Year 9 Unit Plan - Stats

Pakuranga College
Mathematics Faculty
Year 9 Statistics Unit
5 Points towards PCJMA
Taught and assessed over 3-4 weeks
This document outlines the topic of work and the requirements of
students working at New Zealand Curriculum levels 3-5.
Year 9 Mathematics
(APN as at Sunday, June 08, 2014)
Statistics Unit
Weekly Planner
Topics
Quizzes/Tests :
Week 0 or 1
Introduction
Quiz 1 – Overview
Week 1
Skills
Quiz 2 - Calculations
Week 2
Summary Statistics
Quiz 3 – Box Plots
Week 3
Project
Presentations
School Activities
Notes on quiz and test points:
• Quizzes (3 points)
• 0-4 correct – 0 points
• 5-10 correct – 1 point
• Project (2 points)
• Level 3 – 0 points
• Level 4 – 1 point
• Level 5 – 2 points
This unit is worth a total of 5 points towards the Junior Mathematics
Award.
The number of lessons will vary for classes, a minimum of 11 lessons,
and a maximum of 15.
This plan will include 10 lessons with plenty of room for teachers to
extend or modify their teaching to suit their students.
Year 9 Mathematics
(APN as at Sunday, June 08, 2014)
Statistics Unit
PPDAC Summary Statistics
NZC AOs addressed: Focus on the PPDAC cycle and Summary Statistics
NZC Levels:
Level 3: http://new.censusatschool.org.nz/resources/level-3/
Statistical investigation
 Conduct investigations using the statistical enquiry cycle:
 gathering, sorting, and displaying multivariate category and whole number
data and simple time-series data to answer questions
 identifying patterns and trends in context, within and between data sets
 Communicating findings, using data displays.
Statistical literacy
 Evaluate the effectiveness of different displays in representing the findings of
a statistical investigation or probability activity undertaken by others.
Level 4: http://new.censusatschool.org.nz/resources/level-4/
Statistical investigation
 Plan and conduct investigations using the statistical enquiry cycle:
 determining appropriate variables and data collection methods
 gathering, sorting, and displaying multivariate category, measurement, and
time-series data to detect patterns, variations, relationships, and trends
 comparing distributions visually
 Communicating findings, using appropriate displays.
Statistical literacy
 Evaluate statements made by others about the findings of statistical
investigations and probability activities.
Level 5: http://new.censusatschool.org.nz/resources/level-5/
At Level Five students should be able to pose suitable questions for data driven
inquiry. The questions may be:
 Summary, for example, what is the normal height of a 14-year-old female?
 Comparative, for example, do males do more exercise than females?
 Relational, for example, is there a relationship between television watching
and lack of exercise?
Note: Given the timeframe of the unit and the need to expose
students to Level 5 of the NZC, please focus on the PPDAC cycle and
Summary statistics. Expose students to bi-variate, multi-variate and time
series, but focus on the big ideas rather than the finer details.
Students who have a good grasp of statistics can do a project of their
choice, others should stick with summary statistics to consolidate the
basics first.
Year 9 Mathematics
(APN as at Sunday, June 08, 2014)
Statistics Unit
Topic
Lessons
•
Statistical
investigations
PPDAC
2
•
Optional:
Census at
School
•
1
•
Box Plots
4
•
•
•
Project
4
•
•
Suggested Content
Model a statistical
investigation by measuring
the students heights for
example and creating
graphs.
What does this tell us about
all year 9 students?
Students take part in the
census at school 2014 data
collection process.
Student learn how to
calculate mean, median,
mode, range, LQ, UQ and
IQR.
Students learn to draw a dot
plot and box plot on the
same set of axis. (By hand,
on paper).
Students are focusing on the
key competencies and
learning habits for group
work.
Students are working
together in small group and
cooperating to produce a
digital product.
Students experience the
PPDAC cycle to investigate
a topic of interest.
Students present to the
class.
BYOD Resources
Dr Nic PPDAC VIDEO:
https://www.youtube.com/watch?v=lJWdFvYXvnk
http://www.mathsisfun.com/data/
http://new.censusatschool.org.nz/explore/
Liz Sneddon’s Introduction Booklet.
Quiz one.
http://new.censusatschool.org.nz/take/
http://new.censusatschool.org.nz/resource/
are-you-getting-enough-zzz/
Liz Sneddon’s Summary statistics Booklet.
Quiz two.
Quiz Three.
Rubric for group work
Rubric for learning habits
Marking grid for project
Suggest the use of google docs.
Note: If you are short on time the projects
should produce a digital resource of any
type. If you have time for students to present
then presentation could be optional. If you
wish you can make the project a holiday
task.
http://www.stats.govt.nz/tools_and_services
/schools_corner/Census/2013-censuseducation-resource.aspx
Optional
Census
1
Optional
Poster
1
Learn about census
http://www.stats.govt.nz/tools_and_services
/schools_corner/Census/2013-censusactivities.aspx
PPDAC Poster – students
make their own version for
the wall
http://new.censusatschool.org.nz/resource/
how-kids-learn-the-statistical-enquiry-cycle/
Key links
http://new.censusatschool.org.nz/resource/statistical-investigation/
http://new.censusatschool.org.nz/resource/how-kids-learn-the-statistical-enquiry-cycle/
http://new.censusatschool.org.nz/tools/random-sampler/
http://new.censusatschool.org.nz/new-zealand-statistics-curriculum/statistical-investigation/
Our Focus: Every student can draw a boxplot at the end of term 2
http://www.tki.org.nz/r/assessment/exemplars/maths/stats_display/sd_5a_e.html
Note: If a student poses their own question and completes every step of the PPDAC cycle, even a
summary question can bring them to level 5 of the NZC.
Year 9 Mathematics
(APN as at Sunday, June 08, 2014)
Statistics Unit
Teaching ideas:
Mix up the groups to allow students to work with different people.
Group Work: Start with the students.
-
Give each student a list of ten questions organized so they can be cut up
separately.
Randomly assign students to groups, perhaps using random numbers.
Each group gets one of the questions to statistically investigate and present
their findings to the class.
Possible questions are included in this document, the algebra and number
questions are designed to keep developing students algebraic and
numerical skills.
Peer teaching
-
After the quizzes have been completed order the students papers from top
to bottom, split the pile in two. Allocate students to a partner and get
students to teach each other.
Posters:
-
Allow students to negotiate a topic of interest and produce a PPDAC
investigation poster for your wall. Mark these informally simply by awarding
them an achieved, merit or excellence. Ask the students what they think
they deserve and if it seems reasonable go with their judgement. Achieved
can be level 3, merit level 4 and excellence level 5. Use it is a warm up task
for the project. This could be done as a one period challenge or a
homework task.
Human Box Plot:
-
Line the students up in height order. Find the middle student or students and
measure their height. On a sheet of A4 paper clearly write in vivid pen or
white board marker “median=X cm, students name(s)”.
Do the same for the lower quartile, upper quartile, shortest and tallest
person.
When students are back to their seats the A4 Papers can be taped (or use
magnetics) onto the white board. Work out a scale and draw the box plot
together on the white board.
The big idea is that students might be more able to “see” the 25% of data in
each of the box plot sections.
Statistics is a good topic to develop:
- Participating and contributing
- Understanding language symbols and text
- Relating to others
Algebra is a good topic to focus on
- Managing self
- Thinking
Year 9 Mathematics
(APN as at Sunday, June 08, 2014)
Statistics Unit
Group One
Group Two
Group Three
Group Four
Group Five
Group Six
Group Seven
Group Eight
Group Nine
Group Ten
Year 9 Mathematics
How many people live in your home?
____ females & ____ males
List the pet animals that live in your family home.
_____________________________________
What is your school night bedtime?
________________
Approximately how many texts do you send a
normal school day? ____
How do you get to school? Bus? Bike? Car? Walk?
_______________________
How long do you spend exercising each week?
_____________ minutes
Rate on a scale of 1 to 5 the importance of algebra
to the human race: Not=> 1 2 3 4 5 <=very.
Rate on a scale of 1 to 5 the importance of habits in
your life: Not=> 1 2 3 4 5 <=very. (circle one)
What country were you born in? _________
How long does it take you to get to school?
_____________ minutes
(APN as at Sunday, June 08, 2014)
Statistics Unit
Group One
Expand 3(2a+4) = __________
Group Two
Factorise 14a + 28b = ________
Group Three
Group Four
Group Five
Group Six
Group Seven
Group Eight
Group Nine
Group Ten
Year 9 Mathematics
Solve for x : 3x+1 = 10
_________________
Solve for x : 3x+1 = 2x-7
_________________
Simplify 3x-2x-7(x-3)
_______________________
Simplify 3x-2x-7(x+3)
_______________________
Simplify (4x-5)/(4x-5)
_______________________
Expand (4x-5)(4x-5)
_______________________
Expand (x+5)(x+5)
_______________________
Expand 2(4x-5)-(4x-5)
_______________________
(APN as at Sunday, June 08, 2014)
Statistics Unit

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