Title of unit: Grade level: Time frame:

Data management 7 18 classes (approx. 4 weeks)

Developed by: Subject:

Natasha Ahluwalia Math

Cluster Outcomes Indicators of Student Learning Assessments and Tasks

(From POS) (How will I recognize what students have learned?) (How will they show what they know?)

General Outcome: Describe what a measure of central tendency is. Ongoing formative assessment:
Collect, display and analyze data to Identify when we would like to use a measure of central  Student participation in lesson to see gaps in previous
tendency. knowledge for the unit
solve problems.
Define mean.  Use strategies such as asking students to raise fingers, or
Define median. asking students to give thumbs up during lessons to
Specific Outcomes: check ongoing student understanding
Define mode.
Demonstrate an understanding of  Homework completed with teacher circulating to check
Define range.
central tendency and range by: Contrast measure of central tendency (average) and
if done correctly
 determining the measures of  Answers to difficult questions taken up with detailed
variability (range). solutions
central tendency (mean, Explain what makes a value in the data set an outlier.  Quizzes taken for students to self-assess areas of needed
median, mode) and range Identify when an outlier is present in data. work
 determining the most Describe effect of outlier on mean.  Quizzes marked with color coated solutions to guide
appropriate measures of Identify when an outlier should be included or excluded. students on what they need to review
central tendency to report  Formative feedback given during steps of best averages
findings. Compare mean, median, mode for a sample of data. class project
Contrast which average (mean, median, mode) to use
Determine the effect on the mean, depending on message wanting to show. Culminating/Summative assessment:
median and mode when an outlier is Explain reason why a certain average is better. (eg: outlier,
message)  Quizzes to check students progress
included in a data set.
 Unit test as culminating review, can use test to replace
Construct, label and interpret circle marks for quizzes if certain section is done better
graphs to solve problems.  Opportunities to redo quizzes to improve mark and to
further enrich student learning
General Outcome:
Use experimental or theoretical
probabilities to represent and solve
problems involving uncertainty.

Specific outcomes:
Express probabilities as ratios, Define probability.
fractions and percents. Calculate probability as a ratio.
Identify the sample space (where the Calculate probability as a fraction.
combined sample space has 36 or Calculate probability as a percent.
fewer elements) for a probability Convert between probability as a ratio, fraction, or percent
(build on unit 2)
experiment involving two
Define chance.
independent events. Explain when two events are independent.
Conduct a probability experiment to Identify sample space of two independent events
compare the theoretical probability Read sample space from a tree diagram.
(determined using a tree diagram, Use sample space to calculate probability of two independent
table or other graphic organizer) and events.
experimental probability of two Compare theoretical and experimental probability.
independent events. Explain how there is a level of uncertainty in probability, and
we can never be certain about the outcome.
Explain that having a larger sample space can cause the
experimental probability to be closer to the theoretical
probability.
Individual lesson plans – lesson objectives, learning experiences, resources (assessment included on Resources
individual lesson plans)
# Objectives Learning experiences
Mean and mode Day 1:  Calculators
1 Intro to averages, discussions of large sets of data, calculation
Student objectives: of mean and mode.  Fill in the blank notes
-Describe what a measure of central tendency is.
-Identify when we would like to use a measure of central Day 2:  Markers and highlighters
tendency. Homework on mean and mode.
-Define mean.  Individual whiteboards
-Define mode. Later date: Quiz #1 on mean and mode
 Students’ quick notes

Median and range Day 3:  Calculators

2 Notes on median and range.
Student objectives:  Fill in the blank notes
-Define median.
-Define range. Day 4:  Markers and highlighters
-Contrast measure of central tendency (average) and Quiz #1 (mean and mode)
variability (range). Homework on median and range.  Individual whiteboards

Later date: Quiz #2 on mean, median, mode and range.  Students’ quick notes
 Data Management Day 5:  Calculators
3 Complete notes in class on tally charts with an opportunity
Student objectives: for students to try questions for half the class.  Fill in the blank notes
-Organize large sets of data
-Interpret large sets of data  Markers and highlighters
-Read tally charts Day 6:
-Read stem and leaf charts Complete notes in class on stem and leaf charts with an  Individual whiteboards
opportunity for students to try questions for half the class.
Note: This is not a program of study required outcome, it  Students’ quick notes
is an extra activity to introduce students to a way to Option to use stem and leaf or tally charts on quiz #2 as it
organize large sets of data will be a large data set.  Large data sets

4 Effects of Averages on Outliers Day 7:  Calculators

Complete notes in class on effects of averages and outliers
Student objectives:  Fill in the blank notes
-Explain what makes a value in the data set an outlier. Day 8:
-Identify when an outlier is present in data. Quiz #2: 3M’s and range of a large set of data  Markers and highlighters
-Describe effect of outlier on mean. Work on class homework on effects of averages and outliers
 Individual whiteboards
Later date: Quiz #3 on calculating 3 M’s and finding outlier.
 Students’ quick notes

 Large data sets

 Computers

 Excel

5 Applications of Averages Day 9:  Calculators

Complete notes on applications of averages, choosing the
Student objectives: best average.  Fill in the blank notes
-Define measure of central tendency.
-Define mean. Day 10:  Markers and highlighters
-Define median. Quiz #3 on computing 3M’s and identifying outlier.
-Define mode. Work on class homework on choosing the best average.  Individual whiteboards
-Explain reason why a certain average is better.
- Categorical data  Mode Day 11:  Students’ quick notes
- Outlier vs no outlier Choosing the best averages class project. (Research data set)
 Large data sets
Later date: Quiz #4 on selecting best average.
 Computers

 Excel
6 Probability Day 12:  Calculators
Complete notes on probability.
Student objectives:  Fill in the blank notes
-Define probability.
-Calculate probability as a ratio. Day 13:  Markers and highlighters
-Calculate probability as a fraction. Quiz #4.
-Calculate probability as a percent. Rolling dice activity and homework on probability.  Individual whiteboards
-Convert between probability as a ratio, fraction, or
percent (build on unit 2) Later date: Quiz #5 on probability.  Students’ quick notes
-Define chance.
- Explain how there is a level of uncertainty in  Dice
probability, and we can never be certain about the
outcome.  Coins

 Bag of different colored objects (eg

marbles)

 Pinwheel

7 Sample space and tree diagrams Day 14:  Calculators

Complete notes focused on generating sample spaces using
Student objectives: tree diagrams.  Fill in the blank notes
-Explain when two events are independent.
-Identify sample space of two independent events Day 15:  Markers and highlighters
-Read sample space from a tree diagram. Quiz #5 on probability.
-Use sample space to calculate probability of two Homework on sample space and tree diagrams.  Individual whiteboards
independent events.
-Compare theoretical and experimental probability.  Students’ quick notes
-Explain that having a larger sample space can cause the
experimental probability to be closer to the theoretical  Dice
probability.
 Coins

 Bag of different colored objects (eg

marbles)

 Pinwheel
8 Review + unit test Day 16:  Calculators
Create visual summary journal (VSJ). One page max set of
notes for key ideas covered in the unit.  Fill in the blank notes
Work on review using only VSJ.
 Markers and highlighters
Day 17:
Continue working on review using only VSJ.  Individual whiteboards

Day 18:  Students’ quick notes

Unit test.
 Dice
Later date: review unit test
 Coins

 Bag of different colored objects (eg

marbles)

 Pinwheel