Mini-Learning and Evaluation Sequence

Course and domain: Statistics Secondary 1

Group members:

Big Ideas: (approximately 3-5 overarching ideas)

! Analyzing data can help us to make sense of the world around us

! By taking data from a relatively small group of people, we can start to make educated guesses
about the larger population
! The way that data is gathered and presented can help us to make conclusions based on the
information at hand

Essential Questions: (approximately 5-7 questions that student will be able to answer by the end of the
mini-LES)

! In what situations would it be beneficial for us to gather data from a large group of people?
! What is the best way to select our sample if we want to minimize bias?
! What does it mean for a variable to be qualitative? What does it mean for a variable to be
quantitative?
! What different methods can we use to visually represent the data that we collect?
! Are there some methods of visual representation that would be appropriate for qualitative
variables, but not quantitative variables (and vice versa)?
! What do the arithmetic mean and the range tell us about a data set? How can we use this
information to make conclusions about (and comparisons between) data sets?

Students will know... (learning goals) Students will do... (learning outcomes)

! The difference between a sample survey,
a poll, and a census
! How to select a representative sample
! The difference between qualitative and
quantitative variables
! How to construct and use frequency
charts
! How to construct and read different kinds
of graphs (bar graph, broken line, etc)
! The definition of the arithmetic mean and
the range.
! Students will have the base knowledge
needed to conduct a survey, and know
how to gather data.
! Students will be able to select the
appropriate tool to help organize and
present their data (frequency table, bar
graph, broken line graph, etc)
! Students will be able to highlight
important information in their data set,
such as the mean and the range, and be
able to use this information to make
inferences.

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Cross-curricular and/or real world connections

Real-world connections

! Weather forecasts
! Different kinds of studies (i.e. medical studies)
! Genetics
! Stock market/investments
! Games of chance

Cross Curricular Competencies

! Uses information
! Solves problems
! Exercises critical judgement (making inferences based on data)
! Adopts effective work methods (choosing the most effective method to represent their data)
! Uses information and communication technologies
! Communicates appropriately

Considerations for how instruction, assessment and evaluation will be differentiated to achieve a goal
of Learning for All
! Use of manipulatives to help make some of the more abstract concepts, such as arithmetic
mean, easier to understand.
! Extensive use of real world examples, to show how statistics is embedded in almost every
aspect of everyday life
! Use of videos and images for students who are more visual
! Pairing of students together and allowing for group discussion to facilitate the flow of ideas
! Allowing for some degree of choice in the final task, so that students can research locations
that they like or are personally attached to.

Mini-LES theme (not required):

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Curriculum Expectations Covered:

Analyzing and Making Decisions About One-or Two-Variable Distributions, Using Statistical
Tools
A. One-Variable Distributions
1. Conducts a survey or a census
d. Collects, describes and organizes data (classifies or categorizes) using tables
3. Interprets data presented in a table or a bar graph, a pictograph, a broken-line graph or a circle
graph
6. Organizes and presents data using
a. a table, a bar graph, a pictograph and a broken-line graph
8. Understands and calculate the arithmetic mean
9. Describes the concept of arithmetic mean
10. Calculates and interprets an arithmetic mean
11. Determines and interprets
b. measures of dispersion
i. range

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Description of Task / Problem:

Final Project
Your First Task as a Climatologist!

You recently became a climatologist who has been assigned a task.

The task asks you to choose two cities of your choice and record the
temperature of these two cities. More specifically, you will be using
the temperature data you have collected over the 7 days to create a
broken-line graph. The broken-line graph will be used to show the
change in temperature of the two cities over time in one graph.

You must include the following:

!! Table of values
!! Labelled broken-line graph
!! Legend to distinguish the two cities (use different
colours for the two cities)
!! Range of temperatures for both cities
!! How you determined the scale
!! Was an axis break used? Why or why not?
!! What is the average temperature for each city?
!! Which city is the warmest on average?
!! What city would you live in and why?
!! What can you conclude from the data?
!! How might the size of the sample (number of data points collected) or the time that the
data is collected (time of day or year) impact the results?

Dont forget:
!! Titles and labels
!! Use a ruler neatness counts!
!! Make a rough draft first
!! Pick cities you are interested in it
will make the project more fun!
!! Check temperatures at the same time
each day

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Final Project Rubric

Category 4 3 2 1

Complete. Title and Incomplete. Missing

Missing title or
all labels are neat title and labels.
Distribution and clear. Total
label. Discrepancy
Discrepancy for the
No distribution
Table matches people
for the total people
total people
table submitted.
surveyed.
surveyed. surveyed.

Key aspects of the

Broken-line graph broken-line graph
clearly displays the Broken-line graph are missing. The
Broken-line No broken-line
data in an accurate displays the data in graph is misleading
Graph and non-misleading an accurate manner. and does not
graph submitted.
manner. accurately reflect
the data.

Title clearly relates

Title relates to the
to the information
information being
being graphed and A title is present at
graphed and is
is printed at the top the top of the graph.
printed at the top of A title is not
of the graph.
the graph. present.
Titles and Labels
Labels are present
Labels are neat and but do not describe
Labels are clear and Labels are missing.
clear. The labels the information
describe the
accurately describe being presented.
information being
the information
presented.
presented.

Legend is included
to differentiate the No legend
Legend two different data submitted.
sets.

Both range
Both range No range
calculations are Range calculations
Ranges done without any contain few errors.
calculations contain calculations
many errors. submitted
errors.

Calculations to
determine scale are No scale
Scale included and calculations
reflected in the submitted.
graph.

Both average
Average Both average No average
calculations are
Averages done without any
calculations contain calculations contain calculation
few errors. many errors. submitted.
errors.

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Explanation of No explanation of
Warmest
which city is the the warmest city
Explanation warmest included. submitted.

Explanation of No explanation of
Live in which city is which city is
Explanation preferable to live in preferable to live in
included. submitted.

Explanation of why
an axis break was No axis break
Axis Break
used or not included explanation
Explanation and is reflected in submitted.
the graph.

Conclusions of the
data presented and
Conclusion backed up with
No conclusion of
Explanation evidence from the
the data submitted.
data.

Explanation of
No explanation of
impacts of sample
Size of Sample size changes
the impacts of
Explanation included and
sample size changes
submitted.
supported.

Exceptionally well
designed, neat, and
Neat and relatively
attractive. Colours Appears messy and
attractive. A ruler Lines are neatly
Neatness and that go well together thrown together
was used to make drawn but the graph
Attractiveness are used to make the
the graph more appears quite plain.
in a hurry. Lines are
graph more visibly crooked.
readable.
readable. A ruler
was used.

/38

Students will demonstrate their knowledge by

!! Appropriately making the table of values
!! Appropriately labelling the bar graph (axes, titles, legends, etc.)
!! Appropriately creating the bar graph
!! Finding the range of temperature for the two cities
!! Explaining why they used the axis break or why they did not use the axis break
!! Finding the average temperature for each city
!! Comparing the data between the two cities and making conclusions
!! Answering higher order thinking questions

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Learning outcomes Assessment activities Learning activities Helpful resources

(curriculum expectations from (diagnostic, formative & (be creative homework is not the (picture books, videos, technologies,
Progression of Learning) summative) only outside class activity) websites, manipulatives, etc.)

Introduction to Statistics
Qualitative vs Quantitative
Lesson 1 Variables
A. One-variable distributions
4. Distinguishes different
types of statistical
variables: qualitative,
discrete or continuous
quantitative
Diagnostic: Group discussion
of what statistics is used for
and the difference between
qualitative and quantitative
variables.
Formative: Sorting activity
and in-class exit slip.
Summative: Mid-unit quiz,
end of unit project, and end of
unit test.
Activity: Students will be
given different cutouts of
qualitative and quantitative
variables. Students will have
to put the cutout in the correct
basket to differentiate
between the two types.
Homework: Students must
come up with three examples
of each type of variable:
qualitative and quantitative.
Statistics and Probability
(Khan Academy)
https://www.khanacademy.org/
math/cc-seventh-grade-
math/cc-7th-probability-
statistics
Qualitative and Quantitative
Data (MooMoo Math and
Science)
https://www.youtube.com/
watch?v=dwFsRZv4oHA

Table of Values Diagnostic: Homework Activity: Students will have to Creating Bar Graphs (Icon
discussion to check come up with a qualitative Math)
Bar Graphs understanding of previous and a quantitative survey
Lesson 2 topic and asking students question to ask the class. Then https://www.youtube.com/
about prior knowledge of students must create a table of watch?v=ReW4MPqXTvA
Range table of values and bar graphs. values and bar graph.
Bar Graphs (Math Goodies)
A. One-variable distributions Formative: Qualitative and
1. Conductions a survey or quantitative bar graph survey Homework: Students must https://www.mathgoodies.com/
census activity and in-class exit slip. come up with three examples lessons/graphs/bar_graph
a. formulates questions of both qualitative and
for a survey Summative: Mid-unit quiz, quantitative questions.
d. collects, describes end of unit project, and end of

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and organizes data unit test.

using tables
6. Organizes and presents
data using
a. a table, a bar graph, a
pictograph, and a
broken-line graph
11. Determines and
interprets
b. measures of
dispersion:
i. range

Broken-line Graphs
Deciding Intervals
Lesson 3
A. One-variable distributions
6. Organizes and presents
data using
a. a table, a bar graph, a
pictograph, and a
broken-line graph
end of unit project, and end of
Diagnostic: Homework
discussion to check
understanding of previous
topic and asking students
about prior knowledge of
broken-line graphs.
Formative: Broken-line
graphing activity with three
sets of data.
Summative: Mid-unit quiz, represented with a broken-line
unit test.
Activity: Students will be
plotting points and creating a
broken-line graph for three
different sets of data: NHL
salary, rhino poaching, and
CO2 emissions.
Homework: Students must
come up with three examples
of types of data that could be
graph.
Learning About Line Graphs
(Science4Us)
https://www.youtube.com/
watch?v=n2YkbdNORp8
Broken-Line Graphs (CK12)
https://www.ck12.org/
statistics/broken-line-graphs/

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Learning outcomes
(curriculum expectations from
Progression of Learning)
Broken-line Graph Analysis
A. One-variable distributions
Lesson 4 3. Interprets data
presented in a table or a
bar graph, a pictograph,
a broken-line graph or a
circle graph
Average
A. One-variable distributions
Lesson 5 8. Understands and
calculates arithmetic
mean
9. Describes the concept
of arithmetic mean
10. Calculates and
interprets an arithmetic
mean
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Assessment activities
(diagnostic, formative &
summative)
Diagnostic: Homework
discussion to check
understanding of previous
topic and having class
discussion about their
knowledge of making
conclusions about graphs.
Formative: Broken-line graph
analysis discussion of what
the data can tell us.
Summative: Mid-unit quiz,
end of unit project, and end of
unit test.
Diagnostic: Homework
discussion to check
understanding of previous
topic and asking students
about prior knowledge of
average.
Formative: Students will be
observed in their thinking
during the block activity and
the discussion.
Learning activities Helpful resources
(be creative homework is not the (picture books, videos, technologies,
only outside class activity) websites, manipulatives, etc.)
Activity: Students will be Broken-Line Graphs (CK12)
using the data plotted in the
previous class (NHL salary, https://www.ck12.org/
rhino poaching, and CO2 statistics/broken-line-graphs/
emissions) and make
conclusions about what about
the data is telling us.
Homework: Students must
come up with outside factors
that can impact the three
examples of data they came
up with previously.
Activity: Students will be Mean, Median, and Mode
asked to formulate the (Math Antics)
equation for average by using
the block activity. https://www.youtube.com/
watch?v=B1HEzNTGeZ4
Homework: Students must How to Find the Mean
complete the examples given (Math is Fun)
for homework to reinforce the
knowledge of the formula. https://www.mathsisfun.com/
mean.html
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Mini-Learning and Evaluation Sequence

Summative: Mid-unit quiz,

end of unit project, and end of
unit test.

Final Project Diagnostic: Homework Activity: Students will have

discussion to check the entire class to work on
understanding of previous their final project.
Lesson 6 topic and assessing
understanding of final project
requirements. Homework: Students must
complete any unfinished work
Formative: Observation of on their final project.
students progress on the final
project.

Summative: Mid-unit quiz,

end of unit project, and end of
unit test.

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