Objectives
Students will be able to represent data with dot plots, histograms and box plots by plotting data on the real number line.
Students will be able to estimate population percentages by using the mean and standard deviation of a data set to fit it to a normal distribution.
Students will be able to make inferences about population parameters based on a sample by using statistics.
Students will be able to estimate a population mean by administering a survey to a random sample of the population.
Students will be able to estimate population percentages by using the mean and standard deviation of a data set to fit it to a normal distribution.
Students will be able to make inferences about population parameters based on a sample by using statistics.
Students will be able to estimate a population mean by administering a survey to a random sample of the population.
CCSS Mathematics Standards
CCSS Math SID 1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
CCSS Math SIC 1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population
CCSS Math SIC 4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
CCSS Math SIC 1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population
CCSS Math SIC 4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
Assessments
There will be informal assessments throughout the week focused on mathematics. These assessments will inform the teacher of what subjects students understand and what subjects they are still struggling with. One such assessment is on day 7 when students create a poster using the body dimension ratio data. The teacher can check student understanding via the poster.
The formal assessment for this unit is the PSA commercial. By choosing which data and graphical representation of the data to include in the PSA will demonstrate students' understanding of statistics as well as when it is appropriate to use certain statistics. More information about this assessment as well as a rubric can be found under the PSA Project tab. 

Student Activities
We will begin the mathematics unit on the second week of the Body Image Unit.
Day 6: Students will measure the body dimension ratios of male and female models in advertisements as well as dolls and action figures. Students will also measure the body dimension ratios of their group members and other peers in order to build a larger data pool. Each group will record the data they collect in the Body Dimensions graphic organizer.


Day 7: We will talk about the different types of graphs that we can use to represent data, and when it is appropriate to use each type of graph. Each group will determine which graph they believe will help them represent the data best, then they will graph their data. Groups will then create a poster that includes their graph and an explanation of what why they chose this type of graph. The poster will also include an interpretation of the data. When the posters are complete, we will hang them around the class and do a Gallery Walk, comparing and contrasting the different graphing methods.
Day 8: Students will create a survey to learn more about how much time and money people spend on beauty and beauty products and how much time people spend on social media. We will be looking to see if there is a correlation between time and money spent on beauty and time spent on social media. Students will create the survey and randomly hand them out to students in the school.
Day 9: Students will spend the day organizing the data they collected from the surveys. We will discuss the results of the survey and brainstorm idea on how we can visually represent the data. In other words, we will discuss what types of graphs we can use to represent the data collected from the survey. In groups, students will create a graph to represent the data they collected from the survey. Students will be using Excel to organize their data and generate graphs.
Day 10: Students will discuss the averages and any trends they found in the survey data and attempt to make any conclusions. Then we will summarize the results from both the Body Dimension Ratio activity and the Students Survey activity. We will discuss what we can learn from these statistics.
In addition to copies of the graphic organizer, poster paper and marker will also be needed for the poster presentations. Students will also need access to computers or Chromebooks in order to use Excel to graph the survey data.
Day 8: Students will create a survey to learn more about how much time and money people spend on beauty and beauty products and how much time people spend on social media. We will be looking to see if there is a correlation between time and money spent on beauty and time spent on social media. Students will create the survey and randomly hand them out to students in the school.
Day 9: Students will spend the day organizing the data they collected from the surveys. We will discuss the results of the survey and brainstorm idea on how we can visually represent the data. In other words, we will discuss what types of graphs we can use to represent the data collected from the survey. In groups, students will create a graph to represent the data they collected from the survey. Students will be using Excel to organize their data and generate graphs.
Day 10: Students will discuss the averages and any trends they found in the survey data and attempt to make any conclusions. Then we will summarize the results from both the Body Dimension Ratio activity and the Students Survey activity. We will discuss what we can learn from these statistics.
In addition to copies of the graphic organizer, poster paper and marker will also be needed for the poster presentations. Students will also need access to computers or Chromebooks in order to use Excel to graph the survey data.
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