Basic Productivity Tools (BPT)

Lesson Idea Name: Who Will Win?

Content Area: Math
Grade Level(s): 7th Grade
Content Standard Addressed:
MGSE7.SP.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.

MGSE7.SP.1 : Understand that statistics can be used to gain information about a population by
examining a sample of the population; generalizations about a population from a sample are valid
only if the sample is representative of that population. Understand that random sampling tends to
produce representative samples and support valid inferences.

Technology Standard Addressed:

1 - Empowered Learner
1c. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
5 – Computational Thinkers
Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in
various ways to facilitate problem-solving and decision-making.
6 – Creative Communicators
6d Students publish or present content that customizes the message and medium for their intended
audiences.
7- Global Collaborator
7cStudents contribute constructively to project teams, assuming various roles and responsibilities to
work effectively toward a common goal.
Selected Technology Tool: Office 365 Excel

URL(s) to support the lesson (if applicable): https://kennesawedu-

my.sharepoint.com/:x:/g/personal/edillar2_students_kennesaw_edu/EaPFB7UXHn9EpKvhvt9YMBE
BATCq3uQ_Btqw4cYPLoqrWg?e=sbZJdI
Bloom’s Taxonomy Level(s):
☐ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒
Creating
Levels of Technology Integration (LoTi Level):
☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4:
Integration
☒ Level 5: Expansion ☐ Level 6: Refinement
Universal Design for Learning (UDL):
Engagement: In this lesson students will be working in groups to gather data and input it into Excel.
Furthermore, the whole class will be a group to film a video of the results. This provides opportunities
for collaboration and support among peers which sustains effort and persistence. Additionally, the
way data is gathered, the axis of the bar graph, title of the bar graph, and other design features of the
bar graph in Excel is up to the students in each group. This provides learners discretion and
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 Basic Productivity Tools (BPT)
autonomy in choosing type of tools used, color, design and layout of graphics. Finally, in order to
generate school-wide student interest, math students will be collecting data on the current 7th grade
Student Body President Election. This contributes to outcomes which are authentic and purposeful.
Students will post the final bar graph in the hallway with their predictions of the outcome of the class
election.
Representation: Pre-teach vocabulary and symbols to aid in the ease of the project and overall
student success. When pre-teaching vocabulary, the teacher will relate to students’ background
knowledge and prior experiences. Also, it is important to clarify unfamiliar syntax (in language or in
math formulas) or underlying structure (in diagrams, graphs, illustrations, extended expositions or
narratives).
Action and Expression: Provide calculators, graphing calculators, geometric sketch pads, pre-
formatted graph paper for fluency. Provide learners with guides on excel to increase skill level and
checklists for goal-setting.

From the UDL Wheel: https://www.theudlproject.com/udl-tools---all-grades.html

Lesson idea implementation:
In the 7th grade, ten students are running for Student Body President. In my math class, during the
statistics unit, students are going to collect data using a random sample to try to predict who has the
most likelihood of winning the election for Student Body President. However, multiple samples need
to be collected to get the best estimate or prediction. Therefore, each of the 5 math classes will run
their own sample. Each sample must be the same size in order to compare. Students will need to be
introduced to the different types of sampling. In this experiment, they will be using random sampling,
which is subset of a statistical population in which each member of the subset has an equal probability
of being chosen. A simple random sample is meant to be an unbiased representation of a group.
Since each 7th grader takes a math class, each math period will serve as one sample. My first
period will be responsible for polling all 7th grade first-period math classes, my second-period will
poll all 7th grade 2nd period classes, and so on. This will be the sample size for that particular period.
Students will poll 30 students randomly from each math period in the 7th grade. Students will use a
random name generator based on their population. (Teacher will gather names of students from the
first-period 7th grade math populations, second-period 7th grade math populations, etc.) Students will
be able to decide how to poll the random sample. They can use a form on Office 365 which will
automatically export the data to Excel. they can either gather data by hand then enter it into Excel, or
the teacher can be open to other ways of gathering the data from the sample. Students will poll their
sample of 30 students, to obtain the intended votes for each of the candidates in the 7th Grade Student
Body Presidential Elections. Once this data is gathered, students will enter the data into Excel and
graph their findings. Based on this graph, students will predict who they think will win the election.
The students will run two more trials to compare results since running multiple trials gives a more
accurate representation of the total population. Each trial will be run by a different group of students.
The class will be divided into 3 groups, one for each trial who can then make decisions on how to
collect data. When all data for one period is collected, students will create a bar graph on Excel
maintaining common decisions about the title of the graph, axis, and legends. Each class period will
share their final totals with the teacher, who will show each class the other classes’ findings to see
how predictions or outcomes vary between different polls. Also the results can show how far off their
predictions were and spark discussions on the importance of the same sample size and population
variability to be able to compare results. Finally, all classes will combine their data and see the
overall prediction, which can be printed off or designed into a poster and hung up in the hallway to
serve as a published election poll, which has an interdisciplinary connection to social studies.
The idea of adult roles and inter-community sharing of information could be extended by creating a
news video, much like the major network news, which reports poll results along with sample

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 Basic Productivity Tools (BPT)
demographics and predicted outcomes.The production of a daily school-wide news program as part of
the general announcements to homerooms is a part of many middle schools.
Reflective Practice: If the above video project is used, the students could record the video on class
Ipads and do any necessary edits using Movie Maker. The final video can be emailed to the news
coordinator or to individual teachers who wish to show it. Students will need to justify that the whole
7th-grade population was not polled and why this still has validity and accuracy in predicting the
eventual outcome.

Spring 2018_SJB