End of Unit Evaluation

Lesson Standards/Objective(s): What mathematical skill(s) and understanding(s) will be developed? Which Mathematical Practices do you expect students to engage in during the lesson? S.ID.C.9 Distinguish between correlation and causation. MP3: Construct viable arguments and critique the reasoning of others. MP8: Look for and express regularity in repeated reasoning. Common Core Algebra 1, Unit 2 Lesson Tasks, Problems, and Activities (attach resource sheets): What specific activities, investigations, problems, questions, or tasks will students be working on during the lesson? Be sure to indicate strategic connections to appropriate mathematical practices. Note: Posters are placed around the class room with different statements on them: Students will have a gallery walk 1. Separate students into 5 groups (No more than 4 to a group). Groups will complete a Gallery Walk around the classroom to examine the statements). Discuss each of the following statements. Determine what other factors could be involved in each scenario. Determine whether you think the statement is always true, sometimes true, or never true. Explain your conclusion. You may use power point or chart paper to answer questions and present to the class. a. There are a higher number of shark attacks when more people go on vacation. b. The number of books read is related to the size of your vocabulary. c. The number of outfits purchased by a teenage girl is related to the size of the house she lives in. d. The number of lifeguards on duty affects the number of drowning incidents at that location. e. The length of your hair affects on your reading ability. f. The amount of money you spend how many miles you drive. 2. Groups need to rewrite five statements from the Gallery Walk as correlation statements. Rubric of Success: What exactly do I expect students to be able to do by the end of this project, and how will I measure student success? Students should be able to identify a causal statement, lurking variables, and a correlation statement. They should also be able to amend a causal statement into a correlation statement. Student success will be measured by correct responses when rewriting the gallery walk statements, as well as correct responses to the Student Resource Sheet. Lesson Reflections: How do you know that you were effective? What questions, connected to the lesson standards/objectives and evidence of success, will you use to reflect on the effectiveness of this lesson? Are students able to define the three terms from the unit? Are students able to identify each type of statement in a given context? Are students able to rewrite a causal statement as a correlation statement? Will students be able to explain correlation versus causation for any given statement?