## Do Now.mov - Section 1: Do Now

# 100 Students Project: Conducting the Survey

Lesson 4 of 22

## Objective: SWBAT: • List the procedures about how the survey should be given. • Complete the survey. • Conduct the survey with another class. • Collect and return the survey.

## Big Idea: What are the procedures for administering the survey? Why is this important? Students conduct survey with other classes.

*60 minutes*

#### Do Now

*10 min*

See the **Do Now **video in my strategy folder to see my beginning of class routines. Often, I create do nows that have problems that connect to the task that students will be working on that day. Today for the do now I want students reviewing what they learned about biased questions and how to revise them. I want students to understand that a biased question will lead to unreliable data.

I ask students to raise their hand and share one of their questions (the biased or unbiased one) without telling the class which one they are sharing. Students must listen to the question and share whether they think the question is biased or unbiased and why. Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others**. If students struggle, I give them a few examples to start. Some students may think they have shared an unbiased question and the class may identify there is still something biased remaining in the question.

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#### Survey Procedures

*10 min*

Notes:

- Before this lesson I print copies of the survey and organize them in folders for each class.
- Also, I type up the procedures that students came up with in the previous lesson (
**Revising Questions & Planning the Survey).**I have to consolidate them among the classes, so that every class is following the same procedures. - I also set up times with other teachers for students to administer the survey.

I show students the typed up list of procedures for administering the survey. I tell students to copy them down on their paper. I ask students what questions they have and we spend a few minutes trouble-shooting. Then I ask students how they are going to present these procedures to students when they are in front of the class.

I ask students who would like to administer the survey to another class. I have those students put their name on a piece of paper and into a bag. I draw names and I send 3 students to a class. I explain their materials and which classroom they will be visiting. They will get their materials after the class finishes the survey.

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#### Taking Their Own Survey

*10 min*

I call on a student who I think may need extra practice before presenting the survey to another class. This student comes to the front and presents the survey and the procedures to the class. If he/she makes mistakes we talk about them and the student practices that part over again in front of the students. I want the students who are visiting other classrooms to have a clear understanding of what they need to do and how to do it.

Students take the survey independently. When they are finished they put it face down on the desk. When all students are finished we talk about how we should collect the survey so that students feel that their survey is anonymous. Should we look at the survey after we pick them up? Should we have students walk to the front and put it face down in a pile? What is the best method?

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#### Conducting the Survey

*25 min*

Students who are visiting other classrooms collect their materials and head to the classrooms. Students who are not administering the survey can choose a partner/group and play card games. I walk around as students play to monitor student progress and behavior.

#### Resources

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#### Closure

*5 min*

See the video **100 Students Concept Map**. Also I will spend the last few minutes giving students the opportunity to record their questions on post-its and put them on the 100 Students **Project Parking Lot** Poster.

#### Resources

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- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: 100 Students Project: What If The World Were 100 People?
- LESSON 2: 100 Students Project: What do we want to know about our students?
- LESSON 3: 100 Students Project: Revising Questions & Planning the Survey
- LESSON 4: 100 Students Project: Conducting the Survey
- LESSON 5: 100 Students Project: Tallying Data and Brainstorming about Presentations
- LESSON 6: 100 Students Project: Analyzing Survey Results
- LESSON 7: 100 Students Project: Presenting Your Findings
- LESSON 8: 100 Students Project: Project Reflection
- LESSON 9: Median, Mode, and Range
- LESSON 10: Mean
- LESSON 11: Playing with Measures of Central Tendency
- LESSON 12: Choosing the Best Measure of Center
- LESSON 13: Show what you know
- LESSON 14: Introduction to Box Plots
- LESSON 15: Box Plots and Interquartile Range
- LESSON 16: Arm Span Day 1
- LESSON 17: Arm Span Day 2
- LESSON 18: Mean Absolute Deviation
- LESSON 19: Comparing Mean Absolute Deviation
- LESSON 20: Selecting Measures of Center and Variability
- LESSON 21: Statistics Jeopardy
- LESSON 22: Unit Test