Grade 7 Sorico Math Unit 4 3 2013-2014

Grade 7 Mathematics, Quarter 4, Unit 4.
Sampling and Statistics

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Overview
Number of instructional days: Content to be learned
Understand that validity depends on the sample being representative of the population. Use a random sample to gain statistical information and draw inferences about a population. Generate multiple samples of the same size to assess the variation (spread of data) in estimates or predictions. For example, predict the winner of a school election based on randomly sampled survey data. Informally compare two data distributions of similar variabilities. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team. Use measures of center and measures of variability (mean absolute deviation) to draw informal comparisons about two populations.
(1 day = 4560 minutes)
Mathematical practices to be integrated

3. Construct viable arguments and critique the reasoning of others. Make conjectures about random samples and build a logical progression of statements to explore the truth of the conjectures. Distinguish correct logic or reasoning from that which is flawed to justify the random sample. Reason inductively about data, making plausible arguments that take into account the context from which the data arose. Draw informal comparative inferences regarding two sets of data.
4. Model with mathematics. Solve problems arising in everyday life, society, and the workplace. Analyze mathematical relationships to draw conclusions. Interpret their mathematical results in the context of the situation. 5. Use appropriate tools strategically. Consider the available tools (calculator, spreadsheet, box plot, line plot, histogram, etc.) when solving a mathematical problem. Detect possible errors by strategically using estimation and other mathematical knowledge. Use technological tools to explore and deepen understanding of concepts.
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014
Essential questions
How can you determine if a sample is random? How can you determine if a sample is valid? How can a random sample help you make an inference about a larger population? How does a random sample give information about a population? When looking at visual overlap, what are the similarities and differences between two data sets? When using measures of center and measures of variability, how can you predict and draw conclusions about two populations?
Written Curriculum
Common Core State Standards for Mathe matical Content Statistics and Probability
Use random sampling to draw inferences about a population. 7.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. 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.
7.SP
7.SP.2
Draw informal comparative inferences about two populations. 7.SP.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. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
7.SP.4
Common Core Standards for Mathe matical Practice

3 Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 4 Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest dep ends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematica l results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Clarifying the Standards

Prior Learning Building on and reinforcing their understanding of number, students in grade 6 began to develop their ability to think statistically. Students recognized that a data distribution may not have a definite center and that different ways to measure center yield different values. The median measures center in the sense that it is roughly the middle value. The mean measures center in the sense that it is the value that each data point would take on if the total of the data values were redistributed equally and also in the sense that it is a balance point. Students recognized that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same mean and median yet be distinguished by their variability. Current Learning This unit is a critical area. Using random sampling to draw inferences about a population is a supporting cluster. Drawing informal comparative inferences about two populations is an additional cluster. Students build on their previous work with single data distributions to compare two data distributions and address questions about differences between populations. They begin informal work with random sampling to generate data sets and learn about the importance of representative samples for drawing inferences. Future Learning In grade 8, students will investigate patterns of association in bivariate data. In high school, they will interpret categorical and quantitative data, make inferences and justify conclusions, investigate conditional probability, and use probability to make decisions.
Additional Findings
According to Principles and Standards for School Mathematics, Middle-grade students should formulate questions and design experiments or surveys to collect relevant data. In the process, they should make observations, inferences, and conjectures and develop new questions. Middle-grade students should learn to create and interpret a variety of data displays to represent the data they collect and to decide which representation is appropriate for different purposes. (p. 249) See the following website for clarification on the standard: http://commoncoretools.files.wordpress.com/2011/12/ccss_progression_sp_68_2011_12_26_bis.pdf

Grade 7 Sorico Math Unit 4 3 2013-2014

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Grade 7 Mathematics, Quarter 4, Unit 4.

Sampling and Statistics

(1 day = 4560 minutes)

Mathematical practices to be integrated

Common Core Standards for Mathe matical Practice

Use appropriate tools strategically.

Clarifying the Standards

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