Laura Hasley Statistics-Chi-Squared Goodness of Fit Test Lesson Plan

Concordia University Chicago College of Education
Lesson Plan Design 2013
Teacher Candidate: Laura Hasley Subject: Statistics Central Focus: (Content of the lesson) Chi-square Goodness of Fit Test Grade Level(s): 12
Date: September 15th, 2013 Course for which the Lesson is developed: EDUC 1070 Classroom Teacher: Time allotted: Two Days-50 minutes each day
Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references The learning tasks for this lesson are appropriate for my students because it gives them repetition in learning how to perform the test at hand. Through repetition, students can learn the steps for the test and how to conduct it when appropriate. This aligns most with Atkinsons and Shiffrins information-processing theory. From page 37 of Integrating Education Technology into Teaching, the theory states that learning is encoding information into memory, similar to the way a computer stores information. So, by encoding the steps of the chi-square goodness of fit test into my students minds, the process will always be there, ready to use whenever needed. Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson A common error students could have would be accidentally using the chi-square test of independence. The two tests are similar, but definitely have distinguishing factors of when to use each one. I would address this with the class by emphasizing what to look for when deciding to use the chi-square goodness of fit test and creating a chart as a guide to use.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Standard(s)/Benchmark(s) to be met in Learning Objective(s): Assessment Tool(s) and Procedures: th the Lesson: (ILS, Common Core, or My 12 grade Statistics students On day two, a fun review game will Professional Learning Standards) will be able to identify when to use be played to assess the students a chi-square goodness of fit test. retention of the test steps. CC. 9-12. S. IC. 1 Understand and th evaluate random processes My 12 grade Statistics students After day two in class, the kids will underlying statistical experiments. will be able to perform a chi-square be assigned homework that will Understand statistics as a process goodness of fit test when assess their grasp of the test. They for making inferences about appropriate. can either take a worksheet home th population parameters based on a and complete it or they can conduct My 12 grade Statistics students random sample from that a live chi-square goodness of fit will be able to deduce what the population. test with their family, record the results of the test mean. th results, and bring those into class. CC. 9-12. S. IC. 2 Understand and My 12 grade Statistics students evaluate random processes will be able to distinguish the underlying statistical experiments. difference between the chi-square Decide if a specified model is goodness of fit test and the chiconsistent with results from a given square test for independence. data-generating process. CC. 9-12. S. IC. 6 Make inferences and justly conclusions from sample surveys, experiments, and observational studies. Evaluate reports based on data. Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.) In order to gauge what the students already know about the chi-square goodness of fit test, Ill create a KWL chart on the white board that well fill in as a class. Ill see if they can use their prior knowledge of the chi-square test for independence to infer what the chi-square goodness of fit test is used for. B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): The purpose of the lesson today is to learn a new type of inference test. Its called the chi-square goodness of fit test. Well learn how and when to use it and what the results mean in the grand scheme of things. C. Instructional Sequence: a. Day One 1. When the students come in and get settled, Ill ask, Has anyone heard of the chi-square good of fit test before?
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Depending on how many people have or have not heard of the test, Ill ask either What do you know about the test? (if kids have heard of it before) or What do you think the test is used for? (if kids havent heard of the test before). After questioning the kids on about the test, Ill create a KWL chart on the board so we as a class can write down what is known and what theyd like to know. After the KWL chart, Ill give notes about the characteristics of chi-squared and about the distribution on the Elmo. a. The notes would include: i. Chi-square is always positive ii. Chi-square measures a relative difference between observed and expected counts, rather than an absolute difference iii. Larger values of chi-square indicate larger differences between observed and expected counts iv. Larger chi-square values lead to smaller p-values v. Chi-square distribution is skewed right vi. Precise shape of the distribution depends on the degrees of freedom (as the degrees increase, the skew decreases) Ill project this scenario through the Elmo: Acme Toy Company prints baseball cards. The company claims that 30% of the cards are rookies, 60% veterans, and 10% are All-Stars. The cards are sold in packages of 100. Suppose a randomlyselected package of cards has 50 rookies, 45 veterans, and 5 All-Stars. Is this consistent with Acme's claim? Use a 0.05 level of significance. Using this data, Ill explain the nine steps for the chi-square goodness of fit test. As we walk through the steps of the test, Ill write them on the white board as the kids put it in their notebooks 1. Name the test: Chi-square goodness of first test 2. They have to state what the null hypothesis is. Ill ask, Who can tell me what a null hypothesis is? After someone answers that, Ill say, So if thats the definition of a null hypothesis, who can tell me what the null hypothesis would be for this test? 3. The alternative hypothesis. Ill follow a similar strategy that I used for asking about the null hypothesis. 4. The significance level. Ill ask, Who can tell me what the significance level is? The students should remember this term from prior inference tests that have already been taught. 5. Conditions for the test. These conditions must be met so the test can be carried out properly. First, a random sample has to be used and second, the expected count has to be greater than or equal to five. To get the expected count, you have to find the sum of the relative differences. Ill explain to the students that to find the expected count, you have to take the total number in the random sample and multiply it by the percentages given. For the baseball card example, you would take 100(.3) to find that the expected number of rookie cards to be found in the package would be 30. The same process would be carried out for the other two types of cards.
6. Sketch the distribution. From the notes we just took, Ill ask, Whats the general shape of a chi-squared distribution? When someone answers, Its right-skewed, Ill proceed to show them how to mark where chisquared would fall on the chart. 7. Find the value for the test statistic, chi-square, and the degrees of freedom. Finding the value of chi-square was discussed earlier in the notes about it and to find degrees of freedom, the students have to do the number of categories minus one. For instance, with the baseball card example, itd be three minus one because they are three different types of baseball cards that can be in the package. Both of these values can also be found using a TI-83 or TI-84 calculator. 8. Find the p-value. This process is done with their calculators 9. Interpret the p-value 6. After Im done explaining the steps, Ill hook up the Elmo to my laptop and use graphing software to create the chi-squared distribution more accurately. This will allow the kids to visualize what they just calculated and they can see how the results look. 7. After graphing the results, Ill bring out a large bag of M&Ms and project this graph through the Elmo. 8. Each student will get a cup full of M&Ms and each pair will proceed to conduct the test. Ill explain how each partner set must conduct the test before eating any M&Ms. 9. With the person they are sitting next to, the kids will carry out a chi-square goodness of fit test to see if the proportion of colors in their sample of M&Ms matches the proportions provided. 10. Ill walk around to make sure each person is counting their own M&Ms and that the kids are each writing out the steps for the test in their notebooks. 11. Once everyone has completed their tests, well come back together as a class and discuss their findings. b. Day Two 1. As the class comes in, Ill review with the steps of the chi-squared goodness of fit test and the activity that was done the day before. 2. Ill ask, Who can tell me the basic purpose of the chi-square test for independence (a test previously taught). After that, Ill ask for someone to give me the difference between the two chi-square tests. 3. Once the basic differences are distinguished between the tests, Ill start making a table on the board. One column will be labeled chi-square goodness of fit test and the other will be labeled chi-square test for independence. As a class, well note distinguishing characteristics between the two tests. 4. Once the chart is done, Ill spend the rest of class doing a review game with the students. Ill put the class into groups of four, and Ill present various sets of data. With each set, Id ask questions like, Which chi-square test would you use to
find, What would the null hypothesis be for this test, and What are the conditions for this test? These questions will help the students review not only the difference between the two chi-square tests but the steps involved for each. 5. Within each group, theyll be a small white board where the kids can write down their answers. After an appropriate amount of time, Ill ask to see the white boards and decide which teams get a point. At the end, the team with the most points will get some of the remaining M&Ms from yesterdays activity. 6. At the end of class, Ill assign the homework. Kids can either do a worksheet with three problems on it. The kids would have to distinguish which test to use and conduct a full test for each problem based on the data provided. Or they can go home and conduct a test similar to the M&M activity with their family at home. Theyd only have to do one and they could choose what theyd test. If they chose to do this, the steps for the test conducted and proof that the family was involved would have to be shown. D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) To ensure the student engagement, Ill walk around the room as the kids conduct the test by with their partners. Ill make sure both students are working together to perform the test within each partnership and that they both understand the steps to the test. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) For the activity right after taking notes, Ill have the students work with the person they are sitting next to. The seats in the classroom are already set up into columns two desks wide. F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) To check the understanding of my students, on day two, Ill play a fun review game to see where the kids are. While Ill have the class divided into teams, Ill closely observe how students act within each group to see if any individual is having trouble.
Lesson Plan Details Instructional Materials: Elmo, white board, , Expo markers, M&Ms, cups, personal notes to go off of when teaching, questions for review game, worksheet for homework, calculators Use of Technology: Ill use the Elmo for projecting the information needed to conduct the chi-square goodness of fit test. Also, Ill use a graphing program to create the chi-square distribution of the example done in class and use the Elmo again to project the results. Also, each student will have a TI-83 or TI-84 to use when conducting the test. Safety in the Physical Environment: Ill tell the kids to be careful with their cups of M&Ms and to try not to spill any on the floor. However, if a spill does occur, Ill have a broom and dustpan ready to sweep up a large amount of M&Ms in order to avoid wasting time picking them up by hand or someone possibly slipping on them. Also, Ill ask if anyone has any type of allergy to chocol ate or
colored dyes before starting the M&M activity. While the kids are seniors in high school, I will quickly go over the process of not eating the M&Ms too fast due to the risk of choking and how to proceed if anyone, per chance, started to choke. Finally, to avoid emotional harm for not having someone to work with, Ill use the seating arrangement to make groups for the M&M activity and review game. Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. Each student has some basic understandings behind inference tests and their components because other types of tests have already been taught to the students. The graphic support of the chisquare distribution will build on each kids knowledge of what a prior tests distribution is and they will be able to see how the p-value and chi-square are presented in the graph.
List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Chi-square Inference test Test statistic Null/alternative hypothesis Significance level Observed count Expected count Right-skew P-value Degrees of freedom
Describe the Evidence that Students know and use Academic Language appropriately: The review game will not only assess if the students know how to conduct the test but also the language involved. When I ask questions like, What are the degrees of freedom for this test, or What is the value of chi-square for this example, I can tell which students know what Im talking about based on their answers.
Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal: The KWL chart used would be informal because theres no set grade based on it. Its a way to map out topics and details about chi-square that the class discusses before learning about the new test. Formative: (Formal or Informal): In order to monitor students during class, Ill do it through informal observation. While I lecture, Ill look around the room to make sure kids are paying attention and taking notes. During the M&M activity, Ill walk around to each pairing to see who is participating and whos just fooling around. Finally, during the review game, Ill listen to various teams to see who within the team is participating and whos just sitting to the side letting everyone else do the work. Reflective: (Formal or Informal: The reflective part of class would be at the end of day one and it would also be informal. After everyone has finished their M&M activity, wed come back and discuss as a class their results. Id see how many people rejected the null hypothesis and how many people did not reject it. Based on those numbers, wed discuss as a class whether or not the chart that was used to provide the color proportion of M&M was a true one.
Summative: (Formal or Informal): The summative part would be formal. After learning about the chi-square goodness of fit test in various ways, the kids can choose which type of homework to do: the worksheet with three tests to conduct or doing one live test with their family. The next day, Id collect the worksheets or the results of the live test performed, along with the proof, and grade them. Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. The element I differentiated was the product. In order to assess the kids understanding, I allowed two options: either do a worksheet where you read three sets of data given to you and perform the right test or create a test on your own and conduct it with your family. This allows kids to be more creative with their work if they want to be. Some students might have trouble conducting the test without actually performing it in real life, so this gives those types of students a chance to practice the steps in a more comfortable way for them. Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. The characteristic I used to differentiate was student interest. If theres a student who really enjoys starbursts, they can conduct a similar test to the M&M one and possibly have more fun doing that than a worksheet. However, if people are more interested in just being told what to test and not caring about the topics, the worksheet with the data provided would be more up their alley.
Analyzing Teaching (Reflection): To be completed after the lesson is taught A. Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example)
B. If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider
missed opportunities and other aspects of planning, instruction, and/or assessment.
Clearly state each change you would make.
Explain why and how you would change it.
Explain the difference it would make in student learning. Give evidence from your experience in teaching the lesson.
Chi-Square Goodness of Fit Test vs. Chi-Square Test for Independence Homework For each problem decide which test to use. Then, conduct the test using the appropriate steps 1. A cereal company claims that the chances of getting a certain toy as a prize in a cereal box are as followed: toy car-20%, sticker-60%, doll-15%, all-star baseball card-5%. From a random sample of 200 boxes of cereal, 96 prizes were stickers, 34 were dolls, 63 were cars, and 7 were baseball cards. Is this consistent with the companys claim? Use a significance level of .01.
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2. A public opinion poll surveyed a simple random sample of 1000 voters. Respondents were classified by gender (male or female) and by voting preference (Republican, Democrat, or Independent). Are gender and voting preference related? Use a .05 significance level VOTING PREFERENCE GENDER DEMOCRATIC REPUBLICAN INDEPENDENT FEMALE 200 150 50 MALE 250 300 50
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3. The proportion of jolly rancher flavors in a bag is presented below. After randomly choosing a bag containing 125 candies, the numbers of each flavor in the bag are also presented below. Does the sample taken suggest that the actual flavor distribution is different than the proportions presented? Blue Raspberry 8% Jolly Rancher Flavor Cherry Grape 20% 26 30% 32 Green Apple 25% 27 Watermelon 17% 24
Given Proportions Number of 16 Flavors in sample of 125

Laura Hasley Statistics-Chi-Squared Goodness of Fit Test Lesson Plan

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Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

missed opportunities and other aspects of planning, instruction, and/or assessment.

Clearly state each change you would make.

Explain why and how you would change it.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Given Proportions Number of 16 Flavors in sample of 125

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