##
* *Reflection: Discourse and Questioning
Biased versus Unbiased Samples - What does your sample represent? - Section 2: Explore

Again, this is a fun lesson. In math I find that I never really have a chance to have good back and forth discussion with kids as much as other subjects. However, this lesson is all about conversation!

*Good Discussion*

*Discourse and Questioning: Good Discussion*

# Biased versus Unbiased Samples - What does your sample represent?

Lesson 7 of 10

## Objective: Students will be able to distinguish between biased and unbiased samples, and check the validity of conclusions.

#### Launch

*10 min*

Opener: As students enter the room, they will immediately begin working on the opener. The opener is a mixture of previously learned questions, and students should work individually, and then as table groups to discuss the methods for solving the questions. After approximately 5 minutes, I will call on students to go to the board and solve the opener questions. As with all openers, I will take volunteers to go to the board – the volunteer is expected to explain their reasoning, and other students are expected to follow along with the work and ask questions/make suggestions as necessary. 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 whether a sample is biased or unbiased, and therefore whether conclusions made are valid.” 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).

#### Resources

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#### Summarize + Homework

*10 min*

**Exit Ticket: **To summarize this lesson, and to really get an idea of whether the students can distinguish between a biased and unbiased sample, I am going to ask that on the back side of their opener, they give me an example of each, and that on their way out of the classroom, they place their paper on the opener table. Creating his or her own example will demonstrate a student’s true understanding. Students that are unable to write their own example of each type of sample will be pulled in for extra help during morning reading time, or during the opener tomorrow.

Homework: I will pass out the homework, and students will take the last couple minutes of class to look over the homework and ask any questions that they may have regarding the assignment. Philosophy on Homework

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- 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!