Statistics Unit Objectives

Students Will Be Able To.

Calculate the mean, median, and mode for a set of data, and be able to verbalize
which measure represents the data the best.

Make connections between quartiles being the median of the first half, and median
of the second half, and be able to verbalize what a quartile means in words.

Evaluate measures of center using real world data, and express in words what this
value tells them in context of the data.

Calculate the standard deviation of a set of data, and analyze what that tells them
about the data in relation to the mean, and percentiles.

Represent data in different ways: Dot Plots, Relative Frequency Histograms, and
Bar graphs, and see the similarities and differences between each representation.

Find the range of a set of data, and be able to evaluate any values, which are
outliers.

Calculate the IQR, and analyze that in context with their data.

Create box plots, and express the range, and outliers based on these visual
representations.

Analyze samples for bias based on the type of sampling method used.
Evaluate the margin of error for samples, and analyze what this means in context
of the data.

Title of Unit
Curriculum Area
Developed By

Univariate Data
and Distributions

Grade Level

11th Grade

Algebra 2

Time Frame

2.5 Weeks (12 Class

Days)

Laura Naumann
Identify Desired Results (Stage 1)

Content Standards
HSS.ID.A.1
Represent data with plots on the real number line (dot plots, histograms, and box plots).
HSS.ID.A.2
Use statistics appropriate to the shape of the data distribution to compare center
(median, mean) and spread (interquartile range, standard deviation) of two or more
different data sets.
HSS.ID.A.3
Interpret differences in shape, center, and spread in the context of the data sets,
accounting for possible effects of extreme data points (outliers).
HSS.ID.A.4
Use the mean and standard deviation of a data set to fit it to a normal distribution and to
estimate population percentages. Recognize that there are data sets for which such a
procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas
under the normal curve.
HSS.IC.A.1
Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
HSS.IC.A.2
Decide if a specified model is consistent with results from a given data-generating
process, e.g., using simulation.
HSS.IC.B.3
Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
HSS.IC.B.4
Use data from a sample survey to estimate a population mean or proportion; develop a
margin of error through the use of simulation models for random sampling.
Understandings
Overarching Understanding
Students will be able to analyze data, and
represent sets of data in different ways.
Students will learn how sampling works,
and what creates bias in a sample.
Students will also learn how to analyze
data using measures of center, and
standard deviation. Students will learn

Essential Questions
Overarching
Topical
Where could
How can I
you use this
find the three
knowledge in
measures of
your everyday
center?
life?
What does
How does this
standard

what a normal distribution is, and how

mean, and standard deviations are found
within this distribution. Students will be
able to apply these concepts to real life
examples, as well as data collected as a
class.
Related Misconceptions
Students may experience confusion
differentiating between the measures of
center, and determining when each
measure is appropriate. Students may have
confusion when determining the median,
and also quartile values for a data set that
has an even number of points. Not knowing
the procedure behind finding the standard
deviation by hand may also cause
confusion with students. I also expect there
to be confusion on the idea of bias.
Students may have difficulty reasoning
through the bias on their own.

relate to other
areas of
mathematics?
Where is
statistics used
in real life?
When do you
hear and use
the mean in
real life?

deviation
measure?
How can I
find it?
What are the
different
ways data
can be
represented?
What is
margin of
error? How do
we calculate
the margin of
error?
What is a
sample?
What are
some
different
ways to
obtain a
sample?

Objectives
Knowledge
Students will know
The definitions of
Mean, median, mode.
Range, percentile, IQR
Outlier
Variance and Standard deviation
Normal and skewed distribution
Samples and sampling methods
Bias
Margin of error
How

to represent data with

Dot plots
Relative frequency histograms
Bar graphs
Box plots

Skills
Students will be able to

Calculate the mean, median, and

mode for a set of data, and be able to
verbalize which measure represents
the data the best.
Calculate the standard deviation of a
set of data, and analyze that that
tells them about the data in relation
to the mean, and percentiles.
Represent data in different ways: Dot
Plots, Relative Frequency Histograms,
and Bar graphs, and see the
similarities and differences between
each representation.
Find the range of a set of data, and
be able to evaluate any values, which
are outliers.
Calculate the IQR, and analyze that in
context with their data.
Create box plots, and express the
range, and outliers based on these
visual representations.

Analyze samples for bias based on

the type of sampling method used.
Evaluate the margin of error for
samples, and analyze what this
means in context of the data.

Assessment Evidence (Stage 2)

Performance Task Description
To assess students ability to analyze data. This includes finding
the measures of center, standard deviation, outliers, and quartile
values. Students will then be able to represent these values in
Goal
different forms such as box plots. Students will also be assessed
on their ability to describe a normal distribution, based on a
problems standard deviation, and mean.
Role Unit Test
Audience Myself, and mentor teacher (Dee Eberle)
Situation Test in classroom at end of unit
Product/Performan Students will complete the test in the time given.
ce
HSS.ID.A.1
Represent data with plots on the real number line (dot plots,
histograms, and box plots).
HSS.ID.A.2
Use statistics appropriate to the shape of the data distribution to
compare center (median, mean) and spread (interquartile range,
standard deviation) of two or more different data sets.
HSS.ID.A.3
Interpret differences in shape, center, and spread in the context
of the data sets, accounting for possible effects of extreme data
points (outliers).
Standards HSS.ID.A.4
Use the mean and standard deviation of a data set to fit it to a
normal distribution and to estimate population percentages.
Recognize that there are data sets for which such a procedure is
not appropriate. Use calculators, spreadsheets, and tables to
estimate areas under the normal curve.
HSS.IC.B.4
Use data from a sample survey to estimate a population mean or
proportion; develop a margin of error through the use of
simulation models for random sampling.
Other Evidence
Students will be completing formative assessments throughout the unit that will be
collected about every other class period. This evidence will be used to adjust lessons
when needed. These assessments will be in the form of handouts that students will

receive time to complete in class. Some of these assignments will be done in groups,
while others individually.
The standards not addressed in the unit test will be covered during class discussions on
the assignments.
Learning Plan (Stage 3)
Da
Lesson Topic
Lesson Learning
y in
Objective
Uni
t
1

Representing
Data: Dot Plots,
Relative
Frequency
Histogram, and
Bar Graphs

Representing
Data: Dot Plots,
Relative
Frequency
Histogram, and
Bar Graphs

SWBAT
Represent data
in numerous
ways such as
dot plots,
relative
frequency
histograms,
and bar graphs
Compare each
representation
and analyze
when each
representation
is appropriate.
Calculate the
relative
frequency of
values
compared to a
data set, and
model this is a
relative
frequency
histogram.
SWBAT
Represent data
in numerous
ways such as
dot plots,
relative
frequency
histograms,
and bar graphs
Compare each
representation
and analyze
when each

Description of
how lesson
contributes to
unit-level
objectives
Students will be
able to represent
data in numerous
ways. In future
lessons students
will be able to
compare their use
of bar and dot
plots, to normal
distributions, and
be able to analyze
normal distributions
on this prior
knowledge.

Students will be
able to represent
data in numerous
ways. In future
lessons students
will be able to
compare their use
of bar and dot
plots, to normal
distributions, and
be able to analyze
normal distributions
on this prior

Assessment
activities

Exit slip:
Give students data,
and ask them to
create one type of
graph, and asking
them to analyze
another type of
graph. Students will
have to create a
representation, and
also analyze a
different one.

Poster of graphs
created as a group.
(Lesson Study)

Measures of
Center: Mean,
Median, Mode

Range of Data:
Range, IQR,
Outlier, and
Percentiles

representation
is appropriate.
Calculate the
relative
frequency of
values
compared to a
data set, and
model this is a
relative
frequency
histogram.
SWBAT
Calculate the
mean, median,
and mode of a
set of data.
Analyze which
each of these
values means
in context of
the data, and
determine
when each
measure of
center is more
appropriate
than the
others.

knowledge.

Students will be
able to describe
data by using its
various measures
of centers. Students
will compare each
measure of center,
and be able to
reason which
measure is most
appropriate for
each set of data.
Students will see
the idea of median
again when they
began representing
data in box plots,
and when they
calculate the IQR
and Q1 and Q3.

Class work
collected after
correction.

SWBAT
Find the range
of a data set.
Explain what
that range
means in
context of the
data.
Evaluate the
IQR of a set of
data, and
analyze how
outliers affect
this range.

Students will learn

how to analyze
data, including how
to determine where
the outliers lie, and
how these outliers
are affected the
data. These will be
important to
understand how to
calculate in order to
create box plots.
Range, quartiles,
and IQR are all
important concepts
to understand in

Warm up:

Exit Slip:
Explain in words
the differences
between each
measure of center.

Use data to find the

mean, median, and
mode. Then
eliminate the
largest value, and
compare what
happened to each
value.

Box Plots

Variance, and
Standard
Deviation

Variance, and
Standard
Deviation

order to create box

plots, which are
sometimes on the
Act, which students
will be taking in
March.
SWBAT
This is another
representations
Model their
students can add to
previous
their toolbox of
knowledge of
range, IQR, and ways to represent
data.
outliers to
model data in
box plots.
Analyze box
plots, and
interpret data
that is
represented in
box plots.
SWBAT
This will enable
students to analyze
Calculate the
data, and the
standard
spread of data. This
deviation of a
sample both by will helps students
in future lessons
hand, and
analyze a normal
using
distribution, and
technology.
describe the spread
Explain in
words what the of the data in
context of the data.
standard
deviation
represents.
Describe in
context of the
data, and
problem what
their standard
deviation
represents.
SWBAT
This will enable
students to analyze
Calculate the
data, and the
standard
spread of data. This
deviation of a
sample both by will helps students
in future lessons
hand, and
analyze a normal
using
distribution, and
technology.
describe the spread
Explain in
words what the of the data in

Class work
assignment
collected at end of
hour.

Warm up:
Will be covering
any misconceptions
on box plots from
previous days class
work.
Exit Slip:
Steps will be listed
with blanks that
students will have
to fill in, in order to
calculate the
standard deviation.

Warm up:
Calculate the
standard deviation
for a given set of
values.
Class work
collected

standard
deviation
represents.
Describe in
context of the
data, and
problem what
their standard
deviation
represents.

Samples:
Experimental,
and
Observational
Bias.

SWBAT
Determine bias
within a
sample.
Determine
when a sample
is experimental
or
observational.
Give examples
of
experimental,
and
observational
samples.

Types of
Distribution:
Normal,
Skewed, and
Symmetric

SWBAT
Apply their
previous
knowledge of
standard
deviation to a
normal
distribution.
Create a
representation
of a normal
distribution,
with problem
specific
standard
deviation
values.
Determine
when a
distribution is

context of the data.

Students will be
able to see the bias
in samples, and
extend that
thinking to real life
examples of
sampling. Students
will be able to see
that sampling
methods could
cause a margin of
error in their
measurements,
which will be taught
in the following
days.
Students will review
their knowledge of
standard deviation,
and extend this to a
normal distribution.

Exit Slip:
Give an example of
a bias and unbiased
sample from a
certain population.

Exit Slip:
Fill in a normal
distribution graph
with values from a
given data sample.

10

Margin of Error

11

Review

12

Test #5

skewed, and
discuss what
could be
causing it.
SWBAT
Calculate the
margin of error
of a certain
sample.
Examine the
margin of error,
and determine
what this tells
them about the
sampling
method, and
also about the
measure of
center they
have
calculated for
this given
sample.
Discuss what is
affected the
margin of error,
and discuss
ways to
improve the
confidence in a
sample.

Students will be
able to view margin
of errors in data,
and connect that to
sampling methods
and bias.

Exit Slip:
Explain in words
what the margin of
error measures.

Review will be
collected before
students take Test
#5.
Summative
Assessment