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.

Are you calling me biased? Students will work through scenarios to determine the type of sampling used and make predictions when possible.

10 minutes

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).

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45 minutes

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.

5 minutes