Teacher: Daphne Vilchis Subject: Algebra 2 Honors

Standards:

● A2.S-IC.A.1 Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
● A2.S-IC.B.4 Use data from a sample survey to estimate population mean or proportion; recognize that
estimates are unlikely to be correct and the estimates will be more precise with larger sample sizes.

Objectives (Explicit):

● Use random samples to make inferences about a population.

Evidence of Mastery (Measurable):

Checking for understanding during class

80% of homework problems correct

Sub-objectives, SWBAT (Sequenced from basic to complex):

● Discriminate between biased and unbiased samples

● Explain how the sample may differ from the population
Key vocabulary: Materials/Technology Resources to be Used:

random sample: a sample where any member has an equal Digital textbook
chance of being included and

selections are independent of (do not influence) each other

biased sample: a non-random sample

population: all objects or people for whom you want to draw

conclusions

sample: smaller portion of whole population of interest

Opening

As students come in the room, give every third student a colored piece of paper.

Begin class by introducing the day’s topic. Relate the previous day’s lesson (ways to describe data) to this new
lesson on collecting that data.

Teacher Will: Student Will:

Introduce the term population by asking students Follow along, take notes, and participate in class
what it means. Then clarify that population in discussion.
the context of statistics is similar but ultimately
distinct from the everyday definition.

Ask students to infer what sample means in this

context.

Address the colored paper passed out to some of the

students. Explain that we are interested in seeing the
percentage of female and male students at Arcadia.
The population of interest would be the students at
Arcadia. Students will expect to see a 50/50 split.

Make a tally to keep track of how many female vs

how many male students received a colored paper
when they entered the room. This will almost
certainly not be a 50/50 split since only about ten
students will be counted.

Talk about how a small sample size can differ from

the actual statistics of a population.

Even the whole class will not have a 50/50 split.

6th hour: 54% female (15) and 43% male (13)

7th hour: 67% female (20) and 33% male (10)

Use the following website to find the exact number

of female and male students at Arcadia.

https://cms.azed.gov/home/GetDocumentFile?id=5b
ad65951dcb2510a828d3b2

2017-2018 school year: 843 male and 843 female

(total: 1686)

Look at chocolate/vanilla example on page 572 and

do examples 4 and 5.

Differentiation

Provide filled-in guided notes and highlighters for students that struggle with note-taking

Ask open-ended questions that require students to think deeper about the topic and build on their learning
Teacher Will: Student Will:

Introduce the concept of a random sample by asking Participate in class discussion.

whether everyone had an equal chance of getting a
colored paper (given to every 3rd person that came
in the room).

Start a class discussion on how my sample could

have been biased. What makes a sample biased? Is it
possible to be completely unbiased? Why is an
unbiased sample important in statistics?

Differentiation

Ask open-ended questions that allow for deeper level of thinking

Check with students individually to assess their level of understanding and provide extra support as needed

Teacher Will: Student Will:

Have students complete examples 8 and 9 on their Complete the assigned problems.
own or with a partner.

Co-Teaching Strategy/Differentiation:

Assist students that struggled with the concepts during independent practice.

Closing/Student Reflection/Real-life connections:

Ask students to summarize the day’s lesson in their own words and ask for a volunteer to share their summary.

Assign homework out of Pathways book: page 597 #22, 26-28, and 30-33.