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The purpose of this unit is for students to learn about how statistics is used, and potentially misused. Students will need opportunities to actually carry out sampling processes for themselves and learn about how statistics is used to support conclusions. In this unit, students will explore the process of making inferences about populations. This unit relies heavily on vocabulary and conceptual understandings. Simulation is also a critical part of developing inferences. Students should spend time learning about the various data collection instruments by constructing and carrying them out for themselves. Comparisons between collected data and simulations will lend a real-life feel to this unit. This unit contains three main ideas: interpreting data using measures of center and spread, modeling data using familiar functions, and making the connection between probability and statistics. Students make comparisons between graphs, lists, and tables of multiple data sets by describing the shape, center, spread, and extreme values. Students should develop a conceptual understanding of correlation and causation and recognize that correlation does not imply causation. Students should be able to use technology to find regression functions. |
Time frame: 4 weeks |

Essential Questions:

- How do we compare different data sets?
- How do we determine if different quantities are correlated to each other?
- How do we use what we know about probability to analyze data?

Overall Unit Flow:

Initial Task | Developmental Lessons | Closure & Assessment |
---|---|---|

1 lesson | 3 weeks (approximately 1 week per big idea) | 1 week |

Formative Assessment Lesson: Re-engagement: Final Task: |