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Cover Page
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Essential Questions
Essential Questions to Guide this Unit and
Focus Teaching and Learning:
 What
math still needs to be developed?
 Why
is it essential to be able to interpret graphs and their data?
 Why
is important to know which graphical display model to choose to represent
your data?
 Why
is estimation/rounding a vital life skill?
 Why
is organizing your data first, the key to problem solving?
 Why
is hypothesizing an important problem solving tool?
 Why
is verification of your result a must?

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Questioning Techniques
I want to try and
incorporate a variety of techniques to have the students arrive at the
essential questions themselves. I will have to do some form of
directive questioning. Other techniques that I will try are:
 Have a group of different graphic
representations of the SAME data on the board and have the students
discuss the pros and cons of using each type. Also have the
students discuss what types of data would be better for each of the
types.
 I also want to use the Jeopardy Game
format into having the students come up with the questions for the
answers.
 I also like an idea I heard at
TTL. It was suggested that having the students discuss what
questions should be on the unit exam is a great way for the students
to discuss what was and should have been learned throughout the unit.

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Content Standards
SD
Content Standard Goals (SD Content Standards):
MATH The student will be able to:
GRADES
912 NUMBER SENSE STANDARDS
3. understand that
real numbers can be represented in a variety of forms. (example: integers,
fractions, decimals, percents, scientific notation, exponents, radicals,
absolute value, logarithms)
8. add, subtract,
multiply, and divide real numbers including roots and exponents using
appropriate computational strategies. (example: mental mathematics, paper and
pencil, calculator)
13. use estimation strategies in complex
situations to predict results and to check the reasonableness of results.

GRADES
912 PATTERNS, RELATIONS, AND FUNCTIONS STANDARDS
1.
describe the structure of the real number system
and related subsets.
4.
describe the relationship of the real number
system to the complex number system.



GRADES 912 STATISTICS
& PROBABILITY STANDARDS
1.
analyze and evaluate surveys and experiments conducted by others.
(example: bias, randomness, analysis, interpretation)
2.
create, implement, and defend a plan for
gathering data to answer relevant questions.
3.
compare multiple onevariable data sets,
using statistical techniques including measures of central tendency and
dispersion.
4. calculate
measures of central tendency and dispersion for complex sets of data.
5.
demonstrate how statistical analysis can
quantify variability.




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Assessments
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Time Frame of Unit
Time
Frame: 9
class periods on Block Scheduling 
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Lessons and Resources
This is just the
first lesson out of my unit 

Lesson Plan Topic:
Collecting Data and Tables and Graphs
(sections 11 & 12)

Objectives:
v
Use samples to make
inferences about populations.
v
Determine relationships and interpret data.
v
Read and interpret bar graphs or circle graphs.
v
Draw graphs to display data.

Activities:
I will be showing my PowerPoint
presentation on an overview of the unit to start the class today.
1.
We will be orally reviewing the Cover The Reading (CTR)
questions at the beginning of class.
I will be giving lecture notes on various problems that we
answer during the oral review that will help the students with their
class work.
2.
During class they will be working
in cooperative learning groups on the two assigned worksheets.
They must be turned in before class is over.
3.
Their homework will be to read and answer the CTR questions for
section 13.
4.
They will also be assigned their Unit Project today.

Assessment:
My first assessment will be an evaluation of
how well the students did in the class discussion of the CTR
questions.
My second assessment will be to grade the worksheets the students did
in their cooperative learning groups.

Resource(s):
The students’ textbook
Lesson Masters 11 & 12
Ti83 Calculators or the students’ own calculators
Ti83 Overhead projector

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Use of Technology
 The students will have many
opportunities to use technology in this unit.
 They will have to use the internet
for their 'M & M' Lab.
 They will also have to use the
internet for their unit project.
 They must come up with 6 different
forms of graphic representation of data they have gathered from 6
different sources off the internet.
 They also have to use their
Ti83 calculators to list the data and this can be done by downloading
it from the internet.
 They will use the calculators to find
answers to their labs, projects, homework, quizzes and tests.

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Conceptual Goal of Unit
 The goal of this unit is for the students to
be able to compare, contrast, and choose the appropriate graphing
model for representing the data they are evaluating.
 It is my job to make sure the students
remember this after each introduction of the various graphing models (WHERE).
 I want to try and find projects that involve
research in areas that are important to the students in their daily
lives (HOOK).
 I will have the students work in various types
of learning environments. They will be working individually, in
partners and in a cooperative learning group setting (ENGAGE).
I will provide them with some small data samples for guided
practice. I will also have them use their calculators, Excel,
and the Internet for research and data gathering and representation of
their results (EQUIP).
 We will have a daily reflection time at
the end of each class period. This is for the students to
be able to evaluate on what they have accomplished and where they want
to go with their work for that day and for their Unit Project (RETHINK
and REVISE).
 We will have a presentation for each of the
students' Unit Project. At the culmination of each presentation
the rest of the class will be allowed a Q & A session (EXHIBIT).

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