## Instructional Strategy - Relay Race - Section 2: Explore

*Instructional Strategy - Relay Race*

# Sampling and Predictions Review - Are you biased?

Lesson 9 of 10

## Objective: Students will be able to determine if a sample is unbiased and, if it is, they will be able to make predictions based on the data gathered from the sample.

#### Launch

*10 min*

Opener As students enter the room, they will immediately begin working on the opener, Instructional Strategy - Process for openers. By having a student explain their reasoning while others listen and provide feedback, **mathematical practice 3** – construct viable arguments and critique the reasoning of others – becomes a natural part of class.

**Learning Target:** After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can determine if a sample is unbiased and, if it is, I can use data gathered from the sample to make predictions.” Students will jot the learning targets down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

** **

*expand content*

#### Explore

*45 min*

Sampling and Predictions Relay Race: In today’s lesson, I will have the students participate in an activity I like to call a relay race, **Instructional Strategy - Relay Race. **This activity requires students to both work together, and to persevere with problems, **MP1 and MP3**. Since the answers are posted, I find students more determined than ever to try and reach the same conclusion that I did. Without the answers, I find that students do not have as rich of a discussion - as they just think they got it right and move on without a second thought. The problems included in this activity lend themselves to the incorporation of **MP2 and MP4**, as all problems represent real world scenarios and require that students abstract information and use that information to make predictions.

Many times I sort the cards by difficulty level, but for this particular unit I struggle to find problems that are of different levels. I feel that all students really need to have a grasp on biased versus unbiased – thus all problems are designed for all learners in the classroom.

While groups are working, I normally find myself sitting with the lower groups; helping to make sure they grasp the necessary skills/concepts needed to do the work.

*expand content*

##### Similar Lessons

###### 100 Students Project: Revising Questions & Planning the Survey

*Favorites(10)*

*Resources(16)*

Environment: Urban

Environment: Suburban

###### Comparing Distributions

*Favorites(6)*

*Resources(20)*

Environment: Urban

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Interpreting Measures of Center - What does the mean, mean?
- LESSON 2: Mean Absolute Deviation - Why be MAD?
- LESSON 3: Comparing Populations - What are center, shape and spread?
- LESSON 4: Measures of Center and Variability Fluency Practice
- LESSON 5: Measures of Center and Variability Test
- LESSON 6: Random Sampling - How do you make sure your sample is random?
- LESSON 7: Biased versus Unbiased Samples - What does your sample represent?
- LESSON 8: Making Predictions - What do you do with the data from a random sampling activity?
- LESSON 9: Sampling and Predictions Review - Are you biased?
- LESSON 10: Sampling and Predictions - Time to Test!