Open Educational Resources
/ Contribute Content| Rating | Views | Title | Posted Date | Contributor | Common Core Standards | Grade Levels | Resource Type | |
|---|---|---|---|---|---|---|---|
|
Straighten up and Fly Right!
The purpose of this lesson is to allow the students gather data in a fun way and answer a statistical question through analysis of the data. Students will fly paper airplanes and analyze the data to determine which style of plane flies longer. |
4/1/2015 |
Trey Cox
|
6.SP.A.2 6.SP.A.3 6.SP.B.4 6.SP.B.5 6.SP.B.5a 6.SP.B.5b 6.SP.B.5c 6.SP.B.5d MP.1 MP.3 MP.4 MP.5 | 6 | Activity | |
|
Pennies From Heaven
The focus of this activity is to describe the shape of a distribution and to describe the center and spread. Students use data they collect (penny ages) to describe the distribution by its SOCS (Shape, Outlier, Center, Spread). |
1/17/2015 |
Trey Cox
|
6.SP.A.1 6.SP.A.2 6.SP.A.3 6.SP.B.4 6.SP.B.5 6.SP.B.5a 6.SP.B.5b 6.SP.B.5c 6.SP.B.5d MP.1 MP.3 MP.4 MP.5 MP.7 | 6 | Activity | |
|
Sampling Techniques - Jelly Blubbers
This activity introduces the Simple Random Sample (SRS) to students, and shows why this process helps to get an unbiased sample statistic. Relying on our perceptions can often be deceiving. In this exercisestudents are asked to determine the average length of a jellyblubber (a hypothetically recently discovered marine species) using a variety of techniques. The student will learn that a Simple Random Sample (SRS) is the most accurate method of determining this parameter, and that intuition can be deceptive. |
11/29/2014 |
Trey Cox
|
6.SP.A.1 6.SP.B.4 6.SP.A.2 7.SP.A.1 MP.1 MP.3 MP.4 MP.5 | 6 7 | Activity | |
|
College Success - Comparing Two Populations
In this task, students are able to conjecture about the differences in the two groups from a strictly visual perspective and then support their comparisons with appropriate measures of center and variability. This will reinforce that much can be gleaned simply from visual comparison of appropriate graphs, particularly those of similar scale. Students are also encouraged to consider how certain measurements and observation values from one group compare in the context of the other group. |
11/13/2014 |
Trey Cox
|
7.SP.B.3 7.SP.B.4 MP.1 MP.2 MP.3 MP.4 MP.5 | 7 | Activity | |
|
The Forest Problem
Students want to know why they would ever use a sampling method other than a simple random sample. This lesson visually illustrates the effect of using a simple random sample (SRS) vs. a stratified random sample. Students will create a SRS from a population of apple trees and use the mean of the SRS to estimate the mean yield of the trees. Students will then create a stratified random sample from the same population to again estimate the yield of the trees. The use of the stratified random sample is to control for a known source of variation in the yield of the crop, a nearby forest. |
9/4/2014 |
Trey Cox
|
6.SP.A.1 6.SP.B.4 6.SP.B.5 7.SP.A.1 7.SP.A.2 MP.1 MP.2 MP.3 MP.4 MP.5 MP.6 MP.7 | 6 7 | Activity | |
|
Why do we need MAD?
Students will wonder why we need to have a value that describes the spread of the data beyond the range. If we give them three sets of data that have the same mean, median, and range and yet are clearly differently shaped then perhaps they will see that the MAD has some use. |
9/4/2014 |
Trey Cox
|
6.SP.A.3 6.SP.B.4 MP.1 MP.2 MP.3 MP.4 MP.5 MP.7 | 6 | Activity | |
|
Roll a Distribution
The purpose of this lesson is to allow the students to discover that data collected in seemingly similar settings will yield distributions that are shaped differently. Students will roll a single die 30 times counting the number of face up spots on the die and recording the result each time as a histogram or a histogram. Students will be asked to describe the shape of the distribution. Combining work with several students will yield more consistent results. |
9/4/2014 |
Trey Cox
|
6.SP.A.2 6.SP.A.3 6.SP.B.4 6.SP.B.5d 6.SP.B.5c MP.1 MP.2 MP.3 MP.4 MP.5 MP.8 | 6 | Activity | |
|
SRS vs. Convenience Sample in the Gettysburg Address
Students have an interesting view of what a random sample looks like. They often feel that just closing their eyes and picking “haphazardly” will be enough to achieve randomness. This lesson should remove this misconception. Students will be allowed to pick words with their personal definition of random and then forced to pick a true simple random sample and compare the results. |
9/4/2014 |
Trey Cox
|
6.SP.A.1 6.SP.B.4 6.SP.B.5 7.SP.A.1 7.SP.A.2 MP.1 MP.4 MP.5 | 6 7 | Activity |
