## Unit 8.1 Classwork 100 Students' Project: What If The World Were 100 People? - Section 1: Do Now

*Unit 8.1 Classwork 100 Students' Project: What If The World Were 100 People?*

# 100 Students Project: What If The World Were 100 People?

Lesson 1 of 22

## Objective: I will be able to: • Define statistics and explain the 4 stages of doing statistics. • Share at least 3 statistics from the “Miniature Earth” video. • Brainstorm the steps and methods of the project.

## Big Idea: What if the world were made up of only 100 people? Students learn about statistics and the process of doing statistics as an introduction to the 100 Students Project they will conduct about themselves and their classmates.

*60 minutes*

#### Do Now

*5 min*

Part of my class routine is a do now at the beginning of every class. Students walk into class and pick up the packet for the day. They get to work quickly on the problems. Often, I create Do Nows that have problems that connect to the task that students will be working on that day. For this Do Now, I want students to preview key vocabulary that they will encounter in the Miniature Earth video.

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#### What Is Statistics?

*10 min*

After the Do Now, I have a student read the objectives for the day. I tell students we will be talking about statistics and what steps are involved in the field of statistics. This is the beginning of a project where students will engage in the process of statistics and learning more about their classmates and all of the students at the school.

I have volunteers read through the steps involved in statistics. Throughout the project we will be digging deeper into each of these steps – in this lesson students are just being exposed to the terminology and steps.

#### Resources

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I want students to understand that the video that they watch is made from real data that was collected a few years ago. A volunteer reads the first line of the video. What does that mean?

I want students to understand that the people took the data about the world, with a population of about 7 billion people, and adjusted it as if there were only 100 people. I may give the students an example. There are about 7 billion people on earth. There are about 3.5 billion women on earth. If the world were made up of only 100 people, how many of the people would be women? How do you know? I have students think to themselves and then share out ideas. I want students to recognize that 3.5 billion is half of the world’s population, so if the world were made up of only 100 people half of them, or 50 people, would be women. Another question to ask students is why the producer of the movie chose 100 people.

As students watch the video they fill out the What If The World Were 100 People? graphic organizer. I pause the video at times so students can write things down or if there is a question about a vocabulary word. If needed, I play the video a second time so students can catch anything they missed.

#### Resources

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#### Class Discussion

*20 min*

I give students 4 minutes to jot down notes on their own responses to the questions on page 4. Then I give students 3 minutes to listen and share with their partner. I tell them I will be asking them to share something that their partner says during the whole class discussion. I have found that this gives students who may have a tendency to over-share or dominate discussion motivation to listen to their partner.

During the whole class discussion, I ask students to share something that their partner shared about one of the questions. Students may be struck by their perception of the world vs. the statistics that are given in the video. I make sure to spend a few minutes focusing on #4, “What questions do you have after watching this video?” I will write these down and use them to adjust instruction/do nows during the project. See the video in my Strategy Folder about **Project Parking Lot** for more details.

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Students independently brainstorm their ideas that they have about the students at our school and what makes them think that. After a few minutes we will open it to a class discussion. There will probably be disagreements over students’ ideas and this is okay. The idea is that students have perceptions about themselves and their classmates that may come from different sources (observations, personal experience, assumptions). I encourage students to be specific about what they agree with or disagree with and use their evidence to support their idea. This discussion leads well into the last part of this lesson – for the project students will plan a survey, collect data, and analyze the data to find out what the school would look like as 100 students.

After students read the goals of the project, students brainstorm how they can meet the goals. Create a list on the document camera.

During the last few minutes of class, I ask if students have additional questions about the project and I’ll have students write their questions on post-its and post them on the 100 Students Project Parking Lot poster. See the **Project Parking Lot** video in my Strategy Folder for more details.

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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