Lesson
Plan
Time (minutes) required for lesson:
120 minutes
CC
Georgia Performance Standards for this lesson:
MCC7.SP.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.
MCC7.SP.2.
Use data from a random sample to draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples (or simulated samples) of
the same size to gauge the variation in estimates or predictions. For example,
estimate the mean word length in a book by randomly sampling words from the
book; predict the winner of a school election based on randomly sampled survey
data. Gauge how far off the estimate or prediction might be.
Essential Question(s):
·
How do scientists make estimations about a
population size using a representative sample?
·
Purpose/Relevance:
· Choosing
biased, random, and convenient samples affect the fairness and accuracy of
statistical estimations.
Goals of lesson aligned with CC
Georgia Performance Standards:
·
Students
will recognize that larger samples are more likely to be representative of a
population.
·
Students
will understand the differences between random, convenient, and biased samples.
Materials/Equipment/Technology
Required:
·
· “Counting
Trees” state task handout retrieved from https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_7_7thGrade_Unit4SE.pdf
PROCEDURES
Introduction: 20 minutes
Opener: On the projector/whiteboard-
1. What can you think of that’s
random?
2. What can you think of that’s
biased?
3. What can you think of that’s
convenient?
Format of
the lesson: 40 minutes
1.
Discuss
vocabulary terms and meanings: random sample, biased sample, and convenient
sample. Link ideas about vocabulary into everyday experiences and explain the
vocabulary’s mathematical connotations.
2.
Discuss
and show an example of random sampling through the conceptualization of fish in
a lake. Out of three types of fish, there are 125 of one group, 130 of another
group, and 45 of another group. Discuss by leading questions regarding how we
might use this collected sampling data to make inferences about the fish
population in the lake. Students should come to the conclusion that the
relationship between the fish populations can be quantified through using
inequalities and discovering patterns.
3.
Discuss common mistakes with random sampling through
an example of an election. Point out that choosing a small amount of data can
skew results when results are closely tied. Ask students which amount of people
would give the most representative and, therefore, valid representation of
voters- 25, 100, 2500, etc?
4.
Give examples of biased and convenient samples and
allow students to discuss how they differ from one another and how they differ
from random sample. Which sampling method do they think will produce the most
valid population representation? Answers should lead students to determining
that random sampling is more accurate.
Application/Independent
Practice: 40 minutes
1.
Independently,
students will complete the “Counting Trees” state task. Within this task
students will be expected to determine which method would be best used to
determine and estimate the amount of old trees vs. young trees. Students will
display logical reasoning skills and make inferences based on estimations from
over 1000 trees.
Closure:
20 minutes
·
Recap of the meaning of biased, convenient, and
random sampling and how they are used appropriately or inappropriately to make
inferences about populations.
·
Exit ticket: Give an example of a situation in which
sampling could be used to make inferences about a population and explain your
reasoning.
No comments:
Post a Comment