple
representations in math