Subject: statistics and probability

Grade Level: Grade 11

Objective:
1. Define statistics and probability.
2. Develop the ability to collect, analyze, and interpret data.
3. Understand basic statistical concepts like mean, median, and mode.

Learning within the curriculum:

1. Descriptive statistics: This topic covers how to summarize and describe the main
features of a data set, which directly connects with the objective of understanding
basic statistical concepts like mean, median, and mode.
2. Inferential statistics: This involves making predictions or inferences about a
population based on a sample of data, which relates to the objective of developing
the ability to analyze and interpret data.

Learning across the curriculum:

1. Mathematics: Understanding statistics is essential in mathematics, as it involves
the application of mathematical concepts to analyze data and make predictions.
2. Economics: Statistical methods are employed in economics for data analysis,
which assists in making informed decisions based on trends and patterns in
economic data.

Review Motivation:
Teaching Strategy: Cooperative Learning
Instructional Materials: Chart paper, markers
Energizer 1: "Data Detective" - Divide students into small groups and give each
group a set of random data points (e.g., ages of classmates). They must work
together to calculate the mean, median, and mode of their data within 5 minutes. The
group that finishes first wins a small prize.
Energizer 2: "Statistics Charades" - Students take turns acting out different
statistical terms (like mean, median, mode) without speaking, while the rest of the
class guesses. This engages all students, including those who may be shy or
reluctant to speak.

Activities
Activity 1: "Data Collection Challenge"
Teaching Strategy: Project-based Learning
Materials: Survey forms, pens
Significance: This activity allows students to practice collecting real data and
applying statistical concepts in a practical context.

Instructions:
1. Divide students into pairs and assign them a topic to survey (e.g., favorite school
lunch, preferred study times).
2. Each pair will create a survey form and collect data from at least 10 classmates.
3. After data collection, students will calculate the mean, median, and mode of their
results and present their findings to the class.

Rubrics:
- Clarity of survey design: 5 pts.
- Accuracy of calculations: 10 pts.
- Quality of presentation: 5 pts.

Assessment Questions:
1. What is the mean of your collected data?
2. How did you determine the mode?
3. What challenges did you face during data collection?
Activity 2: "Statistical Interpretation Role Play"
Teaching Strategy: Role-Playing
Materials: none
Significance: This inclusive activity allows students to interpret data and
communicate findings without needing any materials.

Instructions:
1. Students will form small groups and receive a fictional data set (e.g., test scores of
a class).
2. Each group will analyze the data and prepare to present it as if they are
statisticians explaining their findings to a school board.
3. Groups will perform their presentations, highlighting the mean, median, and mode
of the data set.

Rubrics:
- Depth of analysis: 10 pts.
- Engagement during presentation: 5 pts.
- Clarity of communication: 5 pts.

Assessment Questions:
1. What conclusions can you draw from the data?
2. Why is understanding the median important in your analysis?
3. How would you explain the mode to someone unfamiliar with statistics?

Analysis:
Activity 1 - The "Data Collection Challenge" allows students to engage in real-world
data gathering, enhancing their understanding of statistics through hands-on
experience. By calculating the mean, median, and mode, students can see the
practical application of these concepts.
Activity 2 - The "Statistical Interpretation Role Play" encourages students to
articulate their understanding of data analysis and interpretation, fostering
communication skills and confidence in discussing statistical findings.

Abstraction:
Understanding statistics is crucial for making informed decisions based on data
analysis. Students learn to identify patterns and trends, which are foundational skills
in various fields. Mastery of concepts like mean, median, and mode enables
students to interpret data accurately and draw meaningful conclusions.

Application:
Teaching Strategy: Inquiry-Based Learning
1. Task: Students will identify a local issue (e.g., waste management) and collect
data on community practices related to it.
2. Task: Students will analyze their data using statistical methods to propose a
solution to improve the situation.
Discussion: Students will share their findings and discuss how statistical analysis
can inform decision-making in real-life situations.

Assessment:
Teaching Strategy: Socratic Method

Questions:
1. How does the mean provide a better understanding of a data set than just looking
at individual data points?
2. In what situations might the median be a more useful measure than the mean?
3. Why is it important to know the mode when analyzing data?

For Higher Order Thinking Skills:

Questions:
1. How can statistical analysis influence public policy decisions?
2. What are the limitations of using mean, median, and mode in data interpretation?
3. How would you explain the importance of statistics to someone who believes data
is not important?

Answers:
1. Statistical analysis can reveal trends and inform decisions that affect large
populations, such as healthcare or education policy.
2. Mean can be skewed by outliers, making median a better measure in certain
cases, such as income data.
3. Statistics provide a foundation for making informed decisions, allowing for
evidence-based reasoning rather than assumptions.

Assignment:
1. Students will find a news article that uses statistics to support its claims. They will
summarize the article, identify the statistical methods used, and evaluate the
effectiveness of the data presented in supporting the article’s argument.