Fulbright TGC Fellow Unit Plan: Categorical Data

Prepared by: Jemmalyn U. Peralta School/Location: North Salinas High School / Salinas, CA

Subject: Transition to College Level Math (Math 4) Grade: 11/12 Interdisciplinary Unit Title: Statistical Measures
Time Needed: Quarter Project (10 weeks)

Unit Summary: Students will explore and be introduced to the SDGs and the data gathered from Measuring America. Students will
interpret relationships, understand how to read the data provided, research additional information via articles, online primary/secondary
sources, agencies in Salinas, CA, and interaction with students from other countries (social media/Skype), and make inferences in three of
the SDG’s goal with a local and global perspective(s). Students will generate measurable questions and collect data based on one of the
SDG’s in a group of 3-5 students that will measure our school’s competency/importance/next steps of a specific SDG’s. Students will then
use their research from other sources along with their gathered data to present an informational presentation/proposal (proposition &
support) regarding their research, multiple perspectives, facts, and actionable conclusions regarding the SDG chosen. Students must also
post on social media their project and contribute to the conversation of the World’s Largest Lesson. The class will use their data to analyze
and solve frequency (proportional reasoning) and understand the characteristics of a well-designed experiment in the context of a global
issue.

STAGE 1: Desired Results

ESTABLISHED GOALS: Transfer

N-Q:​​ Reason quantitatively and use units to
solve problems
S-ID:​​ Summarize, represent, and interpret
data on two categorical and quantitative
variables; Represent events as a subset of a
sample space using tables and tree diagrams
S-ID.B.5: ​Summarize categorical data for two
categories in two-way frequency tables.
Interpret relative frequencies in the context
of the data (including joint, marginal, and
conditional relative frequencies). Recognize
possible associations and trends in the data.
Students will be able to independently use their learning to: understand how data gathered
in surveys can be interpreted, infer, and modeled with the real world sample. Students will
identify trends and relationships in order to draw conclusions and share information
(justifying) results.
Students will be able to independently use their learning of Global Competence to:
understand how current issues and progress have been implemented for their SDG and its
significance to themselves, their community, and the world. Students will reflect upon their
perspective, local, and connect outside of the community concerning one of the SDGs.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS:
Students will understand that:
● What information does this data
S.ID.B6​​: Represent data on two quantitative
variables on a scatter plot, and describe how
the variables are related.
S-ID.B.6.a: ​Fit a function to the data; use
functions fitted to data to solve problems in
the context of the data. Use given functions
or choose a function suggested by the
context. Emphasize linear, quadratic, and
exponential models.
S-ID.8:​​ Compute (using technology) and
interpret the correlation coefficient of a
linear fit.
S-ID.9: ​Distinguish between correlation and
causation.
S-MD.A.1: ​Define a random variable for a
quantity of interest by assigning a numerical
value to each event in a sample space; graph
the corresponding probability distribution
using the same graphical displays as for data
distributions.
S-CP​​: Understand independence and
conditional probability and use to interpret
data
S-CP. A.2: ​Understand​ that two
events ​A​ and ​B​ are independent if the
probability of ​A​ and ​B o
​ ccurring together is
the product of their probabilities, and use
this characterization to determine if they are
independent.
S-CP.A. 4: ​Construct and interpret two-way
frequency tables of data when two
categories are associated with each object
being classified.
Data can be interpreted in multiple
perspectives and multiple
causes/conclusions in order to justify
reasonings
Creating a well-designed experiment
involves constructing, trial & error, and using
results that are justified by the values found
Values in Statistics can influence
actions/next steps and continues another
experiment to understand new results or
new information provided
Global issues affect and impact more than
what we see in our local context
Anyone can make a difference and
contribute to changes in our lives
There are multiple ways to see an issue,
understand its relevance in different areas of
the world, and effective and non-effective
circumstances of the SDGs
They are empowered to make a difference in
the world as global citizens
Acquisition
provide?
● What other questions could I ask
about this data?
● What can I infer about this data to
help me create next steps?
● How reliable is my data?
● How can I represent my
survey/experiment in a mathematical
model that is easy to understand and
interpret?
● What viable arguments and
reasoning can I draw from based on
my data?
● How does this data reflect with what
I see in my
neighborhood/city/state/country?
● How are other students around the
world view/understand the global
issue (selected SDG)?
● What are organizations in my area
that are contributing to the global
issue (selected SDG)?
● What if no changes or improvement
happens for the global issue
(selected SDG)? What would the
world be like?
● What are the relevant facts that all
citizens need to know about the
global issue (selected SDG)?
● How can I contribute to improve
positive change? How can we make a
difference today?
S-CP.A. 5: ​Recognize and explain the
concepts of conditional probability and
independence in everyday language and
everyday situations.
S-CP.B.6: ​Find the conditional probability
of ​A​ given ​B​ as the fraction of ​B'​ s outcomes
that also belong to ​A​, and interpret the
answer in terms of the model.
S-IC.A.1​​: Understand statistics as a process
for making inferences about population
parameters based on a random sample from
that population.
S-IC.A.2​​: Decide if a specified model is
consistent with results from a given
data-generating process, e.g., using
simulation.
S-IC.B.3​​: Recognize the purposes of and
differences among sample surveys,
experiments, and observational studies;
explain how randomization relates to each.
S-IC.B.4​​: Use data from a sample survey to
estimate a population mean or proportion;
develop a margin of error through the use of
simulation models for random sampling.
S-IC.B.5​​: Use data from a randomized
experiment to compare two treatments; use
simulations to decide if differences between
parameters are significant.
Math Practices:
MP 1: Make Sense and Persevere
MP 2: Reason Abstractly and Quantitatively
MP 3: Construct Viable Arguments and
Critique the Reasoning of Others
MP 4: Model with Mathematics
Students will know:
How to make sense of data provided in
multiple forms: percentages, proportions,
decimals, bar graphs, frequency tables
How to compare and contrast data and
determine reliable of sources
Data can be manipulated to display
different results, and can have multiple
perspectives/conclusions
Impact of Global Issues and the role he/she
plays in the sustainability of our world
How individuals, local, and globally are
supporting and acting on changes for the
SDGs
How other cultures/people see the global
issues and what it means to be a global
citizen
Students will be able to:
Draw conclusions, infer data, and use data to
determine next steps in the experiment
Gather and model a sample size (raw data),
into a two-way frequency, relative frequency
and joint, marginal, and conditional
information
Conduct their own survey/experiment
regarding the SDG’s and produce a product
that explains their work, critiques/analyzes
other data in their topic, and draws an
action/next steps to improve their data
Present data using Statistical measures, use
research from primary/secondary sources
online, connect and explain how their
selected SDG is seen/understand in multiple
perspectives, and provide steps to
implement for themselves and their local
control for support of the selected SDG
MP 5: Use appropriate Tools Strategically
MP 6: Attend to Precision
MP 7: Look for and Make Use of Structure
MP 8: Look for and express regularity in
repeated reasoning

GLOBAL COMPETENCY:

Globally competent students are able to

investigate the world in the following ways:
• Identify an issue, generate a question, and
explain the significance of locally,
regionally, and globally focused researchable
questions.
• Use a variety of languages and domestic
and international sources to identify and
weigh relevant evidence in addressing a
globally significant researchable question.
• Analyze, integrate, and synthesize
evidence to construct coherent responses to
globally significant researchable questions.
• Develop an argument based on compelling
evidence that considers multiple
perspectives and draws defensible
conclusions.

Globally competent students are able to

recognize perspectives in the following
ways:
• Recognize and express their own
perspective on situations, events, issues, or
phenomena and identify the influences on
that perspective.
• Examine perspectives of other people,
groups, or schools of thought and identify
the influences on those perspectives.
• Explain how cultural interactions influence
situations, events, issues, or phenomena,
including the development of knowledge.
• Articulate how differential access to
knowledge, technology, and resources
affects quality of life and perspectives.

Students will apply their knowledge on

interpreting data provided by ​MEASURING
AMERICA:
U.S. STATISTICS FOR SUSTAINABLE
DEVELOPMENT ​to understand the resources
currently gathered

Students will research how the SDG’s were

developed and how they have been
implemented in other parts of the world
(multiple perspectives) to determine
measurable questions to ask in our local
area

Enable to students to collaborate and

communicate ideas, discoveries, and next
steps to a public audience by analyzing real
data and justify a recommendation based on
the data

Enable students to feel empowered to take

the knowledge of the SDG’s and the lessons
in a math class beyond the classroom walls

Alter how students acknowledge, interact,

and understand the global issues and global
consciousness (SDG’s)

TECHNOLOGY USED:
Google Forms/Sheets
HyperDoc
Twitter/Instagram
Adobe Spark
Skype Classroom

RESOURCES:
SDG Information
● https://sdg.data.gov/
● https://www.un.org/sustainabledeve
lopment/sustainable-development-g
oals/
● http://worldslargestlesson.globalgoal
s.org/
● https://www.huffingtonpost.com/hel
en-clark/why-the-sustainable-devel_
b_8178530.html
● https://ysa.ispringcloud.com/acc/Yvs
m3YAxMzg5MA/s/13890-rKSHp-nkiR
d-1eqQ5
● https://www.youtube.com/channel/
UCRfuAYy7MesZmgOi1Ezy0ng
● https://www.globalgoals.org/resourc
es
● https://www.unicef.org/agenda2030
/files/TWWW_A4_Single_Page_LowR
es_English.pdf
● https://sustainabledevelopment.un.o
rg/memberstates/usa

Global Competency
● https://www.oecd.org/education/Gl
obal-competency-for-an-inclusive-wo
rld.pdf
● https://asiasociety.org/education/wh
at-global-competence
● https://asiasociety.org/education/glo
bal-competence-outcomes-and-rubri
 cs
● http://www.cispisglobal.org/global-c
ompetence/

Perspectives/Investigate
● https://www.oxfam.org.uk/educatio
n/resources/everyone-counts
● https://www.ted.com/playlists/474/t
he_best_hans_rosling_talks_yo
● https://www.ted.com/talks/hans_ros
ling_shows_the_best_stats_you_ve_
ever_seen
● https://www.huffingtonpost.com/m
onica-bourgeau/7-ways-you-can-cha
nge-the_b_5962672.html
● https://www.brookings.edu/research
/us-global-leadership-through-an-sdg
-lens/
● http://unsdsn.org/wp-content/uploa
ds/2017/08/US-Cities-SDG-Index-201
7.pdf
● http://www.globalissues.org/article/
26/poverty-facts-and-stats

Stage 2 - Evidence

Assessment Evaluation Criteria (Learning target or Student Will Be Able To)

Assessments ​FOR​​ Learning: Initial Entry: ​Review all SDGs and select 3 to explore the following questions: Why might
this matter to me? Why might this matter to the people around me? Why might this matter
to the world? (Used for grounding at each level as the unit continues)

Cornell Notes: ​On the 3 SDG’s they will choose to investigate, research on, and make
inferences on the data already provided using Measuring America Data, The Global
Goals-YouTube Channel, Global Goals Resource Page, Scholarly Articles research via Google
(HyperDoc)
 Quick Writes: ​Students will write multiple quickwrites 1. Regarding issues they understand
and find important in the local area. 2. Explain how the SDG’s impacts their local area 3.
Explain which SDG their group has decided to focus on and why 4. Describe their process in
collect their data 5. Explain the results and connect back to the SDG- what would be your
next step? 6. How would this influence the world? (Google Docs)

Sharing: ​Tweet/Instagram their answers from Quick Writes throughout the process of the
unit with #worldslargestlesson #Global Goals. Create a new # to implement at our school to
keep the conversation on-going & shared (Twitter, Instagram)

Participation: ​Students participate in ​metacognition​ activities in order to support their

processing and possible hopelessness for the depth of the global issues: reflections, think
about their thinking (reflexive) -as they experience multiple perspectives beyond their own.
Used other resources in conjunction with the SDGs to develop skills on analysis of multiple
perspectives

Discussions: ​Students will do numbered heads with other groups to share their current
status in their survey, gather information, mistakes, and next steps. Whip-arounds will also
be used so all students can share how the process is going. Think-write-pair-share why are
the SDG’s relevant? How do the SDG’s affect you? Apply​ 3-2-1​, Analyzing Images concerning
their selected SDG. Status updates should occur weekly.

Modeling ​of their survey questions, peer editing/peer review of Google Forms, multiple
representations of their data

Assessments ​OF​​ Learning: Poster/Google Slides/Adobe Spark

Students in small groups will create a visual of their conducted survey based on one SDG’s.
Students will provide information about the SDG, its current data, their understanding of
current data, survey group conducted & questions regarding importance, changes, and
understanding of the SDG of a sample size between 100-200, data model and
representation using relative frequencies and proportional reasoning, conclusions from
their own survey, next steps/action steps based on the information gathered, lessons
gained from the experience (the why connections locally and globally)

Presentation/Public Sharing
Students will present their visual work to the class for a quick 2 minute informational
session. Students will also be expected to publicize their work via a social media platform
 that share their results of their work.
*Invite other classrooms, other teachers, share work on public platforms in the district,
parent newsletter, contact and ask students to write letters to local leaders discussing the
work and research of their SDG. Look for public display of student work/presentation at
district tech showcase and/or district board. Tag via social media on local leaders.

Gallery Walk
All students will do a gallery walk of the visuals/models made by each group and provide
feedback to three products that answers the following questions:
1. I learned from your survey that…(What does the product tell you?)
2. I think the (SDG) is important because… (What is relevant about this SDG?)
3. Based on your results, I can do my part by… (What can YOU do locally/globally to
help this cause?)

Stage 3 - Learning Plan

This unit falls into two chapters of the curriculum understanding categories of data and Statistics. Students will practice the “how to do”
part in class for finding measures of Statistics, how to interpret charts, and practice writing a narrative/proposition & support when
drawing conclusions based on data. Students will do this practice using MARS Tasks, Illustrative Mathematics, NCTM resources, and
provided data. Students will use district writing templates from Constructing Meaning (CM). Once students have a grasp of the how to’s
the SDGs information and data will be provided to them as the “real world” simulation (quarter project).

Students will explore on their own the Sustainable Development Goals via Google Classroom Link. Students will fill out a Google Doc using
the 3Y’s for 3/17 SDGs. This will be their initial entry level task. Students will analyze 3/17 of the SDG’s of their choice, and understand their
purpose, how they see it in their lives today, and how it affects the world globally.

As a class and small groups- I will provide the definition of “global citizen” and breakdown key ideas that resonate for them. As a class, we
will debrief all 17, determine the significance, and understand how it is seen differently in different parts of the world (Use The Global
Goals Channel on YouTube, United Nations information). ​Apply the card sorting activity.​ I plan to ask students to internalize what they
know and issues that affect them. Students will return to their Google Doc of the 3Y’s to revise/add and share their answers with a group
and as a class whole. I will use the Google Doc to split them in groups based on the chosen SDGs.

Students will do a metacognition activity to deepen the issues and concerns they have about the SDGs. Practice analyzing and different
perspectives from a Youtube video of another country or ​reading an article​ from another country. If possible use Twitter to poll/ask
questions regarding perspectives and/or apply Skype Classroom.

Once a foundation is laid out about the goals, I will share with students ​the data already gathered​, provide time for them to look at their
 chosen SDG data, and asked them to take notes of the information they read, questions still left unanswered, and their conclusion about
the data they are reading via Cornell Notes.
Students will conduct their own research on the SDG. A lesson on digital literacy awareness to help them understand what is a reliable
source will need to be discussed. I will share sources like​ Changing the World ​, ​Voices of Youth​, to help them generate what are important
questions to ask in their survey and what role they can play in this survey. Find social media outlets and organizations that are working on
their SDG. Connect with students or another classroom with Skype (I will need to look for sources that we can connect with) or provide
blogs, images, or global films that depict other global perspectives of the respected SDGs.

Students in their divided focus group will create a survey asking about 150-200 people about the awareness of the goals and the reality of
their significance and changes/impacts so far. Students will need to construct and create their survey using a Google Form or survey
generator, peer review/peer edit/test field the survey, and share/conduct it with the public. Students will practice Categorical Data type
questions and understand frequency & relative frequency tables. As a class we will share out questions developed-discuss how they can
measured and what could be possible answers they expect to hear. Students will practice their survey questions in class in order to prepare
how to talk to other people in the community when they conduct their survey- understanding their conduct and asking in a respectful way
for others to participate. If students are challenged with creating a survey, we can look at math examples and other surveys that are used
in the field. Ideally, the survey should be of their curiosity and the information that would be relevant to find out. I must also remind them
of what a good sample is, look for variety in those they ask to create a reliable survey.

Students will take their survey results and interpret them using Statistical measures and creating a visual product of their findings, and
provide a critical analysis of their work. For modifications and support I will be implementing our district initiatives of GRR/CM for chunking
lessons & writing templates to meet where students are.

Once the product is created, students will present and publicize their findings using data already provided regarding the SDG and their own
work. Students will see each other’s work in a gallery walk that asks each individual students to draw their own conclusions on other
people’s work and the impact it has on his/her own understanding. Invitation to invite other students and staff to join the gallery walks and
talk with students. Students will post on social media to connect with the World’s Largest Lesson hashtags, and hopefully will have
opportunity to present work in the district tech showcase and/or district board meeting. Since the class is older students there are no
restrictions with use of social media for academic purposes.

Since this is a project in conjunction with teaching the curriculum it is critical that I provide checkpoints to ensure students are processing,
creating, and discussing challenges they will face as they develop this research and inquiry project. Students will need to return back to
their quick writes to continue to add/reflect as the journey of their project takes shape. Process status and post-reflection will be done.

TGC FELLOWS UBD Lesson- Peralta

Lesson Title:​ 3Y’s-Exploring the Sustainable Development Goals (Initial Entry Task to Unit)
Subject:​ Mathematics-Transition to College Level Math/Interdisciplinary

Prepared by: ​Jemmalyn U. Peralta

Materials Needed:​ Students’ Chromebook/internet access; Google Doc via Google Classroom; Talking Stick for group discussion

Global Competency:​ Investigating the World & Recognizing Perspectives

W​​here is the lesson going?
(Learning Target or SWBAT)
H​​ook:
SWBAT: discover & investigate the 17 SDGs and analyze 3 of the 17 SDGs to answer the 3Y’s
● Why might this [topic, question] matter to me?
● Why might it matter to people around me [family, friends, city, nation]?
● Why might it matter to the world?
To understand the purpose of the SDG, how they see it in their lives today, and how it affects the world globally.
Students will discuss and share their thoughts in a SST routine (talking stick).
T​​ailored Differentiation:

Students will watch the video ​“We The People” ​to set the tone of how “global” the
SDG affects. Students will do a think-pair-share of the following questions: (1) What
stood out to you from the video? (2) How does the power of voice and numbers
impact the goals presented? After students share, we will do a class share out. (10
minutes)
E​​quip:
Students will explore the Global Goals on their own initially, and in their small
groups discuss if needed, informally. Students will select 3 out of the 17 of their
interest and answer the 3Y’s (3 times) of the SDGs selected via Google Docs. (20
minutes)
Before students do a talking stick routine (10 mins), discuss norms for discussion
as a class & remind students their role in participating and sharing their
perspective on the SDGs(2 mins).
R​​ethink and revise:
Students will use the talking stick to ensure everyone shares their thoughts on the
SDGs, sharing what they wrote on the 3Y’s, A-ha’s, and comments/concerns.
Students should use this opportunity to add onto their initial 3Y’s after doing one
round of the talking stick and so forth, then revise their Google Doc if students will
Students will begin with a video and use a structured
student talk (SST) of think-pair-share. As students watch
the video on their own devices, students should the 2
questions ahead of time and take notes if necessary. To
ensure students do not miss ideas, teacher will show
video again to the entire class before pair-share activity.
Teacher (if needed) do a think-aloud of the 3Y’s to
support and give a direction of the depth of
conversation in answering the questions.
Students will be grouped with 3-4 students in a
heterogeneous groups in order to do the talking stick
routine. Sentence frames/discussion cards from CM
(constructing meaning) may be used in order to
facilitate conversations in the routine in order to
support EL students and students who need direction in
sharing their ideas.
like to add more ideas (15 mins- 3 mins discussion/2 min revise/reflect on
Doc-3x’s).
Teacher monitors conversation from group to group, and encourage groups to
share ideas on group whip-around in the last 10 minutes of class to close lesson,
generate questions. To capture discussion create a three column note taker of the
3Y’s on poster paper to reflect back in the rest of the unit.
E​​valuate:
Students will complete their initial 3Y’s (3 times) of their interested SDGs on the
Google Doc and turn in via Google Classroom in order to receive feedback and
reference/revise throughout the unit.
Teacher will monitor around the classroom to provide
one-on-one help, redirection, and/or facilitate
questions to support student ideas and encourage
students to dig deeper.
If SST routines are new to teacher, please review with
students the expectations and model the routine before
letting groups/pair do the SST.

Teacher uses poster paper for formative assessment in this entry level task to
build and add ideas as unit progresses.

Extension: ask students to look for another resource to analyze regarding one of
the three SDGs and gain another perspective in understanding the impact of a
selected SDG.
Notes:
● Video O​​rganization:
● Google Document of 3Y’s Students will use their Chromebook and access material
● Global Goals Link via Google Classroom (video, SDG access, and
● Structured Student Talk Routine document).
● Complex Instruction Roles
Document is pre-made as a template (can be
hyperlinked if students would like to share information
they find). Each student will receive a copy of the
document for them to type on/submit. Students will
submit via Google Classroom.

Groups are made using Complex Instruction (CI)

strategies-which is randomized and has student
assigned roles. Each student name is displayed on a
pocket chart.