Roselle School District

Grade 7 Pre-Algebra Honors Curriculum

Unit 9

**Essential Question(s)**/

**Enduring Understanding(s)**

**Is it possible to manipulate data to alter the way the data is perceived?**

**What is the most appropriate measure of central tendency given specific data sets?**/

**Data analysis explores the relationships between and among populations and/or samples.**

**Choices in data collection and representation affect their interpretation and use.**

**Common Core Standards, 2010**

S&P 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.

S&P 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.

S&P 3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability..

S&P 4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

5.1.8 B 2 Evaluate and locate the areas with heavy overpopulation in the U.S. and the world

5.4.8 A4 Analyze data regarding the motion of planets and moons to find general patterns of orbital motion

W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

**Learning Expectations**

TLWBAT… /

**Activities/Resources**/

**Student Strategies**/

**Formative Assessments**/

**Technology Infusion/Resources**

Select and use appropriate representations for sets of data, and measures of central tendency (mean,median, and mode).

. Type of display most appropriate for given data

. Box-and-whisker plot, upper quartile, lower quartile

Scatter plot

Calculators and computer used to record and process information / Activate prior knowledge with measures of central tendency video on brainpop.com

Review mean, median, mode, and range

**Disappearing M’s Activity:**

Distribute a bag with more than 64 M&Ms to each pair or group of students

Have students pour the contents of their bag onto the desktop and discard any M&Ms that do not have an M on exactly one side

Place 64 M&M’s back into your bag

Pour the M&M’s from the bag onto the desk and remove any M&M’s that do not have an M showing

Record the results of your first trial on your data table ad repeat the process until there are no M&M’s remaining on your desk

Collect data from the entire class and calculate the mean, median, and mode for the data

Create a table showing the average values

Graph the data in a Scatter Plot and describe any patterns that you see

Write a function rule that approximately fits the data for the class results

(Lessons for Algebraic Thinking pgs. 184-185) / Small group instruction

Individualized instruction

Peer tutoring

Use of manipulatives

Choice activities

Chunking information

Rephrasing of questions

Working with partner / Exit ticket

Journal entry

Do now

Quiz

Test

Oral questioning

Homework

Examine statistics to gain information about a sample of the population

Make generalizations about a populations based upon the sample

Utilize random sampling to produce representative samples and support inferences from the random sampling

Utilize random samples to draw inferences about a population with unknown characteristics / Students identify and analyze sampling methods and make generalizations about a population based upon the sample (pgs. 462-464 Course 3)

Hands-on Lab: Explore Samples

(Holt McDougal Course 3 Text pg. 466)

(Holt McDougal Course 2 Text pg. 418 -421)

Reese’s Pieces Activity Population Sampling

Students participate in population sampling activity using Reese’s Pieces candy

E:\math curriculum\Reese's Pieces Activity Sampling from a Population.mht / Small group instruction

Individualized instruction

Peer tutoring

Use of manipulatives

Computer activities for remediation

Chunking information

Rephrasing of questions

Working with partner / Exit ticket

Journal entry

Do now

Quiz

Test

Oral questioning

Minute paper

Homework /

**http://www.ined.fr/en/everything_about_population/play_population/family_game/**

**http://www.biologycorner.com/worksheets/interpreting_data.html**

Generate samples of the same size to determine the variation in estimates or predictions

Assess visual overlap of two numerical data distributions with similar variability by creating graphs

Measure the difference between the centers by expressing it as a multiple of a measure of variability

Draw informal comparative inferences about two populations by using measures of center and measures of variability for numerical data / Activity 1: Population Explosion

E:\math curriculum\Population Explosion activities.mht

Students examine U.S. Census Bureau’s World Population Clock and analyze data and make predictions based upon the data

Activity 4: Population Growth Rates E:\math curriculum\Population Growth Rates activity.mht

Students examine population growth rates by examining data / Small group instruction

Individualized instruction

Peer tutoring

Use of manipulatives

Computer activities for remediation

Choice activities

Chunking information

Rephrasing of questions / Exit ticket

Do now

Quiz

Test

Oral questioning

Homework

**Summative Assessment Task**