AIM: How can we make line and box plots? HW: BoxandWhisker Worksheet p.5 (p.284) #5,6,9 (posted below and on Jupitergrades) Do Now: Find the median. 1. 55, 53, 67, 52, 50, 49, 51, 52, 52, 2. 101, 100, 100, 105, 102, 101 Classwork: Data is facts and statistics collected together for reference or analysis. When presented as a list, data can be difficult to understand. We looked at two different ways to organize and display data so that it is easier to read, interpret, and understand. The first display is a line plot. Line plots are number lines with "X" or circles above numerical values to show the frequency of data values. The second display type is a boxandwhisker plot. This is also known as a fivepoint summary because it is uses the least value, first quartile, median, third quartiles, and greatest value. Resources: https://www.khanacademy.org/math/ccsixthgrademath/cc6thdatastatistics/cc6thboxwhiskerplots/v/interpretingboxplots https://www.khanacademy.org/math/probability/descriptivestatistics/boxandwhiskerplots/v/readingboxandwhiskerplots
AIM: What are the measures of central tendency and how can we find them? HW: Measures of central tendency wksht (posted below and on Jupitergrades) Do Now: Elianna earned an 80 on her first math test and a 90 on her next math test. What is her math test average? Classwork: Today's lesson served as a brief review for measures of central tendency (mean, median, mode) and range. We discussed the importance of statistics and how they allow people to gain a fast understanding of a group of numbers. Remember: measures of central tendency are numbers that describe other numbers. The mean, or average, can be found by adding up all of the data values and dividing by the number of data values. Median, or the middle number, is found by ordering the data values from least to greatest, then finding the middle number. If there is more than one middle number, find the average of the two. Mode is the most occurring data value. Resources: https://www.khanacademy.org/math/ccsixthgrademath/cc6thdatastatistics/meanandmedian/v/statisticsintromeanmedianandmode
AIM: How can we use random samples to make inferences about a population? HW: Inferences from random samples wksht #912 (posted below and on Jupitergrades) Do Now: You want to find out which stores people shop at the most at the local mall. You go to a park and survey every 4th person you see. Is this a bias or random sample? Explain. Classwork: Yesterday's work with random samples flows into today's lesson on inferences from random samples. We will be using the results from random samples to make predictions about a population. This concept is extremely important during election times when sample polls are used to make predictions about potential candidate victories. We conducted an experiment in class to simulate this idea using a paper bag and colored tiles. Each bag had 25 tiles, some red and some different colors. Students were not allowed to look into the bag. They took a sample of 5 and counted how many of the 5 were red. They used this amount to predict how many were red in the bag and then compared their predictions to the actual amount. Resources: https://www.khanacademy.org/math/ccseventhgrademath/cc7thprobabilitystatistics/cc7thpopulationsampling/e/makinginferencesfromrandomsamples
AIM: How can we understand random samples? HW: Random Samples and Surveys Worksheet (posted below and on Jupitergrades) Do Now: Have you ever heard.... "4 out of 5 dentists recommend Crest toothpaste." How do they get that statistic? Do you think they ask every dentist in America? Classwork: The concept of sampling was introduced today. We often see statistics in the world around us, whether it be on a television advertisement, a news broadcast, or even an electionlike the upcoming presidental elections this year. We discussed the importance of sampling, specifically random sampling, and how it is used to gather information we can trust and rely on. We also discussed the biased samples and surveys and how they can be misleading. We looked at different sampling plans (such as selecting every fourth person, mixing up and picking names from a hat, breaking populations into groups and randomly selecting from that group). Resources:
AIM: How can we practice probability problems? HW: Probability MultipleChoice Worksheet (posted below and on Jupitergrades) Do Now: The city bus is scheduled arrive at Evie's stop at 7:20 a.m. each morning. The table below shows the actual arrival times randomly taken from the past few months. 7:21 7:21 7:19 7:20 7:23 7:22 7:20 7:18 7:20 7:18 7:21 7:20 7:19 7:17 7:25 7:20 7:20 7:18 7:19 7:24 According to the table, what is the probability that Evie's bus will come before 7:20 a.m. tomorrow? Classwork: Station learning took place in class today. There were 8 probability questions hung up around the classroom. Students worked with selected groups to solve questions around the classroom. When they determined an answer, they wrote it on their sheet, put the answer on a postit and stuck it to the chart paper. When a group completed all of the questions, they came to me to verify answers. Groups that had incorrect responses were sent back to the respective centers to retry. Resources:
AIM: How can we practice probability problems? HW: Practice Worksheet (posted below and on Jupitergrades) Do Now: A bucket contains equally sized colored cubes. There are 7 yellow, 4 red, and 2 blue cubes. If I draw a cube at random and DO NOT replace it, what is the probability that I will draw a red and then a blue cube? Classwork: Today's lesson served as a reflective piece for our progress with probability. So far this unit, we have worked with basic probability, compound events probability, independent and dependent probabilities, samples spaces, and more. Students worked in their 4 person groups to answer questions using the senteo smart response clickers. Our goal was to get 65% of the class to answer 7 or more questions correctly. Please use the resources below to help with your understanding of today's lesson. Resources:
AIM: How can we compare independent and dependent probability?
HW: ACE #6,9; p.81,83 Do Now: Giselle has 2 pairs of sneakers, 3 pairs of jeans, and 4 tops. How many different outfits can she make with her options? Classwork: After reviewing how sample spaces are used to find the total outcomes in a situation, students looked at a faster way to find the probability of a compound event. Students learned that if you want to find the total probability of two events, you must find the probability of the first event, and multiply it by the probability of the second event. The focus of today's lesson, however, was to examine the differences between independent and dependent events. Independent events are not influenced by other things that happen, meaning their probabilities are not impacted by previous situations. On the other hands, dependent events are influenced by other events. Their probabilities depend on what happened before. We looked at an example of selecting colored marbles from a bag. Students found the probability of selecting a blue, replacing the marble (putting it back into the bag) and then selecting a red. Afterwards, we worked through a problem where the blue marble was not put back. Words and phrases like "kept out," "not replaced," indicate a dependent event and probability situation. Please use the resources below to help with your understanding of today's lesson. Resources: Probability Quiz  http://www.thatquiz.org/tqd/math/probability/ https://www.khanacademy.org/math/probability/independentdependentprobability/independent_events/v/compoundprobabilityofindependentevents https://www.khanacademy.org/math/probability/independentdependentprobability/dependent_probability/v/independentevents1 http://www.shmoop.com/video/independentanddependentevents AIM: How can we determine the probability of a compound event? HW: Sample Space Worksheet (downloadable copy found in the resource section) Do Now: Michelle was rolling a number cube. She recorded the results in the following table. What was her experimental probability of rolling an even number? Number  1  2  3  4  5  6  Frequency  2  3  6  3  5  1  Classwork: In previous lessons, we learned to find the probability of one eventsuch as rolling a number cube, or spinning a spinner, or flipping a coin, or picking colored tiles from a container. Today we looked at how probability works when there is a compound event, which is when two or more events happen at once. Examples of compound events include finding the probabilty of flipping a coin and getting a heads AND drawing a heart from a deck of cards. We use sample spaces to organize all of the possible outcomes that can happen. From there, we can determine probabilities of compound events. The sample spaces that we will be working with are: tree diagrams, lists, and area models. Resources: https://www.khanacademy.org/math/ccseventhgrademath/cc7thprobabilitystatistics/cc7thcompoundevents/v/compoundsamplespaces
AIM: How can we determine the probability of an event? HW: Prepare for NYS 7th Grade Math Assessment Do Now: Jesse flipped a coin 10 times and recorded his results in the table. Determine the experimental probability of getting a tails, as a percent. Classwork: Students worked in collaborative groups to accomplish the attached sheet below. Groups were given a bucket that contained colored tiles, coins, and 12 or 20 sided dice. They worked together to follow the task directives to answer the questions. There was an inclass notebook check. If you were absent, please make it up during your lunch period. Resources:

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June 2018
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