Grade/Subject: MJ 2

Grade/Subject: MJ 2 Module 10: Random Samples and Populations Dates : Feb. 28-March 10

Florida Standard(s): Benchmarks, MAFS.7.SP.1.1 (DOK 2) Understand that statistics can be used to gain descriptions, DOK information about a population by examining a sample of the population; levels, standards generalizations about a population from a sample are valid only if the sample unpacked (know/do) is representative of that population. Understand that random sampling tends highlighted to produce representative samples and support valid inferences.

MAFS.7.SP.1.2 (DOK 3) 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.

MAFS.7.RP.1.2c (DOK 2) Recognize and represent proportional relationships between quantities.

Learning Goal: Learning Goal Students will be expected to solve problems involving large populations by modeling them with smaller random samples and then analyzing the samples.

Essential Question 1. How can you use random samples and populations to solve real-world problems? 2. How can you use a sample to gain information about a population? 3. How can you generate and use random samples to represent a population?

Assessments AGENDA:

Pre-assessment Item specs examples/Achieve the Core Formative Assessments Unit Test/Task Assessment Summative Assessments Teacher observation, student binders, and math journal.

Writing in Math: Writing Connections Writing Connections  Interpret the results of a mathematical situation.  Write to explain why you used the specific tool to solve the problem.  Write prompting questions to encourage others to write a more plausible answer. 

Progress Monitoring/ Eduphoria, Mini Assessments, Rubrics and Scales, Student self-monitoring and reflections Feedback Loop Higher Order Higher Order Question Stems  How do the important quantities in the Question(s) problem relate to each other?  Why is it helpful to use _____?  How are you showing the meaning of the quantities? Key Vocabulary Essential Vocabulary  box plot  data  dot plot  interquartile range  lower quartile  upper quartile  biased sample  population  random sample  sample

Monday, Feb. 27, 2017 Random Samples and Rigor Level DOK 2 Populations Daily Agenda Daily MAFS.7.SP.1.1 (DOK 2) Understand that statistics can be used to gain information Objective 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.

BELL RINGER  Remediation Standards ( 5 Minutes) I DO:  Review Sample and Population Vocabulary and Break-down Standards WE DO:  Review Vocabulary and Break-down Standards YOU DO:  Review Vocabulary and Break-down Standards Homework  Unfinished classwork EXIT TICKET:  Identify Learning scale level in notebook (5 minutes)

Tuesday Feb. 28, 2017 Random Samples and Rigor Level DOK 2 Populations Daily Agenda Daily MAFS.7.SP.1.1 (DOK 2) Understand that statistics can be used to gain information Objective 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.

BELL RINGER  Remediation Standards Review ( 5 Minutes) I DO:  Testing in morning/ Vocabulary review and pre-test WE DO:  Testing in morning/ Vocabulary review and pre-test YOU DO:  Testing in morning/ Vocabulary review and pre-test Homework  Unfinished classwork EXIT TICKET:  Explain how the concept of volume is applied daily in the real world. (5 minutes)

Wed. March 1, 2017 Random Samples and Rigor Level DOK 2 Populations Daily Agenda Daily MAFS.7.SP.1.1 (DOK 2) Understand that statistics can be used to gain information Objective 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.

BELL RINGER  Remediation Standards Review ( 5 Minutes) I DO:  Sample Video and Ice Cream Survey Activity WE DO:  Sample Video and Ice Cream Survey Activity YOU DO:  Sample Video and Ice Cream Survey Activity Homework  Sample Video and Ice Cream Survey Activity EXIT TICKET:  Reflection on Sample Video (5 minutes)

Thursday March 2, 2017 Random Samples and Rigor Level DOK 2 Populations Daily Agenda Daily MAFS.7.SP.1.2 (DOK 3) Use data from a random sample to draw inferences about a Objective 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.

BELL RINGER  Remediation Standards Review ( 5 Minutes) I DO:  Review Sample and Population Inferences WE DO:  Review Sample and Population Inferences YOU DO:  Review Sample and Population Inferences Homework  Review Sample and Population Inferences EXIT TICKET:  Writing in Math (5 minutes)

Friday March 3, 2017 Random Samples and Rigor Level DOK 2 Populations Daily Agenda Daily MAFS.7.SP.1.2 (DOK 3) Use data from a random sample to draw inferences about a Objective 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.

BELL RINGER  Remediation Standards Review ( 5 Minutes) I DO:  Review Sample and Population Inferences WE DO:  Review Sample and Population Inferences YOU DO:  Review Sample and Population Inferences Homework  Review Sample and Population Inferences EXIT TICKET:  Writing in Math (5 minutes) Monday March 6, 2017 Random Samples and Rigor Level DOK 2 Populations Daily Agenda Daily MAFS.7.SP.1.2 (DOK 3) Use data from a random sample to draw inferences about a Objective 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.

BELL RINGER  Remediation Standards Review ( 5 Minutes) I DO:  Review Dot Plot and Box Blot WE DO:  Review Dot Plot and Box Blot YOU DO:  Review Dot Plot and Box Blot Homework  Review Dot Plot and Box Blot EXIT TICKET:  Writing in Math (5 minutes)

Tuesday, March 7, 2017 Random Samples and Rigor Level DOK 2 Populations Daily Agenda Daily MAFS.7.SP.1.2 (DOK 3) Use data from a random sample to draw inferences about a Objective 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.

BELL RINGER  Remediation Standards Review ( 5 Minutes) I DO:  Teacher Collaboration Day/Students Review Samples and Populations WE DO:  Teacher Collaboration Day/Students Review Samples and Populations YOU DO:  Teacher Collaboration Day/Students Review Samples and Populations Homework  Teacher Collaboration Day/Students Review Samples and Populations EXIT TICKET:  Writing in Math (5 minutes)

Wednesday, March 8, 2017 Random Samples and Rigor Level DOK 2 Populations Daily Agenda Daily MAFS.7.SP.1.2 (DOK 3) Use data from a random sample to draw inferences about a Objective 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.

BELL RINGER  Remediation Standards Review ( 5 Minutes) I DO:  Review for 3rd 9 weeks test WE DO:  Review for 3rd 9 weeks test YOU DO:  Review for 3rd 9 weeks test Homework  Review for 3rd 9 weeks test EXIT TICKET:  Writing in Math (5 minutes)

Thursday, March 9, 2017 Random Samples and Rigor Level DOK 2 Populations Daily Agenda Daily MAFS.7.SP.1.2 (DOK 3) Use data from a random sample to draw inferences about a Objective 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.

BELL RINGER  Remediation Standards Review ( 5 Minutes) I DO:  Review for 3rd 9 weeks test WE DO:  Review for 3rd 9 weeks test YOU DO:  Review for 3rd 9 weeks test Homework  Review for 3rd 9 weeks test EXIT TICKET:  Students rate themselves on scale (5 minutes)

Friday, March 10, 2017 Random Samples and Rigor Level DOK 2 Populations Daily Agenda Daily MAFS.7.SP.1.2 (DOK 3) Use data from a random sample to draw inferences about a Objective 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.

BELL RINGER  Remediation Standards Review ( 5 Minutes) I DO:  3rd 9 weeks test WE DO:  3rd 9 weeks test YOU DO:  3rd 9 weeks test Homework  No Homework- Have a great Spring Break! EXIT TICKET:  Writing in Math (5 minutes)

Mathematical Principal Standards MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them. MAFS.K12.MP.2.1: Reason abstractly and quantitatively. MAFS.K12.MP.4.1: Model with mathematics. MAFS.K12.MP.7.1: Look for and make use of structure. Resources include: www.classzone.com Supplemental Resources 7th Grade Flip Book – A user- friendly resources for understanding the specifications of the Common Core Standards. MARS Classroom Challenge: Steps to Solving Equations - A Formative Assessment Lesson with all necessary materials which may be used to help students understand and use directed numbers in context. Generating Equivalent Expressions  McDougal Littell 7.1-7.2  Engage NY Grade 7 Module 3: Lesson 1 & 2 Expressions and the Distributive Property  Engage NY Grade 7 Module 3: Lesson 3 & 4 Use Identity & Inverse to Write Equivalent Expressions  Engage NY Grade 7 Module 3: Lesson 5 Collecting Rational Number Like Terms  Engage NY Grade 7 Module 3: Lesson 6 Creating Equations to Solve Word Problems  McDougal Littell 7.3-7.5  Engage NY Grade 7 Module 3: Lesson 7 Learning Scales and Accommodations: Noun Verb WICR Strategies used during each unit. Writing Inquiry Collaboration Reading Writing activities that help Questioning strategies Working together with a Any strategies in reading students understand the that help students partner or in a group of that help students content understand the content students to understand, to understand problem solve, or to complete a task/project Writing-to-Learn Higher level questioning Think Pair Share Before reading activities • summaries in classes • vocabulary activities Process writing • Costa’s Level 1: Students Sharing ideas with a • accessing prior knowledge • using a rubric as find the answers right there partner or in a group • making predictions evaluation in the text. On-demand/Timed writing Carousel/Gallery Walk During reading activities • writing that is completed • Costa’s Level 2: Students • marking the text Problem solving in groups in class within a set amount must figure out the answer • Cornell notes of time from information in the Projects in groups • graphic organizers • grade is evaluated using a text. rubric After reading strategies • Costa’s Level 3: Students Cornell Notes • summarizing • apply what they have taking notes on the most • group projects important information learned or use what they • summarizing have learned to evaluate or create. • using the notes to study Reflective writing • students write about what they have learned and what they still need Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students  Read directions for the  Allow student time to step  Extended time on  Read Aloud to Students student out to de-escalate assignments =1 day  Visual manipulatives  Check for  Testing in small groups  Preferential seating  Cooperative Learning, understanding  Use of a planner/binder for  Written direction given  Vocabulary, Description,  Allow to leave class for organization  Break directions into Introduction, assistance  English Language chunks .  Extra time for exams Dictionary  Daily agenda