Unit Plan Maed

Unit Title: Analyze your way to success! Course Content: Mathematics Subject: Algebra Grade Level: 8th Length of Class Time: 90 Minutes Student Population: 22 8th graders, 12 boys, 10 girls, 7 African-American, 14 Caucasian, 1 Hispanic Individual Learning Differences: 1 ADHD boy, 1 ESL student, 1 SLD student Unit Designer: Tom Weeks Length of Time for the Unit Plan: 8 Days Content Standards: North Carolina Standards http://www.dpi.state.nc.us/curriculum/mathematics/scos/2003/k-8/38grade8 COMPETENCY GOAL 4: The learner will understand and use graphs and data analysis. Objectives 4.01 Collect, organize, analyze, and display data (including scatterplots) to solve problems. 4.02 Approximate a line of best fit for a given scatterplot; explain the meaning of the line as it relates to the problem and make predictions. 4.03

Identify misuses of statistical and numerical data.

National Standards - http://standards.nctm.org/document/chapter6/data.htm • formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population; • select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots. • make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit; • use conjectures to formulate new questions and plan new studies to answer them. • understand and use appropriate terminology to describe complementary and mutually exclusive events;

Summary of Unit: The unit will cover how to designs experiments and collect data. The students will collect, organize, and analyze data from an experiment. Students will then present the data in the form of a meaningful graph so that an observer can analyze the data and determine the outcome of the experiment. Students will also learn how to develop a best-fit line for a given graph so that future results can be predicted. Students will be able to identify ways that data can be misused or massaged to present a false truth. Rationale Statement: The students will be able to describe the importance of collecting data and organizing data so that an interested person can look at a graph and gather all the information they are seeking such as trends or comparisons. Students will also be able to describe the importance in presenting the data accurately, even though the results may not be exactly what they intended when the experiment began. DEFINING DESIRED RESULTS Enduring Understandings: The setup of an experiment is the most critical aspect. A successful experiment requires adequate data. Data may or may not represent trends. If a trend is present, this trend can be represented by a line equation. The results of an experiment may not always turn out as initially thought. Data can be manipulated to present potentially false or misleading information. Overarching Understandings: Why is it important to understand the type and/or source of data for given problem? Why is it important to understand how to organize collected data? How can we present the data so that anybody will understand the experiment? What Will Students Understand As a Result of This Unit? Students will understand: How to set up experiments to get data that is relevant to the problem. How to organize, analyze, and display data so that the results are clear and meaningful to anybody who views the data. The difference between correlation and non-correlation in scatterplots. How to find a best-fit line for a given set of data. How to predict where a trend will be in the future or where it was in the past.

How data can be misused or manipulated. What Will Students be Able to Perform As a Result of This Unit? Students will be able to: Set up experiments to find relevant data Analyze and organize data into meaningful charts or graphs Develop best-fit trend lines of scatterplots Predict past and future points of trend lines Identify and explain misuses of statistical and empirical data Essential Questions 1) What is a successful experiment? 2) Why must data be collected in a certain way? 3) What is the purpose of analyzing and displaying data with different graphical methods? 4) What careers conduct statistical and empirical experiments? 5) What is a scatterplot? 6) How can a scatterplot have a trend? Not have a trend? 7) How can data be misused? 8) Why would data be misused? 9) How can I use data analysis and graphing as an 8th grader? An adult? In the workplace? DETERMINING ACCEPTABLE EVIDENCE Identify prior knowledge: At the beginning of the unit, an open discussion will be held to determine what students already know regarding the topic. The essential questions will be discussed to determine if there is familiarity with the concepts. Ongoing assessments: • • • • •

A group of students will be picked at random to work a specific homework problem on the board. An open discussion will be held regarding the results Quizzes will be given randomly on problems similar to homework to see if students can complete the work when given a problem unexpectedly Students will have the chance to review every homework assignment, test, and quiz to see if they can determine where they made a mistake Occasional surveys to give feedback on what concepts they think they really understand and the concepts they are struggling with. Assign several problems for students to do at their desks. The steps each student is using will be monitored to see if students are having common struggles.

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Random homework question from previous lesson will be given at the beginning of each class period. If students completed homework at home, they are done with the assignment.

End of Unit Task: Test Real-world application activity - Students will research a profession where data analysis is used as part of the daily job activities. Students will write a paper discussing the profession, what type of data is analyzed, and give some examples of experiments and graphs that the profession might use. Unit Project - Students will be placed in teams of 3-4 and have the task of designing a survey or experiment of their choosing (will be approved by the teacher) with the purpose of gathering data from necessary sources (i.e. other 8th graders, teachers, faculty). Students will analyze and graph the data in a scatterplot. Students will determine if trends are present and explain the reasoning behind their conclusion. Students will identify ways that the data they collected can be misrepresented to present a false result. Survey to discuss the areas where understanding is strong and weak DAILY LESSON PLAN OUTLINE Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8

Introduce unit, identify prior knowledge, review previous knowledge of data analysis, introduce the concepts of algebraic data analysis Learn how to conduct experiments, organize data, present data, a few relevant examples experiments and their results, discussion. Assign unit project. Introduction to scatterplots. Present ideas for unit project for teacher approval. Identify trends in scatterplots. Determine if is correlation is present. If correlation is present, determine the direction of correlation. Develop a best-fit trend line. Discuss unit project. Review trend lines. Discuss how data can be misrepresented or misused. Discuss unit project. Work on unit project in computer lab. Review, Presentations on unit project Unit Test, Complete presentations

ANALYZING SUBJECT AREA CONTENT 1. Textbooks – Textbooks will be the main reference material for the students. Examples and assignments will be pulled from the textbook. 2. Interwrite – Interwrite will be used to present material to students, do examples, and review. 3. Powerpoint – Powerpoint will be used to introduce material and concepts. 4. Internet – Students will use the internet to research professions and applications of the material they are learning 5. Excel – Students will need Excel to present the data from their unit activity in the form of a spreadsheet. 6. Computer Lab – Computer lab will be needed for students to use Excel. 7. Teacher Resources – Activity sheets, graphs, tables, charts, word problems UNIT STRATEGIES AND ACTIVITIES Day 1 – Introduction to data analysis Lesson Designer: Tom Weeks Time: 90 Minutes Audience: 22 8th graders, 12 boys, 10 girls, 8 African-American, 14 Caucasian Plans for Individual Differences: ADHD – The students will be given several group activities to engage and involve the students in the lesson. If students are losing focus, or becoming distracted I will be monitoring them closely so that I am able to redirect their attention. ESL - The lesson activity sheets and presented material will use bold and easily visible print, as well as simple, straightforward language. There will also be hands on opportunities where students will demonstrate knowledge through performance. SLD - The student with learning disabilities will be given a modified assignment to complete that addresses a similar concept and has a similar goal, as they are not working on grade level at this time. Lesson Summary: The unit will then be introduced, along with the essential questions. The concept of data analysis will then be introduced. We will review what they already know about graphs and the basics of data analysis such as mean, median, mode, and range. We will go through several exercises with mean, median, mode, and range. I will ask students to help me think of some experiments where what we know about data analysis could be useful, in order to make the concept relevant to their lives. Our experiments could involve the number of boys in the school, the number of girls, the number of students that like sports, whatever they decide. We will then conduct a few experiments within the class by surveying students and recording the information.

Checks for Understanding: There will be daily homework assignments, as well as occasional prompts to complete work at desks or on the whiteboard. Students will also be asked to ask questions whenever they do not understand something as well as complete occasional surveys at the end of class to present what they do or do not understand.

North Carolina Standards: 4.01 - Collect, organize, analyze, and display data (including scatterplots) to solve problems. National Standards: Formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population;

Resources Needed • Textbook – Main resource for the course. All reference examples, vocabulary, and graphs will be in the textbook • Computer and Projector – Will be needed to use Powerpoint and Interwrite • Powerpoint – Will be used to introduce discussions, pose essential questions, and introduce concepts • Interwrite – Will be used to solve examples Opening Discussion – 5 minutes I will begin class by asking students if they would like to develop a skill that allows them to learn about experiments, surveys, and how to potentially predict the future. Introduction to the Unit – 20 minutes I will introduce the unit with a presentation on data analysis. The presentation will be a presentation/discussion. I will pose the following questions during the presentation as a review and to determine prior knowledge: - What is data? - How can I analyze data? - What can you tell me about this data? Students will be able to answer the following questions at the end of the unit: 1. What is data? 2. Why do we need data analysis? 3. Where would the world be if data analysis had not been researched and studied? 4. What careers make use of data analysis? 5. How can data be represented?

6. Why do we need different representations when analyzing data? 7. How can you make use of data analysis as an 8th grader? High school student? Adult? Assessments • Prompts to complete work on the board or at desks may be given at any time. Prompts will be from prior homework problems • Daily homework assignments • Unit project on professions that use functions and equations • There will be a comprehensive test at the end of the unit • Class participation will be important in the unit grade. Class participation will involve surveys, answering questions when prompted, and overall willingness and effort. Grading Scale: 25% Homework 30% Unit Test 30% Unit Project 15% Behavior and class participation Data Analysis Review – 30 minutes Look at the following chart of M&M data. I bought a bag this morning, and this is the data of the M&Ms that came in the bag. M&M 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Color B Y G R G R G G Y B B R Y B G R R B B B Y G

23 24 25 26 27 28

R Y Y B R G

What sort of information can we determine by doing some simple analysis on this data? Discuss mean, median, mode, range. Mean: Indeterminate Median: Indeterminate Mode: B Range: G, Y, B, R Discuss mean, median, mode, and range of several aspects of the student population in the class. Introduce Algebraic Data Analysis – 25 minutes With algebraic data analysis, we can do look at some data, graph it (which we will discuss tomorrow), and possibly predict the future based on what the data shows us. The graph may show a trend, or it may not. As mathematicians, all we can do is determine whether a trend is present or not. As scientists, we can use the trend information to predict if the trend will continue based on what we know about the population or if the trend will reverse directions. We can look at the trend of the data and see if any of the data caused the trend to do something funny. Then, we can decide if that data is actually true data or possibly a mistake. If 99.9% of our data falls into a certain range of 9-10, but one bit of data is by itself at 100,000 then we can assume that this data is most likely false and remove it from our analysis. An error as gross as the one previously mentioned will skew the data and provide false information from which we make our conclusions. Lets take a look at a chart of our M&M data. M&M Chart Data 10

Color

8 6 4 2 0 B

G

Y

R

Occurences Series1

What does this chart tell us? Can we determine there is a trend to this data? What kind of experiment will we need to conduct to determine a trend?

Discuss if trends are present in the class student population experiments discussed previously. Homework and Survey – 10 minutes Homework for the next day will be given as well as a survey discussing what they are comfortable with and what they are not comfortable with. *If students are not comfortable with a concept or part of a concept, I will offer additional instruction or guided practice to assist them in better understanding the concept.

Day 2 – Experiments, Surveys, and Data Lesson Designer: Tom Weeks Time: 90 Minutes Audience: 22 8th graders, 12 boys, 10 girls, 8 African-American, 14 Caucasian Plan for Individual Differences: ADHD – The children will be given several group activities to engage and involve the students in the lesson. If students are losing focus, or becoming distracted I will be monitoring them closely so that I am able to redirect their attention. ESL - The lesson activity sheets and presented material will use bold and easily visible print, as well as simple, straightforward language. There will also be hands on opportunities where students will demonstrate knowledge through performance. SLD - The student with learning disabilities will be given a modified assignment to complete that addresses a similar concept and has a similar goal, as they are not working on grade level at this time. Lesson Summary: We will build on the concepts learned in day 1 by learning how to design experiments that will provide an answer to our questions. North Carolina Standards: 4.01 - Collect, organize, analyze, and display data (including scatterplots) to solve problems. National Standards: Formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population;

Resources Needed • Textbook – Main resource for the course. All reference examples, vocabulary, and graphs will be in the textbook

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Computer and Projector – Will be needed to use Interwrite Interwrite – Will be used to solve examples Whiteboard and Markers – Needed for students to solve problems

Prompt and Discussion – 15 minutes Class will begin with a prompt of a few examples from the previous day’s homework assignment. Students will be chosen at random to complete problems on the board until the entire class completes a problem on the whiteboard. We will review the problems students got wrong on the board, as well as any difficulty with homework. Lesson – 40 minutes We will build upon the previous day’s lesson by discussing experiments. Students will offer several questions they have regarding things in the world. The class will then discuss what type of information we need to gather to answer the questions. Once the type of information is known, the class will discuss how to gather that information for the specific question. We will generate some mock data and discuss the best way to list the data so we can keep it simple. The data could be organized into charts with rows and columns. We then decide if we need to perform any mathematical operations on the data to obtain new data. If so, we will discuss where should we put the new data to keep our list organized. Activity Sheet – 20 minutes Students will be given an activity sheet as their homework to work on in class with a large variety of problems to check their understanding. I will walk around the class to check understanding and to see if students are having a common problem. If I detect a common problem, I will present a short lecture on the issue. Assign Unit Project – 15 minutes Students will be grouped into teams of 3-5 (depending on class size) to develop an experiment, obtain data, organize and display the data, then present their conclusions to the class. Students will be assigned their groups and required to come up with an experiment before the next class. The experiment must be approved by the teacher. Day 3 – Introduction scatterplots Lesson Designer: Tom Weeks Time: 90 Minutes Audience: 22 8th graders, 12 boys, 10 girls, 8 African-American, 14 Caucasian

Plan for Individual Differences: ADHD – The children will be given several group activities to engage and involve the students in the lesson. If students are losing focus, or becoming distracted I will be monitoring them closely so that I am able to redirect their attention. ESL - The lesson activity sheets and presented material will use bold and easily visible print, as well as simple, straightforward language. There will also be hands on opportunities where students will demonstrate knowledge through performance. SLD - The student with learning disabilities will be given a modified assignment to complete that addresses a similar concept and has a similar goal, as they are not working on grade level at this time. Lesson Summary: The concept of scatterplots will be discussed. North Carolina Standards: 4.01 Collect, organize, analyze, and display data (including scatterplots) to solve problems. National Standards: Select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots. Resources Needed • Textbook – Main resource for the course. All reference examples, vocabulary, and graphs will be in the textbook • Computer and Projector – Will be needed to use Powerpoint and Interwrite • Powerpoint – Will be used to introduce discussions, pose essential questions, and introduce concepts • Interwrite – Will be used to solve examples Discussion and Review– 40 minutes The students will be prompted with questions from the previous day’s lesson to evaluate their understanding and retaining of the concept. The students will also participate in the completion of problems that do a “spiral” review of our unit’s lessons up to this point. Students will present their experiment topics and ideas for teacher approval. Students will be given the remaining time to discuss their experiment. i.e. assign roles, determine how to gather data. Lesson – 30 minutes • There are new vocabulary terms involved in today’s lesson. I will present each term to the students, along with a definition and example, and ask them to rephrase this definition in terms that are more familiar to them.

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We will write this definition together, so that they can copy it down in their math notebook. To begin introducing the concepts of the lesson, I will slowly introduce each term individually. I will start with the data we’ve been working with in previous lessons and show the students how to plot the data as a scatterplot.

Discussion and Examples –15 minutes *I will present examples of the concept to the class, and walk through several together. * I will ask the students to complete several examples with a partner, and then check these together as a class. Wrap-up – 5 minutes Day 4 – Identifying trends in scatterplots Lesson Designer: Tom Weeks Time: 90 Minutes Audience: 22 8th graders, 12 boys, 10 girls, 8 African-American, 14 Caucasian Plan for Individual Differences: ADHD – The children will be given several group activities to engage and involve the students in the lesson. If students are losing focus, or becoming distracted I will be monitoring them closely so that I am able to redirect their attention. ESL - The lesson activity sheets and presented material will use bold and easily visible print, as well as simple, straightforward language. There will also be hands on opportunities where students will demonstrate knowledge through performance. SLD - The student with learning disabilities will be given a modified assignment to complete that addresses a similar concept and has a similar goal, as they are not working on grade level at this time.

Lesson Summary: Students will learn about trends in scatterplot data. Students will also learn how to generate a trend line that best describes the data. North Carolina Standards: 4.02 Approximate a line of best fit for a given scatterplot; explain the meaning of the line as it relates to the problem and make predictions. National Standards:

• select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots. • make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit;

Resources Needed • Textbook – Main resource for the course. All reference examples, vocabulary, and graphs will be in the textbook • Computer and Projector – Will be needed to use Powerpoint and Interwrite • Powerpoint – Will be used to introduce discussions, pose essential questions, and introduce concepts • Interwrite – Will be used to solve examples Discussion – 10 minutes • The students will be prompted with questions from the previous day’s lesson to evaluate their understanding and retaining of the concept. The students will also participate in the completion of problems that do a “spiral” review of our unit’s lessons up to this point. Lesson – 40 minutes • There are no new vocabulary terms involved in today’s lesson. I will review each previous term to the students, along with a definition and example, and ask them to rephrase this definition in terms that are more familiar to them. • This concept builds on the previous day’s lesson. To begin introducing the concepts of the lesson, I will slowly present several scatterplots and discuss how to determine if a trend or correlation is present. • We will then discuss how to create a line that best fits the data. Discussion and Examples – 25 minutes *I will present examples of the concept to the class, and walk through several together. * I will ask the students to complete several examples with a partner, and then check these together as a class. Unit Assignment Questions – 10 minutes Students may ask questions about the unit project assignment at this time. Wrap-up – 5 minutes

Day 5 – Review trend lines, discuss misuse of data Lesson Designer: Tom Weeks Time: 90 Minutes Audience: 22 8th graders, 12 boys, 10 girls, 8 African-American, 14 Caucasian Plan for Individual Differences: ADHD – The children will be given several group activities to engage and involve the students in the lesson. If students are losing focus, or becoming distracted I will be monitoring them closely so that I am able to redirect their attention. ESL - The lesson activity sheets and presented material will use bold and easily visible print, as well as simple, straightforward language. There will also be hands on opportunities where students will demonstrate knowledge through performance. SLD - The student with learning disabilities will be given a modified assignment to complete that addresses a similar concept and has a similar goal, as they are not working on grade level at this time. Lesson Summary: Students will review correlation and trend lines in scatterplots. Students will learn the necessity of presenting data as accurately as possible. North Carolina Standards: 4.02 Approximate a line of best fit for a given scatterplot; explain the meaning of the line as it relates to the problem and make predictions. 4.03

Identify misuses of statistical and numerical data.

National Standards: • make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit; • use conjectures to formulate new questions and plan new studies to answer them.

Resources Needed • Textbook – Main resource for the course. All reference examples, vocabulary, and graphs will be in the textbook • Computer and Projector – Will be needed to use Powerpoint and Interwrite • Powerpoint – Will be used to introduce discussions, pose essential questions, and introduce concepts • Interwrite – Will be used to solve examples

Discussion – 10 minutes • The students will be prompted with questions from the previous day’s lesson to evaluate their understanding and retaining of the concept. The students will also participate in the completion of problems that do a “spiral” review of our unit’s lessons up to this point. Lesson – 40 minutes • There are new vocabulary terms involved in today’s lesson. I will present each term to the students, along with a definition and example, and ask them to rephrase this definition in terms that are more familiar to them. We will write this definition together, so that they can copy it down in their math notebook. • To begin introducing the concepts of the lesson, I will slowly introduce each term individually. We will discuss how some of the scatterplots we’ve produced can be manipulated to present potentially false data. We will discuss the necessity of presenting data in a format that is easy to understand so anybody can understand the results. Discussion and Examples – 25 minutes *I will present examples of the concept to the class, and walk through several together. * I will ask the students to complete several examples with a partner, and then check these together as a class. Unit Assignment Questions – 10 minutes Students may ask questions about the assignment. Wrap-up – 5 minutes

Day 6 – Unit project in computer lab Lesson Designer: Tom Weeks Time: 90 Minutes Audience: 22 8th graders, 12 boys, 10 girls, 8 African-American, 14 Caucasian Plan for Individual Differences: ADHD – The children will be given several group activities to engage and involve the students in the lesson. If students are losing focus, or becoming distracted I will be monitoring them closely so that I am able to redirect their attention.

ESL - The lesson activity sheets and presented material will use bold and easily visible print, as well as simple, straightforward language. There will also be hands on opportunities where students will demonstrate knowledge through performance. SLD - The student with learning disabilities will be given a modified assignment to complete that addresses a similar concept and has a similar goal, as they are not working on grade level at this time. Lesson Summary: Students will be given time in the computer lab to work on the unit project. North Carolina Standards: 4.01 Collect, organize, analyze, and display data (including scatterplots) to solve problems. 4.02 Approximate a line of best fit for a given scatterplot; explain the meaning of the line as it relates to the problem and make predictions. 4.03

Identify misuses of statistical and numerical data.

National Standards: • Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules; • Relate and compare different forms of representation for a relationship; • Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. • Explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope; • Recognize and generate equivalent forms for simple algebraic expressions and solve linear equations • Model and solve contextualized problems using various representations, such as graphs, tables, and equations. Resources Needed • Textbook – Main resource for the course. All reference examples, vocabulary, and graphs will be in the textbook • Computers with Microsoft Excel for work on unit project Discussion – 10 minutes • The students will be prompted with questions from the previous day’s lesson to evaluate their understanding and retaining of the concept. The students will also participate in the completion of problems that do a “spiral” review of our unit’s lessons up to this point.

Group work on unit project – 80 minutes • I will be assisting students as needed with their unit projects. Day 7 – Review, Presentations on unit project Lesson Designer: Tom Weeks Time: 90 Minutes Audience: 22 8th graders, 12 boys, 10 girls, 8 African-American, 14 Caucasian Plan for Individual Differences: ADHD – The children will be given several group activities to engage and involve the students in the lesson. If students are losing focus, or becoming distracted I will be monitoring them closely so that I am able to redirect their attention. ESL - The lesson activity sheets and presented material will use bold and easily visible print, as well as simple, straightforward language. There will also be hands on opportunities where students will demonstrate knowledge through performance. SLD - The student with learning disabilities will be given a modified assignment to complete that addresses a similar concept and has a similar goal, as they are not working on grade level at this time. Lesson Summary: All material from the unit will be briefly reviewed based on student’s questions. Presentations on the unit assignment will begin. North Carolina Standards: 4.01 Collect, organize, analyze, and display data (including scatterplots) to solve problems. 4.02 Approximate a line of best fit for a given scatterplot; explain the meaning of the line as it relates to the problem and make predictions. 4.03

Identify misuses of statistical and numerical data.

National Standards: • formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population; • select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots. • make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit; • use conjectures to formulate new questions and plan new studies to answer them. • understand and use appropriate terminology to describe complementary and mutually exclusive events;

Resources Needed • Textbook – Main resource for the course. All reference examples, vocabulary, and graphs will be in the textbook • Computer and Projector – Will be needed to use Powerpoint and Interwrite • Powerpoint – May be needed for student presentations • Interwrite – Will be used to solve examples Review – 40 minutes *Students will work together to complete a review of the unit’s concepts, while I monitor their work and progress. While they are working, if I notice any misunderstandings or mistakes I will immediately correct and assist students. This is also a time for students to ask questions and clarify any concepts that are not clear. Student Presentation – 45 minutes Students will begin their unit project presentations to the class. Wrap-up – 5 minutes

Day 8 – Unit test, Completion of student presentations Lesson Designer: Tom Weeks Time: 90 Minutes Audience: 22 8th graders, 12 boys, 10 girls, 8 African-American, 14 Caucasian Plan for Individual Differences: ADHD – The children will be given accommodations as required so as to not disturb their concentration. ESL - The test sheets will use bold and easily visible print, as well as simple, straightforward language. SLD - The student with learning disabilities will be given a modified test to complete that addresses a similar concept and has a similar goal, as they are not working on grade level at this time. Lesson Summary: Unit test, complete remaining student presentations.

North Carolina Standards: 4.01 Collect, organize, analyze, and display data (including scatterplots) to solve problems. 4.02 Approximate a line of best fit for a given scatterplot; explain the meaning of the line as it relates to the problem and make predictions. 4.03

Identify misuses of statistical and numerical data.

National Standards: • formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population; • select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots. • make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit; • use conjectures to formulate new questions and plan new studies to answer them. • understand and use appropriate terminology to describe complementary and mutually exclusive events;

Resources Needed • Textbook – Main resource for the course. All reference examples, vocabulary, and graphs will be in the textbook • Computer and Projector – Will be needed to use Powerpoint and Interwrite • Powerpoint – May be needed for student presentations Test – 45 minutes Break – 5 minutes Student Presentations – 40 minutes Students will finish their unit project presentations to the class.