Looking+at+the+Numbers

=** Looking at the Numbers A Unit Plan by Tho Danh **= We cover data-statistics chapter, now students apply what they learn about statistics into practice. Students will work in groups of six collecting, analyze, and interpret data. This will be student’s study on grade and studying-hours relation. Statistics, Data Analysis, and Probability 1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings 1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts. 1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets. 1.3 Interpret one- and two-variable data graphs to answer questions about a situation. What can we learn from looking at the numbers in a data set? How do we collect, organize and represent data? Which method do you use to survey? Why? What are significant statistical numbers? What is maximum, minimum, lower/upper quartile, mean, median? How do I calculate them? What are different forms of display data sets? The gauging Student Needs Questions will be used to before beginning the project. The purpose of the assessment is to assess students understanding and misconceptions. The project checklist will be given out to students for monitoring purpose. Students use to monitor progress and help design or customize to meet their needs. From the introduction of the project and the project checklist students plan their project and the strategies to complete the project. Students also report their works weekly following the report form, and short journal at the end of each class. During the project group members use peer feedback checklist to evaluate their peers’ works. This will give me a sense of how students collaborate with each other, so I can make any changes in future. To the end of project, students present their works. Students use Scoring Guide to grade other groups’ presentations. After the presentations is a class discussion on the accuracy of sampling methods, the matter of sample size, and the significant of data. Plus the lesion from the project Day 1: Starting the unit with the gauging student needs assessment in groups. Having a class discussion after the group activity. Introducing the CFQs and the project. Assign groups and starting project plan. Giving the project checklist and Support Material. Student will write short journal individually and a report as a group about the progress as well as what they learn from each class meeting/group meetings. Day 2:Ask students to discuss project strategies and come up with project plan and start collecting data. Students gather in groups discuss about survey methods, sample sizes, survey questions, and timeline. Students choose the method and discuss the advantages and disadvantages, as well as how to proceed. Also students decide the sample size, and list the challenges and advantages if they choose a big/small sample size. Students start writing survey question and come up with the questions that they can collect accurate data and. Student will self-assess using the project management checklist and assess their peers work with peer feedback checklist Day 3-4: Instruction to PowerPoint and spreadsheet. Students meet in groups discussing the progress such as organizing, presenting and analyzing data, PowerPoint brainstorm. I will assess students using Group Observation – Assessment when they working in groups. Day 5-7: Computer lab: students organize, display data, computing the statistical figures using spreadsheet, calculators and PowerPoint Presentation. Wrap up the final products. Students will be observed. I will assist students with the technologies. Day 8-9: Presentation and class conclusion/discussion. On the day of presentations, Students will be asked to discuss why they chose their survey methods and sample sizes, and how they affect the results. Student will write a final thought about the project. Students are also being assessed by Scoring Guide or Rubric. Special Needs Students ** Reformatting reading material for easier access by increasing the size of text, modifying the font, changing the color of font and/or background; simplify toolbars; provide extra time; closely and regularly monitor. Provide the student with additional scaffolds to ensure project success. Allow for assisted technologies according to Individualized Educational Plan
 * UNIT **** SUMMARY: **
 * SUBJECT **** AREA **** : ** Math with data analysis; involving data collecting and survey data.
 * GRADE LEVEL: ** 7th Grade
 * Targeted Content Standards: **
 * Student Objectives/Learning Outcomes: **
 * Organize, represent, and interpret numerical data
 * Formulate survey questions and represent data on a number line; and coordinate graphs, tables, and charts.
 * Able to compute the mode, mean, median, max, min, lower-quartile, upper-quartile
 * Interpret one- and two-variable data graphs
 * Curriculum-Framing Questions: **
 * Essential Question: **
 * Unit Questions: **
 * Content Questions: **
 * Student Assessment Plan: **
 * Assessment Summary **
 * Assessment Resources:**
 * Gauging Student Needs Questions[[file:Looking at the Numbers (Gauging Student Needs Questions).doc]]
 * Project Management Checklist – Assessment[[file:Project Management Checklist - Assessment(M6).doc]]
 * Group Observation – Assessment[[file:Group Observation - Assessment (M5).doc]]
 * Instructional Procedures **
 * Accommodations for Differentiated Instruction

Using overhead projector for instruction project; project checklists and copy rights handouts; frequently discussion with ELD students; dictionaries both English-English and dual language dictionaries. Allow students to write the journal in students’ native language and rewrite it in English later >
 * Nonnative Speakers **
 * Gifted/Talented Students ** Assign students with special needs students/nonnative speakers to motivate students and enhance their learning as they support each other while they plan, make decisions, solve problems, and assess their progress.
 * Additional Resources **
 * Support Material[[file:Support Material (Scaffold).doc]]
 * What can we learn from looking at the numbers in a data set?[[file:What can we learn from looking at the.ppt]]