Unit: Collecting, Displaying and Analyzing Data

7th grade

UEQ:

Citywide Expectations:
Require Fluency
-stations
-group work
- guided practice
- independent practice

How do we analyze and

interpret graphs, such as
box and whisker plots?
How do we make
estimates relating to a
population based on a
sample?
Warm Up
Choose 1 problem from the first
three, and then do number four.
1) Simplify the expression:
83 + 88/2
2) Order the numbers from
least to greatest:
45,23,65,15,42,18
3) Whole Number
Operations: Add or
Subtract: 18 + 26
4) 80 + 65 +76 +78+ 66/5

Direct Instruction:
Model:

Finding mean,
median, mode, and
range of a data set
Choosing the Best
Method to Describe
a set of data
Explore the effects
of Outliners on
Central Tendency.

Home - Work

On one side of an
index card calculate
the mean, medium,
mode, range, and
outliners of your
test scores in this
class.

LEQ: How can students find the mean, median,

mode and range?
Differentiated:

Small groupings: students are

seated by groups of 4 6.
Options for Warm up: Different
questions meant to be answered
using different approaches.
Skill: New material modeled along
with sentence starters for ELL and
IEP students.
Challenge: Tasks for students
finished early.
Differentiation: Independent
work is assigned to differentiated
groups. Work is differentiated by
rigor and number of questions
students are responsible for.

Student Activity:
Guided Practice:
Students will work in groups to calculate
the mean, median, mode, and range of
different data sets.
Students will work in groups and create
dot plots and line plots to summarize
their data.
PowerPoint presentation students are
able deepen their conceptual
understanding by practicing basic
Statistics in real world applications.
Independent Practice:
Students will be given snowfall totals for
each day in the month of February 2015.
They will be asked to find the mean,
median, mode and range the data.
Group 1
Pg. 279
#1- 9

Group 2
Pg.279
#10-18

Group 3
Pg.279
#19- 25

Common Core Math

Standard (S):
No standard for this
topic.
Universal Design for
Learning:
3.1 - Activate or supply
background knowledge
5.3 - Build fluencies with
graduated levels of
support for practice and
performance
Vocabulary Focus:
Mean
Medium
Mode
Range
Outliner

Check for Understanding Share out of LEQ (LEQ Journal )

Lesson Quiz
In your LEQ journals answer the LEQ for today.
1) Explain the difference mean and median? Give an example of each. (Red)
2) Describe a situation in which the mean would best describe a data set? (Yellow)
3) Explain how an utliner affects the mean, median and mode of a data set. (Green)

Unit: Box and Whisker Plots

7th grade

UEQ:

Citywide Expectations:
Require Fluency
-stations
-group work
- LEQ journals
-independent practice

How do we analyze and

interpret graphs, such as
box and whisker plots?

LEQ: How can students construct a box and

whisker plot and find the lower quartile, upper
quartile and interquartile range?
Differentiated:

How do we make
estimates relating to a
population based on a
sample?

Warm Up
Choose 1 problem from the first
three, and then do number four.

5) Find the mean and mode

of the data set: 92, 88,
65, 68, 76, 90, 84, 88, 93,
and 89.
6) Find the outliner in the
data set: 13, 18, 20, 5,
15, 20, 13, and 20.
7) Find the median and
range of the data set: 92,
88, 65, 68, 76, 90, 84, 88,
93 and 89.
8) Explain how the outliner
affects the mean, median
and mode of a data set.

Direct Instruction:
Model:

Construct a box and

whisker plot.
Find the least value,
greatest value,
lower quartile and
upper quartile, and
median,
Show the difference
between range and
interquartile range.

Home - Work

Create a box and

Small groupings: students are

seated by groups of 4 6.
Options for Warm up: Different
questions meant to be answered
using different approaches.
Skill: New material modeled along
with sentence starters for ELL and
IEP students.
Challenge: Tasks for students
finished early.
Differentiation: Independent
work is assigned to differentiated
groups. Work is differentiated by
rigor and number of questions
students are responsible for.

Student Activity:
Guided Practice:
Students will work in groups to construct
box and whisker plots using data
showing the daily high temperatures in
New York City during February 2015.
PowerPoint presentation students are
able deepen their conceptual
understanding by practicing and
explaining the use of Dot and Whisker
Plots in real world applications.
Independent Practice:
Students will be given a data set
showing the points scored in all the
home games in 2014 by the New York
Yankees. They will construct a dot and
whisker plot including the median, lower
quartile, upper quartile, least and
greatest value. In their own words, they
will write what their box and whisker plot
shows.
Group 1
Group 2
Pg. 280 #1- Pg.209 #76
14

Group 3
Pg.209
#14-21

Common Core Math

Standard (S):
CC.7.SP.4 use measures
of center and measures of
variability for numerical
data from random samples
to draw informal
comparative influences.
Universal Design for
Learning:
3.1 - Activate or supply
background knowledge
5.3 - Build fluencies with
graduated levels of
support for practice and
performance
Vocabulary Focus:
Box and whisker plot
Lower Quartile
Upper Quartile
Interquartile Range

whisker plot
showing your test
grades for this
class. Be sure to
show the minimum
test grade, the
maximum test
grade, the median,
the lower quartile
(Q1), Q2, and the
upper quartile (Q3).
Explain the effects
of outliners on your
test grade average.
Check for Understanding Share out of LEQ (LEQ Journal )
Lesson Quiz
In your LEQ journals answer the LEQ for today.
4) Explain how you find the median of a data set with an even number of values, and with an
odd number of values. ? Give an example of each. (Red)
5) Explain how the range and the interquartile range of a set of data are different? Which
measure tells you more about central tendency? (Yellow)
6) Describe what you can tell about a data set from a box and whisker plot? (Green)

Unit: Collecting, Displaying and Analyzing Data

7th grade

UEQ:

Citywide Expectations:
Require Fluency
-stations
-group work
- LEQ journals

How do we analyze and

interpret graphs, such as
box and whisker plots?
How do we make
estimates relating to a
population based on a
sample?
Warm Up
Choose 1 problem from the first
three, and then do number four.
1
2
3

Solve: 8/50 = x/4,500

Solve: 4/60= x/1800
Reduce the following:
4/6, 180/60, 240/10,
490/3
The School of Hard
Knocks has 580 students.
If 12 out of 30 students
have dogs, make an
estimate how many
students would have
dogs if 300 students were
surveyed.

Direct Instruction:
Model:

Explain how to
analyze a sample
for bias.
Show how to make
population
estimates based on
samples.
Explain how to
verify claims based
on statistical data.

Home - Work

LEQ: How do we make estimates relating to a

population based on a sample?
Differentiated:

Small groupings: students are

seated by groups of 4 6.
Options for Warm up: Different
questions meant to be answered
using different approaches.
Skill: New material modeled along
with sentence starters for ELL and
IEP students.
Challenge: Tasks for students
finished early.
Differentiation: Independent
work is assigned to differentiated
groups. Work is differentiated by
rigor and number of questions
students are responsible for.

Student Activity:
Guided Practice:
Students will work in groups and justify
whether or not a particular sample is
biased or not.
PowerPoint presentation students are
able deepen their conceptual
understanding by making estimates
related to a population based upon real
world applications.
Independent Practice:
Students will review a chart of birthdays
for students in the class. They will use
this sample to estimate the birthdays in
the months of July, August and
September for the entire seventh grade
population of 210 students.
Group 1
Pg. 288
#1- 5

Group 2
Pg. 288-289
#6-11

Group 3
Pg.289
#12- 17

Common Core Math

Standard (S):
CC. 7.SP.1
Understanding that
statistics can be used to
gain information about a
population by examining
the sample of a population.
Universal Design for
Learning:
3.1 - Activate or supply
background knowledge
5.3 - Build fluencies with
graduated levels of
support for practice and
performance

Vocabulary Focus:
Population
Sample
Random Sample
Convenience
Sample
Biased Sample

Survey five
students in the
class to find out
who likes classical
music. Infer from
this how many
students like
classical music in
the class. What
steps did you take
to ensure your
sample was not
biased?

Check for Understanding Share out of LEQ (LEQ Journal )

Lesson Quiz
In your LEQ journals answer the LEQ for today.
1 Explain why surveying 100 people who are listed in the phone book may not be a random
sample.. (Red)
2 Suppose you wanted to know whether the seventh grade students at your school spend
more time watching TV or using a computer. Hoe might you chose a random sample from
the population? (Yellow)
3 Give an example of a biased sample. Explain why it is biased? (Green)

Unit: Collecting, Displaying and Analyzing Data

7th grade

UEQ:

Citywide Expectations:
Require Fluency
-stations
-group work
- LEQ journals

How do we calculate the

probability of an event
occurring?
Warm Up :
Interactive Group Activity:
1) How many of you like
Rihanna?
2) How many of you like Bieber?
3) Calculate the probability that
someone in the class likes Justin
Bieber?
4) Calculate the probability that
someone likes Rihanna?
Model:

Finding
experimental and
theoretical
probabilities,
including those of
independent and
dependent events.
Finding the
probability that an
event will not occur
Using Lists to find
combinations and
possible outcomes
of an event.

LEQ: How do we probability and proportions to

make approximate predictions?
Differentiated:

Small groupings: students are

seated by groups of 4 6.
Options for Warm up: Different
questions meant to be answered
using different approaches.
Skill: New material modeled along
with sentence starters for ELL and
IEP students.
Challenge: Tasks for students
finished early.
Differentiation: Independent
work is assigned to differentiated
groups. Work is differentiated by
rigor and number of questions
students are responsible for.

Student Activity:
Guided Practice:
Students will work in groups and
calculate the probability of picking a
color and calculate the probability of
picking a number using spinners.
PowerPoint presentation students are
able deepen their conceptual
understanding of theoretical and
experimental probability.
Independent Practice (Time
Permitting):
Students will review a chart of birthdays
for students in the class. They will use
this sample to estimate the birthdays in
the months of July, August and

Common Core Math

Standard (S):
CC. 7.SP.6, CC.7.SP.7b
Approximate the
probability of a chance
event by collecting data on
the chance process that
produces it and observing
its long run frequency, and
predict the approximate
relative frequency given its
probability.
Universal Design for
Learning:
3.1 - Activate or supply
background knowledge
5.3 - Build fluencies with
graduated levels of
support for practice and
performance

Vocabulary Focus:
Sample Space
Fundamental
Counting Principle
Experimental
Probability

Home - Work

Pages: 288
Examples 1-5
Pages: 289 Example
7

September for the entire seventh grade

population of 210 students.

Theoretical
Probability
Equally Likely
Dependent Event
Independent event

Check for Understanding Share out of LEQ (LEQ Journal )

Lesson Quiz
In your LEQ journals answer the LEQ for today.
4 A bag contains 6 blue M & Ms, 6 red M & Ms, 3 green M & Ms, and 1 yellow M & M What is
the probability of choosing a green M & M. (Red)
5 A bag contains 6 blue M & Ms, 6 red M & Ms, 3 green M & Ms, and 1 yellow M & M? What is
the probability of choosing a green or yellow M & M? (Yellow)
6 A bag contains 6 blue M & Ms, 6 red M & Ms, 3 green M & Ms, and 1 yellow M & M? What is
the probability of choosing an yellow M & M? ? (Green)