Course Name: AFM Teacher: Ms.

Martin Unit # 2 Unit Title: Univariate Data

Enduring understanding (Big Idea): Students will able to use various representations of univariate data to justify and
support decisions made in real world scenarios. (Normal Distribution will focus will on the Empirical Rule. (z-scores,
confidence intervals, and percentiles are not necessary)
- Goals are broken down into individual lesson objectives so my students and I will have a clear vision of what skills
we need to master and whether or not we are on track to meet these goals. Please see under each CC standard
where I have a bulleted list of Key Objectives/Concepts and Skills to Master

Reflection: I make sure I take the time to break down each standard based on skill and daily objective. As Teach for America, 2011,
suggests, When you write a lesson objective, ask yourself, What are my students going to learn and achieve by the end of the
lesson? Some teachers fall into the trap of designing activities, creating worksheets, and giving lectures that merely cover material
and do not focus on what students learn, achieve, and accomplish (p. 62). I have to pay close attention to the alignment of my
activities and my daily objectives. Often times I think I have natural tendency to cover material instead of focusing on the important
parts of the objective. Developing clear daily goals helps me narrow my focus for each lesson and ensure students successful
outcomes.

Essential
BY THE END Questions: How are statistics used for decision making in business and science?
OF THIS UNIT:
What are the limitations of statistics?
Students will know Students will be able to
What inferences can be made regarding data that is normally distributed?
How to find the 5-point summary
The measures of central tendency and the measures of Compare data and justify conclusions using box-and-
variability whisker plots
The properties of normal distributions Compare data and justify conclusions using central
tendency and the measures of variability
Vocabulary: Apply the Empirical Rule to normally distributed data to
mean, median, variance, standard deviation, normal solve problems
distribution, random sampling, frequency distribution,
census, survey, bias, population, various graphical
representation

How do these desired results align with your class vision?

1) Students will build confidence and creativity: This unit allows students to build on real-world knowledge they already
have. Even if students are not familiar with the statistics vocabulary yet, they already have a basic understanding of
statistics (specifically: sports, government or societal, demographics, grade averages, social media views and analytics,
etc). This unit is a great place for students to build on their knowledge from Unit 1 (probability) and build confidence in
this course.

2) Real World Applications: Students are able to use real world applications in order to solve problems and master
standards. We will introduce and discuss each new concept through the lens of real-world applications (i.e. sports
statistics, social media views and shares statistics, grade analysis, demographics, etc.) Students will learn the powerful
role of statistics especially in twenty-first century marketing and research.

Reflection: Connecting each of my objectives and lessons to our classroom vision/ big goal has really helped motivate my students
and give them a clear road map to follow. Students see the connection between what we are learning in class and what is expected
of them at the end of this course. Focusing on my two big vision-aligned goals has also helped build student investment and has
strengthened my relationship with my students. As Teach for America, 2011, points out, Tying objectives to the big goal not only
provides clarity of purpose, but can also help focus and motivate students (p. 64).

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with
 Course Name: AFM Teacher: Ms. Martin Unit # 2 Unit Title: Univariate Data

Unit Resources Mathematical Practices in Focus:

AFM
AFM Binder Other
Textbook 2-Reason abstractly and quantitatively
General notes Section 0-8 Rolling Dice Lab 4-Model with mathematics
Resources from 6-Attend to precision
Instructional Web:
Sampling & Bias Activity: What 7-Look for and make use of structure
Histograms + Does the Normal 8-Look for and express regularity in repeated
Section 11-1
Measures of Distribution Sound reasoning
examples 1-4 only
Variation Like?
Box-and-Whisker ** This semester we are really working to use the MP standards
Plots
to help build student confidence and fluency. Students discus
Compare Athletes Mindset Program
Activity
Section 11-2
Chapter 15
the math mindsets and phrases. Example turning I cant
Creating Curve by Section 11-3 into I cant yetbut I will soon. Math Practices give a strong
hand example 1 only
Study Island foundation and reference point for me to go back to when
PowerPoint Notes building these math fluencies in my students.
Curve & Standard
Deviation Review Planned Pacing: 15 days
Normal
Distribution ** Flex days are built into the year-long planning guide to re-
Review
teach. There are only 2 days this unit because there will be
Data collection
opportunities to re-loop this material throughout the rest of the
Project
semester. Additionally, functions (the next 3 units are the bulk
of this course so we will need to ensure the proper time is
dedicated to this content

CORE CONTENT
Cluster Title: N/A
Standard: Goal 1.02
Summarize and analyze univariate data to solve problems.
A) Apply and compare methods of data collection.
B) Apply statistical principles and methods in sample surveys.
C) Determine measures of central tendency and spread.
D) Recognize, define, and use the normal distribution curve.
E) Interpret graphical displays of univariate data.
F) Compare distributions of univariate data.
Key Objectives: Concepts and Skills to Master
Apply and compare methods of data collection.
Apply statistical principles and methods in sample surveys.
Determine measures of central tendency and spread.
Recognize, define, and use the normal distribution curve.
Interpret graphical displays of univariate data.
Compare distributions of univariate data.

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with
 Course Name: AFM Teacher: Ms. Martin Unit # 2 Unit Title: Univariate Data

Are my students ready? - Things I will check for during Diagnostic

Critical Background Knowledge
Bar graphs, histograms, stem-and-leaf plots, pie charts
Percents
Data collection methods
Enter data into calculator
** See diagnostic test to assess student readiness for this unit

If students do not have necessary prior knowledge, I will address gaps during Diagnostic review students will complete a
KWL chart to address their knowledge gaps. Additionally, I will spiral in these skills during warm ups and intro to new
material

Academic Vocabulary

mean, median, variance, standard deviation, normal distribution, random sampling, frequency distribution, census, survey,
bias, population, various graphical representation, translation of data

These words will be placed on the word wall students will define and develop fluency. I will use cold calling and popsicle
sticks daily to help students master these terms and be prepared for formal/informal assessments.

Planned Instructional Strategies: Resources: Refer to Binder (1st page of unit)

Use the Rolling Dice lab at the beginning of the unit to introduce The following resource is from the Statistics curriculum guides:
the normal curve. Have students work in pairs and then gather
data from all the groups and create a whole class frequency chart 1) Rolling Dice lab
and discuss its shape.
2) What Does the Normal Distribution Sound Like?
While students may have heard of the normal distribution, it is
unlikely that they will have prior experience using it to make
specific estimates. Build on students understanding of data
distributions to help them see how the normal distribution uses
area to make estimates of frequencies (which can be expressed
as probabilities). Emphasize that only some data are well
described by a normal distribution.

I anticipate students will need extra assistance regarding real-

world connections. I plan to discuss their grades (because they
are seniors, this is a major point of investment for my students),
sports scores/stats, and card/dice games this will all help to
increase student buy-in and investment in the material. It will also
help build on students knowledge in the previous unit
Probability.

By including references to material students learned in the last

unit (Probability), students who may not have mastered the
standards will have an opportunity to improve their understanding.
Students who did demonstrate mastery will have the opportunity
to strengthen their understanding and practice their skills.

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with
 Course Name: AFM Teacher: Ms. Martin Unit # 2 Unit Title: Univariate Data

Sample Assessment Tasks

Skill-based task Problem Task

(This problem is from Study Island) (This problem is from Mindset.org Chapter 15)

The amount 5th grade students grow during the school year An expert witness in a paternity suit testifies that the length
is normally distributed with a mean of 4 inches and a (in days) of human gestation is approximately normally
standard deviation of 1 inch as shown below. distributed with parameters = 270 and = 10. The
defendant in the suit is able to prove that he was out of the
country during a period that began 290 days before the
birth of the child and ended 240 days before the birth. If the
defendant was, in fact, the father of the child, what is the
probability that the mother could have had the very long or
very short gestation indicated by the testimony?

Out of 1,000 5th graders, how many grow between 4 inches

and 7 inches?
A. 501
B. 499
C. 506
D. 477

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with
 Course Name: AFM Teacher: Ms. Martin Unit # 2 Unit Title: Univariate Data

Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and observations):
1. Quiz 1 Students will have a 10 question multiple choice quiz that will be modeled after their summative common assessment.
This will provide important classroom data that will let me know what interventions need to take place before the summative
assessment.

2. Error Analysis Assessment Students will analyze students work from the previous quiz and classroom performance tasks. They
will be asked to identify the error in students work, correct the mistake, and provide step-by-step directions for the student to fix their
errors.

3. Quiz 2 Students will have another 10 question assessment check-in that will provide data that will shape any necessary
interventions for the common assessment.

4. Group/ Stations Assessment Students will work in groups on problems separated by standards. They will rotate around to
different stations based on their answers. This will provide an engaging way for students to demonstrate their understanding and
build confidence by working with peers.

5. White Board Formative Assessment Students will be asked to demonstrate their understanding by recording their answers on
white boards. This will hold students accountable for their answers and provide me with instant feedback that will help inform my
lessons.
How do these assessments measure your students progress toward your classes big goal(s)?
- Assessments are scaffolded in order to build confidence in students and help them think about the objectives creatively and
carefully. The assessments also provide important feedback that will help me shape my lesson plans and interventions. Several of
the assessments will hold students accountable for the work they are doing in class, and students will be able to express themselves
and their understanding freely without feeling like they are taking a formal assessment.

Stage 2b: Summative Assessment for this Unit

The district created this assessment, and each standard is listed along with the question. Questions are multiple choice so they can
quickly be checked and sorted based on mastery. I was not able to rearrange or re-group questions. Please look at the summative
assessment for comments on the order of the assessment.

Reflection: While I do not have the flexibility to create my own summative assessment, I did have access to the district-wide test
before I began my unit plan. This is an important piece because I will be able to know if my students are able to master the
objectives, and I can let students know where they are going and the skills they should master. As Teach for America, 2011, says
successful teachers create their summative assessments before they begin teaching their lessons. Doing so will greatly enhance
your teaching and raise your students achievement levels. Teachers who clearly articulate how students will demonstrate mastery
upfront have a clearer sense of where their students need to end up (p. 59).

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with