IB DP: Unit Planner

Unit Title Statistics 1

Subject: Mathematics SL Year: 2015-16 Level: Standard
Time Frame and Duration: 10 lessons
Teacher(s): Carla Mandacaru

Stage 1: Inquiry – establishing purpose of the unit

Unit description DP assessment(s) for unit (EA and IA) connected to this unit
Statistics 1 Tests using past exam questions:
Interim test (Statistics only)
End of Unit Test (Statistics + previous units)

Summative assessment practicing for IA:

Transforming data Investigation (Criteria A, B, D, E)

Transfer goals:
These are big, overarching, long-term goals (1-3 per unit)
Appropriate statistical analysis and interpretation is necessary for informed decision making
The choice of data displayed can affect the conclusions reached

Essential understandings:
Identify the individual skills and content knowledge needed to achieve the transfer goals.
5.1 Concepts of population, sample, random sample, discrete and continuous data.
Presentation of data: frequency distributions (tables); frequency histograms with equal class
intervals; box-and-whisker plots (w/GDC); outliers (definition)

5.2 Statistical measures and their interpretations.

Central tendency: mean, median, mode.
Quartiles, percentiles.
Dispersion: range, interquartile range, variance, standard deviation.
Effect of constant changes to the original data.
Applications.

5.3 Cumulative frequency; cumulative frequency graphs; use to find median, quartiles, percentiles.

5.4 Linear correlation of bivariate data.

Pearson’s product–moment correlation coefficient r (w/GDC)
(Positive, zero, negative; strong, weak, no correlation.)
Scatter diagrams; lines of best fit by hand using the mean point
Eq. of the regression line of y (dependent variable) on x (independent variable) w/GDC
Use of the equation for prediction purposes (extrapolation and interpolation)
Mathematical and contextual interpretation.
(in yellow additions to the latest guide, exam questions from May 2014 exam papers)
Skills
Graphing and interpretation of graphs
Organizing data in frequency tables and interpretation of data
Use of appropriate ICT (GDC, graphing packages, spreadsheets)
Prior knowledge
Identification of knowledge covered in previous years (mathematics continuum)
_Descriptive statistics: collection of raw data; display of data in pictorial and diagrammatic forms,
including pie charts, pictograms, stem and leaf diagrams, bar graphs and line graphs.
_Obtaining simple statistics from discrete and continuous data, including mean, median, mode,
quartiles, range and interquartile range.
_The equation of a line in the form y=mx+c
Missed concepts/ misunderstandings
Identification of the usual or potential missed concepts or misunderstandings students are likely to
have in this unit.
_Use of frequency tables and the identification of the variables
_The use of the GDC and the 1-vars stats function
_Interpretation of the linear regression model and the understanding that extrapolation outside the
domain is merely speculative

Inquiry question(s):
Questions for both skills and content taught in the unit; they get at the heart of the essential understandings.
Can be factual and/or debatable
Factual:
How are the measures of central tendency and the measures of spread different? What are their
strengths and weaknesses?
Why are extrapolations outside the domain of the data collected a misinterpretation?
What is the difference between correlation and causation?

Debatable:
To what extent is a graphical representation of the data necessary in a statistical analysis?
To what extent is a statistical analysis a reliable source of knowledge?
Should outliers be ignored?
Interdisciplinary links:
Clear and specific links (examples in subject guides, textbooks, etc)
List links to:
• other DP subjects:
Psychology and Geography used in the IA and in several studies
Biology 1.1.2 (mean and standard deviation) and 1.1.4 (comparing means and spreads)
• TOK:
How easy is it to lie with statistics? Anscombe numbers activity (Anscombe’s Quartet)
• International Mindedness and/or CAS (Creativity, Action, Service):
Hans Rosling (statistics and global issues) TED talk:
 The good news of the decade? We're winning the war against child mortality
https://www.ted.com/talks/hans_rosling_the_good_news_of_the_decade
Stage 2: Action - Teaching and learning through Inquiry
Assessment of Essential understandings both Formative (F) and Summative (S)
Formative assessments can take different forms, from a game to a presentation or class
discussion/presentation, to an exam, etc.
Summative assessments should model as much as possible the IBDP assessments.
Formative assessments (F):
Use past exam questions of different levels of difficulty
Oral presentations
Homework: Weekly consisting of practice questions from worksheets or textbook, from statistics
and different topics.
Two options available, students choose: (“Building up!” or “Ready for a challenge!”)
Summative assessments (S):
End of unit test using P1 and P2 (section A and B) past exam questions
Transforming Data Investigation (assessed against criteria A, B, D, E)
Teaching strategies: the core of the lesson plan, briefly describe the class activities used to ensure:
adequate prior knowledge, understanding of the concepts and practice of the skills for all
(differentiation), the development of the learner profile attributes, interdisciplinary links including
ToK, use of ICT
Students will receive a unit outline which will include the sections of the syllabus to be covered, the
homework plan, the assessment dates and a list of resources.

The class activities will involve different tasks to be completed individually as well as in groups:

1. Diagnostic collaborative activity: Matching cards (matching histograms and frequency tables with
measures of central tendency and range).
Linear equations in the form y=mx+c
daily 5 min warm-up exercises revising the previous lessons or previous topics

2. Measures of central tendency: Finding the missing numbers and writing their own problems

3. Inquiry: Transforming data Investigation – the effect of constant changes to the original data -
using spreadsheets and/or GDC to assist in the investigation.

4. Collaboration: Matching histograms, box-and-whisker boxes and cumulative curves, justify the
match, one presentation per match per group.

5. ToK Link: The Anscombe numbers activity (Anscombe’s Quartet); the importance of graphs when
analyzing data

6. ToK link: Exploring correlation and causation in different scatter diagrams analysis and the power
of misleading statistical analysis. Contextual interpretation of lines of best fit.
7. Reflection sheet for the analysis of the formative and summative tests.

8. How can these concepts be used in a Mathematical Exploration (Hans Rosling TED video)
https://www.ted.com/talks/hans_rosling_the_good_news_of_the_decade
Resources:
List any books, websites, or other resources used during the unit. Link to or attach copies of the
assessments, handouts, web pages, etc
Text book
ICT tools (GDC, spreadsheets)
Worksheets with class activities
Past exam questions and markschemes
Reflection sheets
Formula booklet
List of command terms
TED talk Hans Rosling (statistics and global issues) https://www.ted.com/speakers/hans_rosling
Stage 3: Reflection – Considering the planning, process and impact of the Inquiry
Reflection is an essential part of the learning process for both teachers and students.
Reflection should take place at each stage of the Unit Plan.
There are many possibilities. For example:
Stage 1
Were the students able to grasp the significant concept and answer the unit question(s) as desired?
Were the learning objectives met? What changes would be made next time?
Are students prepared for the next unit?
How could interdisciplinary links be expanded or refined in the future?

In general this unit worked well, students had been exposed to the majority of the concepts so
there was revision and consolidation of the concepts and skills. Some students coming from
different systems had not been exposed to this topic.

Stage 2
Did the assessment tasks allow the students to demonstrate the learning objectives identified?
Were the assessment tasks adequately varied to allow for different learning styles?
Were formative assessments given?

There were a variety of activities catering for different learning styles. The students engaged well in
the activities. The formative assessment tasks informed both students and teacher about the level
of understanding of the concepts and skills.

Stage 3
What inquires arose during learning? What, if any, extension activities arose?
What did the students find compelling? What created the most/least interest? Why?
Was adequate time for reflection built in to planning?
Was adequate time for student centered/initiated learning ensured?
Were interdisciplinary links explored? Were they effective?

The ToK linked activity Anscombe Numbers really created discussion and an awareness of the need
to ask more questions before taking a statistical study as reliable knowledge.

Resources
Were resources used appropriately?
Did resources have an impact on learning?
What resources would improve student learning?
All resources were used appropriately, some of the tasks were short allowing for a change of
activity during a 50 min or 100 min lesson, keeping students engaged. The variety of activities
greatly contributed to a holistic perspective on the topic with an emphasis on the importance of the
transfer goals and the interdependence of its parts.