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* *Reflection: Standards Alignment
Our City Statistics Project and Assessment - Section 2: Project Overview

*Standards Alignment Statistics Overview.mov*

*Our City Statistics Project and Assessment*

# Our City Statistics Project and Assessment

Lesson 1 of 10

## Objective: SWBAT formulate a question relevant to their community, collect and analyze data, and prepare a presentation using appropriate statistics. SWBAT collaborate successfully using mathematical practices and critical thinking skills.

#### Entry Ticket

*20 min*

The lesson enables students to demonstrate the skills mastered in the statistics and probability unit. They will review different tasks they have completed, including analyzing different data sets (looking at profit of tablet sales, analyzing the Human Development Index, etc.). The teacher will then discuss with students the ways that data and statistics help them better understand the world around them.

As a teacher resource, I have included the sequence and scope of the unit: **Our City Statistics: Unit Overview Project Sequencing. **This resource shows one way that teachers can teach the unit as well as focus areas of the project that align with the instructional topic of the day. For example, for the class on **Dot Plots, Histograms and Box Plots**, students work on creating a plot of their data related to the group's research question.

For an entry ticket (**Entry Ticket: Our City Statistics Project Overview**)students will conduct a think-pair-share that will begin with being given a few minutes to write down a question about their community they are interested in looking into. Students will then share their question with a partner. The class will then brainstorm a list of questions that they are interested in about their communities (high school community, city community, etc.) as a way to encourage participation of all students and to have students take ownership of their learning. The list of questions will be typed up and provided to student groups as a starter to help students initiate the process of selecting a question to research for the project.

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#### Project Overview

*30 min*

I then review the **Project: Our City Statistics Assignment Sheet** and **Grading Rubric: Our City Statistics Project **with students. I take a good deal of time to do this section as I want to provide students with clear expectations and examples of the task for the project.

I also provide a quick overview of InSpire data, which is the statistical software we will be using not only for the project, but for many of the unit activities. InSpire Data can be found at the link in the resource section.

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Students will be given the remainder of the class period to work on formulating their question (as the project moves along the teacher will provide external organization and external progress monitoring by modeling with students how far along the groups should be on their projects.

I like to give groups a good amount of time in class to formulate a research question because I want them to think critically about the feasibility, interest, and other characteristics of the question. Developing a research question is a difficult and complex task, and should be given time for students to grapple with that process.

At the conclusion of the unit, students will present their projects to the group and invite high school administration and other community members to see their projects and share what they learned about their communities.

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#### Exit Ticket

*10 min*

To conclude the overview lesson to the project, I have students formulate and write down their initial research question. Each group writes down their question on the assignment sheet. I have a requirement that each group must get the assignment sheet signed by me so that I have a chance to see and discuss each research questions the different groups have formulated. I also include this requirement to place a value on the importance of a well-designed research question and how a good research question can drive all the other components (methods, participants, design, etc.) of the project.

At the close of the unit, the presentation of projects will conclude the lesson and provide a summation for the lesson and for the unit. The teacher will reinforce the hard work students put into the projects and provide constructive feedback/possible next steps for the analysis on their project rubrics.

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**Assessments**

**Formative**: Observations of student work and participation in small groups. Example: observing how students interact in small groups during group activity

**Summative**: Student group presentations and materials – the projects and presentations will be assessed by the Our City Statistics Project rubric.

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- UNIT 1: Thinking Like a Mathematician: Modeling with Functions
- UNIT 2: Its Not Always a Straight Answer: Linear Equations and Inequalities in 1 Variable
- UNIT 3: Everything is Relative: Linear Functions
- UNIT 4: Making Informed Decisions with Systems of Equations
- UNIT 5: Exponential Functions
- UNIT 6: Operations on Polynomials
- UNIT 7: Interpret and Build Quadratic Functions and Equations
- UNIT 8: Our City Statistics: Who We Are and Where We are Going

- LESSON 1: Our City Statistics Project and Assessment
- LESSON 2: Correlation and Causation
- LESSON 3: Estimating Population Percentages - It is all normal
- LESSON 4: Summing it Up: Dot Plots, Histograms and Box Plots
- LESSON 5: Making Relevant Comparisons: Comparing Populations
- LESSON 6: What's the Frequency Kenneth? Summarizing Data with Frequency Tables
- LESSON 7: Cinderella's Slipper: Scatterplots, Residuals and Goodness of Fit
- LESSON 8: How does this fit? CalculatingCorrelation
- LESSON 9: What does it mean? Interpreting linear models
- LESSON 10: Outliers and Outsiders: The Impact on Data