Population Results (boys and girls all 7th Grade Pre-Algebra students)
The Poll Results Numbers: Salsa
Males: 10, 10, 10, 10, 6, 6, 9, 7, 6, 7, 7, 10, 6, 7, 5, 4, 1, 10, 3, 3, 9, 6, 10, 9, 8
Females: 3, 5, 6, 5, 1, 8, 8, 10, 3, 10, 3, 5, 8, 8, 5, 5, 8, 5, 7, 5, 10, 6, 7, 10, 5
Task 5: Comparing Sample Sizes
What do you think you would find by conducting a survey of students at your school? Here is your chance to find out.
First, your class will work together to conduct a survey of a random sample of students in your class, just as the other survey was conducted. Then you will analyze and draw conclusions about the data on your own.
Here is what you will do:
In your class, complete a survey. A random sample of 25 girls and 25 boys will be posted on the website and distributed in class. Remember you will be measuring boys and girls separately.
Each person in your class will use the same set of data.
· Organize your data in the form of tables and graphs that are similar to those from the Park Middle School data. Make it clear and easy to read. Justify why you chose to display the data that way
Describe your data in the following format:
Part 1
1) Predictions before the survey was taken about the topic
2) Measures of Central Tendency (mean, median, mode, range, max, min)
Part 2
3) Graphical Display(s) (Histogram, Line Plot, Stem and Leaf, Box and Whisker)
Part 3
4) Analyze the data for what patterns you see. Write at least one paragraph comparing who likes salsa hotter or not and reference the above tools (central tendency, graphs etc) in your analysis!
· When most students have completed Task 5, we will reveal the results of the population-wide survey. Compare your sample results with the population results. What differences in central tendency, etc., do you see?
· Remember, describing the data means drawing conclusions about the data. Make statements about what the graphs and charts are saying about the 7th graders in your class based on the sample.
Scoring Guide- Task 5
4 Exemplary
· Students correctly complete at least four measures of Proficient criteria.
· Students are only able to correctly demonstrate knowledge of 3 or less Standards.
1 Not meeting the standard(s)
Tasks 4, 5
CCSS.Math.Content.7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Task 4, 5
CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.
Tasks 2, 3
CCSS.Math.Content.7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
(Task 1)
The Poll Results Numbers: Salsa
Males: 10, 10, 10, 10, 6, 6, 9, 7, 6, 7, 7, 10, 6, 7, 5, 4, 1, 10, 3, 3, 9, 6, 10, 9, 8
Females: 3, 5, 6, 5, 1, 8, 8, 10, 3, 10, 3, 5, 8, 8, 5, 5, 8, 5, 7, 5, 10, 6, 7, 10, 5
Task 5: Comparing Sample Sizes
What do you think you would find by conducting a survey of students at your school? Here is your chance to find out.
First, your class will work together to conduct a survey of a random sample of students in your class, just as the other survey was conducted. Then you will analyze and draw conclusions about the data on your own.
Here is what you will do:
In your class, complete a survey. A random sample of 25 girls and 25 boys will be posted on the website and distributed in class. Remember you will be measuring boys and girls separately.
Each person in your class will use the same set of data.
· Organize your data in the form of tables and graphs that are similar to those from the Park Middle School data. Make it clear and easy to read. Justify why you chose to display the data that way
Describe your data in the following format:
Part 1
1) Predictions before the survey was taken about the topic
2) Measures of Central Tendency (mean, median, mode, range, max, min)
Part 2
3) Graphical Display(s) (Histogram, Line Plot, Stem and Leaf, Box and Whisker)
Part 3
4) Analyze the data for what patterns you see. Write at least one paragraph comparing who likes salsa hotter or not and reference the above tools (central tendency, graphs etc) in your analysis!
· When most students have completed Task 5, we will reveal the results of the population-wide survey. Compare your sample results with the population results. What differences in central tendency, etc., do you see?
· Remember, describing the data means drawing conclusions about the data. Make statements about what the graphs and charts are saying about the 7th graders in your class based on the sample.
Scoring Guide- Task 5
4 Exemplary
- Students use multiple methods of displaying data to draw conclusions about the data and what can be implied about the population from the graphic.
- Students use appropriate vocabulary when describing the data.
- Students demonstrate understanding of random sampling and how sample size affects variability.
- Students display data in at least one graphical way to show distribution.
- Students find and analyze measures of central tendency.
- Students work is well organized and demonstrates knowledge across all four standards
· Students correctly complete at least four measures of Proficient criteria.
· Students are only able to correctly demonstrate knowledge of 3 or less Standards.
1 Not meeting the standard(s)
- Student work is incomplete; lacking proper vocabulary or otherwise is not correct.
Tasks 4, 5
CCSS.Math.Content.7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Task 4, 5
CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.
Tasks 2, 3
CCSS.Math.Content.7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
(Task 1)