S+Amari,+Alyssa

**Office: 203** **Office Phone: 778-xxxx** **Office Hours: After school until 3pm** ** E-mail: alyssa.amari@maine.edu **
 * Teacher: Ms. Amari**

=Summary of Unit= The purpose of this unit is for students to develop an understanding of statistical variability and to be able understand how to summarize or describe distributions. This includes being able to produce quantitative measures from numerical data sets, and using these measures to describe, summarize, or observe graphical displays, distributions, and overall patterns. Also, students will learn to use quantitative data sets and measurements to create a variety of graphical displays that help to summarize the data as a whole. These graphs will include number lines, dot plots, histograms, and box plots. Through the creation and production of quantitative measurements and graphs, students will learn to analyze, summarize, and observe sets of data in various forms. The will be able to make inferences about certain data sets in relation to the context in which the data was collected, how the data was measured, and its units of measurement. Through each of these tasks, students will understand how numerical data is seen in real life, as well as how it is used in real life situations.

=Establish Goals= __Common Core State Standards__ //Content Area//: Math //Grade Level:// Grade 6 //Domain//: Statistics and Probability //Standard//: Develop understanding of statistical variability + Summarize and describe distributions

=Students will understand that= • Determining quantitative measures such as the mean, median, mode, interquartile range, and absolute deviation can help to describe the overall patterns of striking deviations with reference to the context in which the data was collected. • Numerical data can be displayed in various forms such as: number lines, dot plots, histograms, and box plots that each have distributions that can be described by quantitative data. •Numerical data can be summarized through reporting the number of observations, describing the context in which the data was investigated, how the data was measured, and its units of measurement.

= = =Essential Questions= •How can data be displayed in different ways? •Why is it important to determine quantitative measures of data such as mean, median, mode, interquartile range, and absolute deviation? •How can different sets of data or displays be summarized, described, or observed?

= = =Students will know= •__Vocabulary__: distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, interquartile range, mean absolute deviation. •__Critical Details__: displaying numerical data in different forms (histogram, number line, dot plot, box plot), calculating (mean, median, mode, interquartile range, mean absolute deviation), recognizing patterns in data or data displays, relating quantitative measures to shape of data distribution, reporting observation. •__Formulas:__ for calculating mean, median, mode, interquartile range, and mean absolute deviation.

= = =Students will be able to= •__describe__ why the context in which the data was under investigation is important, as well as how the data was measured, and its units of measurement. •__represent__ numerical data in various forms. •__produce__ quantitative measures from sets of numerical data. •__analyze__ sets or displays of numerical data by making observations. •__consider__ quantitative measures when describing overall patterns or striking deviations referring to the the context in which the data was collected. •__recognize__ that a set of data that is collected to answer a statistical question has its own distribution that can be described by data displays and quantitative measures.

**Performance Task Overview** You and your partner are professional team scouts for a professional sports team of your choice. Your team is looking to recruit the best out of three randomly selected college players for your team to scout for recruitment/drafting. To do this, you must look at three or more different types of game statistics that you can analyze, display, and observe to help support your decision. You must then create a cartoon animation using GoAnimate that explains to your teams general manager, owner, and head coach, why your player should be scouted for recruitment/drafting to your team. This will be followed by an explanation of how your statistical analyzation helped to make you decision, why is related to your product, and how your video explains your decision. =Expectations Beefup =

__**Attendance:**__ Attendance is required, attending class is the best way to be able to completely and fully understand this unit. If as student is absent they must contact me through email. All assignments are posted on the class wiki, so if you are absent you are expected to complete the assignment by the time you return to class. Any information needed to complete an assignment should be sought out by yourself by asking the teacher for the missed materials. If you have any questions or need extra help to catch up with your work, you should email the teacher. All work must be passed in the following class no matter what. If you miss a class, all of the notes and resources for that class will be posted up on the wiki page.

__**Assignments:**__ All assignments that you receive when you are in class should be completed by their due date unless you have talked to the teacher about it first. Any assignments not completed by the time they are due without a legitimate excuse will loose credit from the final grade.There will not be homework every night; there will only be homework for the end of each lesson that is designed like a quiz. Each homework assignment is a pre-assessment for the next lesson, so it is crucial that all homework done so that we can move on into the next lesson. If for some reason your homework can not be completed, please email the teacher to discuss this. If for some reason you need extra help with the homework assignment or have any questions, please email me as well.

__**Participation:**__ Participation is required but is a part of your overall grade, students are expected to contribute to class activities and discussions. Participation is not a measure of mastery of this content, but it will contribute to your overall understanding of this unit. Participation is part of many of the learning activities in this unit, so to participate is to help with your learning which will essentially help your grade. If there is ever any questions about participation in certain activities, or any requests to adjust an activity, please come to me in class, or through email so we can discuss this.

__**Plagiarism:**__ Plagiarism is not accepted. Any plagiarism on an assignment will result in a grade of zero and an after school session teaching about plagiarism. We will have a mini lesson on plagiarism at the beginning of the year that will help you to gather a better understanding of what is plagiarism and how to prevent it. I will supply resources and links to sites that will help to prevent plagiarism and avoid copy right issues. If there are ever any questions concerning copyright and plagiarism then you many speak to the teacher, it is better to ask then to wonder and plagiarize.

__**Classroom Expectations:**__ Respect is expected to both your teacher and your peers, any disrespect will result in a punishment. Students should treat and include others the way that they would want to be treated and included. The classroom should be an environment in which everyone is treated equally, it is the key to success for all students; a welcoming environment is a learning environment. This is what we need so that everyone learns the content and has equal opportunities for success.

=Benchmarks= Throughout this unit, students will be required to complete several different assignments testing their comprehension of the material. Below is a list and brief description of the assignments they will be required to complete as a demonstration of their learning throughout the unit. Students will be graded using a scale of 500 points.

• __**Xtra Normal (30)**__: Students will create an XtraNormal video that describe why it matters how you collected your data, and why it matters where you collected your data. This will allow me to assess whether the student understands the process of data collection and how in some cases the methods in which data is collected can greatly affect the outcomes of a numerical data set. Students must make the video interesting by choosing a setting and characters that contribute to their overall description. Students must use examples with real data sets so that your description is better understood. Students will then be asked to share their video on the class wiki so that their classmates can view and comment on them. Students will be graded through teacher and peer rubrics and checklists.

• __**Glogster poster (35):**__ Students will create a Glogster poster that shows a set of numerical data taken from real-life, in each of the four graphical displays. First students should create a statistical question that they can use to acquire numerical data, they must then use it to create each type of graph. Along with each graph, students must calculate the mean, median, mode, IQR, and absolute mean deviation for the data set. Students must use images, videos, or audio files that help to describe the data set and the process for creating it. This product will be assessed on the students ability to take numerical data and display it in graphical form. The poster will be linked to the class wiki for all students to see and use as a reference when creating their own graphs. This will be graded through teacher and peer checklists.

• __**Comic life or GoAnimate (45)**__: Students will create a cartoon that describes how to use a type of quantitative measure by giving examples of each with from a given data set. Students will be given a certain quantitative measure and they must create an engaging comic that describes to someone who does not know how to use that quantitative measure and what it is. Students should use a real life situation that would be appropriate in using their given quantitative measure. The students will be assessed through their ability to accurately explain their measure and relate it to real life context. The will upload their comic to youtube so that it may be linked to the class wiki when it is presented to the class. Students will be graded through peers and teacher rubrics.

• __**Prezi Diagram (30):**__ Students will create a Prezi diagram that shows a display of numerical data connecting with observations, analyzations, and summarizations. Students will be put into groups where they are given a data set. They will need to create some sort of data display that best represents their data set. The Prezi Diagram should include images, audio, and some sort of video to explain their observations of the data set. The students should brainstorm observations, analyzations, and summarizations that will help to describe their data set and display as a whole. They will be assessed through their ability to accurately and effeciently observe the data in such a way that they can make specific observations.This Prezi will be linked to wiki so that other students can see, and it will be presented to the class. Students will be assessed through teacher graded rubrics.

• __**Podcast (35):**__ Students will then break up into groups of three to create a podcast using garageband to describe the overall patterns of a self-collected data set by using a quantitative measures and considering the outside contributing factors. Along with the podcast that they will link to the wiki, they will be required to upload an image related to their data set. Students are required to use each type of quantitative measure to describe their data set, as well as discussing the possible outside and real life contributing factors that could have conflicted with the outcomes of the data set. Students will be assessed on their ability to creatively use podcast to describe data sets using all of the quantitative measures and discussing multiple contributing factors. The podcast will be viewed and commented on by other students. This will be graded through teacher and peer graded checklists.

• __**Survey on ProfilerPro and Wikipage (75):**__ Students will create a survey to collect data to ask a statistical question about music. The survey will be posted to the class wiki for other students to take. After, each group needs to create each of the four types of graphical displays to display your numerical data set. Then they will post each graph, along with pictures, videos, audio files, descriptions, observations, and summarizations in relation to quantitative measures on the wiki with it. The project will be graded on the students ability to include all aspects of analyzing quantitative measures and relating each process to another.This project will be presented to the class. This will be graded through teacher and peer graded rubrics/checklists.

__**Participation (55):**__ Students will be asked to voluntarily participate in class lectures and activities on a daily basis.

__**Journal Entries (45):**__ Students will use journal entries to reflect on each assignment they complete. In order to receive full credit students must complete all journal reflections.These journals will not be graded, they will be responded to by teacher feedback.

__**Performance Task-Unit Project (150):**__ You and your partner are professional team scouts for a professional sports team of your choice. Students must look to recruit the best out of three randomly selected college players for your team to scout for recruitment/drafting. To do this, you must look at three or more different types of game statistics that you can analyze, display, and observe to help support your decision. Students must use all quantitative measures to describe the game statistics they chose, as well as use at least three types of graphs in your presentation. You must then create a cartoon animation using GoAnimate that explains to your teams general manager, owner, and head coach, why your player should be scouted for recruitment/drafting to your team. This will be followed by an explanation of how your statistical analyzation helped to make you decision, why is related to your product, and how your video explains your decision. Students must demonstrate their complete understanding of the unit. This assignment is essentially a semester project that will be graded by peers, and teacher rubrics/ checklists.

=Grading Scale=
 * A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).