Stats and Probability Unit Ubd

Understanding By Design Unit Template
Statistics and Probability

Title of Unit
Grade 7
Grade Level
Mathematics
Subject
3-4 weeks
Time Frame
Meagan Jorgenson
Developed By
Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?
The unit provides meaningful learning to increase students engagement. This will help them to create a positive disposition to their
learning as they will feel it useful to themselves. Students will be encouraged to discuss and problem solve as a group to further their
understanding but also create a sense of community among the students. This will also provide students with a sense of self when they
are able to contribute effectively to the group discussion to help solve problems. Students will understand the role of statistics and
probability in everyday life to make them a more engaged citizen in society.
Cross curricular Competencies
How will this unit promote the CCC?
Constructing Knowledge Multiple lessons include students to create formulas using previous knowledge and to think critically to find
a way to solve a problem.
Identity and Interdependence Students will work on problems that provide multiple instructional strategies to aid in the self-efficacy
and all input will be valued.
Developing literacy Students will be introduced to new concepts with new math literacies. These will be laid out for students in a way
that will allow them to understand the new literacies thoroughly.
Social responsibility Students will be able to work on different assignments with students and class discussion will take place. It will
be laid out at the beginning of each discussion that all input is useful and can help us in solving the problem at hand.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
SP7.1
Demonstrate an understanding of the measures of central tendency and range for sets of data. [C, CN, PS, R, T]
SP7.2
Demonstrate an understanding of circle graphs. [C, CN, PS, R, T, V]
SP7.3
Demonstrate an understanding of theoretical and experimental probabilities for two independent events where the combined
sample space has 36 or fewer elements. [C, ME, PS R, T]
Enduring Understandings
What understandings about the big ideas are desired? (what you want
students to understand & be able to use several years from now)
What misunderstandings are predictable?
Students will understand that...
Statistics and probability is apparent in our everyday lives and can helps us to
better predict and interpret scenarios that involve data collection and
likelihood.
Related misconceptions
Students may have trouble understanding the difference between the
probability that should happen in theory and the outcomes of an
actual event
Students may have trouble when converting percent into degree with
central angles, and could possibly mix the two up.
Students may have difficulty seeing the total outcomes of more than
one event.
Essential Questions
What provocative questions will foster inquiry into the content? (openended questions that stimulate thought and inquiry linked to the content
of the enduring understanding)
Content specific.
How do you explain real world problems using statistics? How do

you interpret data from statistical representations? How can you
collect, organize and display data? What kinds of questions can be
answered using different data displays? Why is it important to be
able to represent data using graphs and measures of central
tendency? How will additional data affect the measures of central
tendency?
FNMI, multicultural, cross-curricular
- Students will play the Dice Game activity to incorporate a FNMI game
into their probability unit.
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-requisite
knowledge that students will need for this unit.
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviors that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will know...
Students will be able to
That there is a connection among all concepts in the unit and how additional
information can skew our results.
collect and organize discrete or continuous primary

data and secondary data and display the data using charts and
graphs, including continuous line graphs.
read, describe, and interpret data, and explain relation- ships
between sets of data.
determine the theoretical probability of an outcome in a
probability experiment, and use it to predict the frequency of the
outcome
Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal
Students goal is to achieve an understanding of how statistics and probability is apparent in everyday life and
What should students accomplish by
how to gather and interpret information to solve problems.
completing this task?
R Role
The role of the student is to be an engaged member of the classroom, who strive to pursue new knowledge and
contribute to class discussion.
A Audience
Grade 7 mathematics class.
What role (perspective) will your students

be taking?
Who is the relevant audience?
S Situation
The context or challenge provided to the

student.
P Product, Performance
What product/performance will the student
create?
S Standards & Criteria for Success
Create the rubric for the Performance Task
Students will be challenged to think critically to show their understanding of the concepts covered in the unit.
Students will complete questions and assessment assignments to demonstrate their acquired skills from the unit.
Statistics and Probability Final
Other Evidence
Through what other evidence (work samples, observations, quizzes, tests,
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.
Student Self-Assessment
How will students reflect upon or self-assess their learning?
Students will be able to demonstrate achievement constantly by completing

work sheets and tests. As well, students will be able to demonstrate their
knowledge when completing their math blog and taking part in class
discussions about the concept.
Students will get back their assessments and be able to reflect on their
answers to understand where they were possibly going wrong.
Stage 3 Learning Plan
What teaching and learning experiences will you use to:

achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
At this point the students have only briefly discussed some of the terms we will be learning further about. They would have briefly discussed data collection,
theoretical and experimental data, and sample space. Students will be given multiple assessment pieces so that they know where they are needed to be
throughout the unit and will be provided additional support for learning if needed. A majority of their work will happen in the classroom so that the students
can acquire additional support. The students will need to get to a point where they can think critically about a problem and are able to interpret the
information they find to help them solve that problem.
The learning will best occur in the classroom so that they can focus on their work. However, I will be encouraging them to be apart of discussions and to
have discussions about questions that pose a problem to them. I will have the room arranged so that it promotes discussion and learning. I want students
to feel that they may ask questions easily and without hesitation so that they will stay on track with the unit.
How will you engage students at the beginning of the unit? (motivational set)
We will start out with a statistics section, in which, I will have students test their prior knowledge by taking a survey of their peers. This
will encourage students to be interactive and use knowledge from classes before to create data. They will then be asked to create a
typical or average student, which will represent the mean, median, or mode depending on how they think.
At the beginning of our probability section, we will play the deal or no deal game. This game requires them to know basic probability and
is a great activity to get all the students involved. Itll have them realizing how probability is fun and make the connection of probability
to game shows (somewhat real world experience).
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
#
Lesson Title
Lesson Activities, first stating the outcome and indicator for each lesson
CCCs
Resources
1
SP7.1-1
Central
Tendencies
2
SP7.1-2
Outliers
SP7.1
Indicators:
- Determine mean, median, and mode for a set of data, and explain why these values may be the
CK, DL
- Handout
- Worksheet
Central
Tendencies
CK, DL,
SR
Outlier
worksheet
CK
Interpreting
same or different.
- Determine the range of a set of data
Lesson Activities:
- Classroom survey
- Examine the central tendencies
SP7.1
Indicators:
- Demonstrate an understanding of the measures of central tendency and range for sets of data.
Lesson activities:
- Identify outliers and examine the effects an outlier has on the central tendencies.
SP7.2
SP7.2-1
Interpreting
Circle Graphs
4
SP7.2-2
Central
Angles/Drawing
Circle Graphs
5
SP7.3-1
Probability and
Independent
events
6
SP7.3-2
Theoretical and
Experimental
Probability
7
SP7.3-3
Indicators:
- Interpret a circle graph to answer questions
- Identify common attributes of circle graphs, such as: title, label or legend
Lesson activities:
- Interpret and understand the layout of circle graphs.
- Understand the components of a circle graph
SP7.2
Indicators:
- Identify common attributes of circle graphs, such as: the sum of the central angles is 360, the
data is reported as a percent of the total and the sum of the percents is equal to 100%.
- Create and label a circle graph, with and without technology, to display a set of data.
Lesson activities:
- Learn about central angles and the connection between a percent in a circle graph to a degree.
- Draw circle graphs accurately without and then with technology
SP7.3
Indicators:
- Explain what a probability tells about the situation to which it refers.
- Provide an example of two independent events, such as: spinning a four section spinner and an
eightsided die, tossing a coin and rolling a twelve-sided die, tossing two coins, rolling two dice.
Explain why they are independent.
Lesson activities:
- Deal or no deal game
- Discuss dependent and independent events
- Native American Dice Game Activity
SP7.3
Indicators:
- Explain how theoretical and experimental probabilities are related and why they cannot be assumed
to be equal
- Determine the theoretical probability of an outcome involving two independent events.
- Represent a probability stated as a percent as a fraction or a decimal. - Represent a probability
stated as a fraction or decimal as a percent.
Lesson activities:
- Discuss theoretical and experimental probability
- Preform an experimental probability test to compare to theoretical probability of same event
- Discussion questions
SP7.3
Indicators:
- Explain how theoretical and experimental probabilities are related and why they cannot be assumed
to be equal
- Represent a probability stated as a percent as a fraction or a decimal. - Represent a probability
stated as a fraction or decimal as a percent.
Lesson activities:
- Learn about different ways to organize data (tree diagram, chart, list)
- Quick look at multiple and add rule of probability
- Draw graphic organizers
circle graphs
worksheet
CK, DL, II
- Worksheet
Pie or circle
graph
problems
- Computers
CK, DL,
SR
- Deal or no
deal game
- Exit slips
- Native
American
Dice Game
Activity
CK, II, SR
- Worksheet
what are
my
chances?
CK
- Worksheet
Graphic
organizers
sample
space
Statistics and
Probability
Final
Final
Assess and Reflect (Stage 4)

Considerations
Comments
Required Areas of Study:

Is there alignment between outcomes, performance
assessment and learning experiences?
Yes. Throughout the unit, students will constantly be getting feedback through discussion
in class, and formative assessment. These assessments not only help me as a teacher
understand how they are developing and expanding their understanding but also provide
me with knowledge on where I need to further help guide their learning. As well, these
assessments will also help the students see their growth throughout the unit. The
assessments are meaningful and require students to think critically using their previous
and newly acquired knowledge.
Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
For struggling students:

I have provided a lot of work time for each assignment so that if a student is struggling
they can get the required help from a peer, teacher assistant or myself. If students are still
struggling, I will help the student by highlighting the operation that needs to be preformed
on their assessment assignments. If need I will set up a corner in the room so that these
students can all come and work closely with me to help guide their learning. In the case
that a student falls far behind, I will assign a teacher assistant to work closely with the
student during classes to make sure to reinforce any learning.
For students who need a challenge:
I will provide students needing a challenge with new and in depth problems each week
that they can complete when done the assignment. These problems will require the
students to think more in depth about the concepts we have been learning about. This will
challenge them to search for a way to complete the problem using multiple strategies that
they have learnt.
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Most of the lessons I have created a teacher directed when providing students with new
information. However, many also require students input so that I can provide a
connection between content and the individual so there is a more meaningful connection.
The assessment assignment I have provided also have students think critically and are indepth which will allow me to provide more thorough feedback for the students learning
than many math assignments do.
Resource Based Learning:

Do the students have access to various resources on an
ongoing basis?
FNM/I Content and Perspectives/Gender

Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each childs identity?
Yes. I have provided students with online resources that can help them further grasp the
information I will be teaching. They will also have access to the textbook and handouts I
have provided.
I have added in a traditional FNMI game that will still connect strongly to the outcomes
and content of the unit. I will make sure to always be aware of the diversity among
students. Making sure my classroom is set up in a way that promotes and engages all
students, and similarly with assignments.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
Lesson Plan

Date:

Subject: Stats and probability

Topic: Mean, Median, Mode and Range

Materials: Handout and worksheet

Time: 1-2 classes

Grade: 7
Essential Question (from unit, if applicable):
Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will be able to determine the mean, median, mode and range from a set of data given to them
Students will be able to solve problems using the central tendency measures.

Outcome(s): SP7.1 Demonstrate an understanding of the measures of central tendency and range for sets of
data. [C, CN, PS, R, T]

Indicators:
- Determine mean, median, and mode for a set of data, and explain why these values may be the same or
different.
- Determine the range of a set of data

Stage 2- Assesssment
Assesssment FOR Learning (formative) Assess the students during the learning to help determine next steps.
Worksheet

Assesssment OF Learning (summative) Assesss the students after learning to evaluate what they have learned.

Stage 3- Procedures:

Instructional Strategies:
Key term

Anticipratory set:
Review the concepts of formulating questions, collecting first- or second-hand data, and
preparing bar graphs.
Have students work individually, or in pairs, to do the following:
a) Formulate a survey question about peers that can be answered with numeric values.
Sample Questions:
How many siblings are in your family? How many pets (or cell phones, televisions) does your
family have?
How many times a week do you eat a particular food, watch a movie, or participate in physical
activity?
How many hours do you sleep per night?
How tall are you?
How many pairs of mittens (or shoes, pants) do you own?
How many countries have you visited?
Compare the heights (or heart rates, lengths of names) of boys and girls in the class.
b) Gather the information.
c) Display the data in a bar graph.
d) Formulate a question about the population of the survey that could be answered using the
information from the graph. Include an answer key to the question.
3. Have students present and display their work. These data sets can be used for subsequent learning
experiences.
This information provides interesting information about the peers in their class. Now students
will need to take that information and combine it to create a general statement. EX. A typical
student has 2 siblings. Etc.
Students can work individually or with groups to best answer their question.
Inform students that in using one value to represent a range of data, they have been exploring
statistical measures of central tendency. Measures of central tendency will be studied in greater
detail in the following learning experiences.

Main Procedures/Strategies:
Introduce key vocabulary: median, mode, mean, range.

o Median middle number
o mode - most frequent number
o mean - average
o range - difference between greatest and least number
solving for median (students volunteer odd #)
Collectively solve a median problem:
Choose something that each student in the class can individually countsuch as a number of buttons
they are wearing, number of pencils or markers in their desks, number of pages in a book they are
reading, etc.
Direct students to line up in order of least to greatest, depending on the number they counted.
Explain to students that in order to find the median value in the group, the pairs of students at the
beginning and end of the line will have to keep sitting down until only one or two students remain
standing (depending on whether or not there was originally an odd or even number of students).
If there is one student remaining, he or she represents the median value. If there are two students
remaining, add their two number values and divide by two to determine the median.
Solving for mode: Given a set of data
Present students with the following problem to solve:
Q: How can Theo use the concept of "mode" to prove that he is a valuable member of his basketball
team? Here are Theo's point totals from the nine games in which he played: 6, 8, 14, 12, 11, 14, 4, 6, 14.
[A: Since mode is the most popular or frequently occurring value among a set of numbers, Theo can use
the modal value of 14 points to show off his basketball scoring record. ]
Solve for mean:
Present students with the following problem to solve:
Q: A teacher told the class that he would use the mean value of students' test scores to determine their
final grades. If Mary scored 90, 85, 80, 85, and 100 on her exams, what will be her final grade?
[A: Adding the test scores totals 440. 440 divided by 5 equals 88Mary's final grade. ]
Solve for range: using the previous data used for Range
Organize data from smallest to largest
Range= largest-smallest
A: 100-80= 20 = range

Closing of lesson:
- students will be given a worksheet to review concepts learnt. They will need to find a more defined
definition for the key terms as well as go through steps to find each of the central tendencies.
- Adaptations/Modifications: - students struggling with the concept will be provided the guided
learning handout to complete which will help them lay out the steps needed to be complete
- Last 5-10 minutes will be set aside for students to write in their math blog.

Students will be keeping a math blog for this unit as a continuation of previous units. This will be
there first entry for the unit:
Students should include what they learnt from the activity

New definitions
Other interesting information
Personal Reflection:

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)
The mean, median and mode are types of average.

The range gives a measure of the spread of a set of data.
This section revises how to calculate these measures for a simple set of data.
It then goes on to look at how the measures can be calculated for a table of data.
Calculating the Mean, Median, Mode and Range for simple data
The table below shows how to calculate the mean, median, mode and range for two sets of data.
Set A contains the numbers 2, 2, 3, 5, 5, 7, 8 and Set B contains the numbers 2, 3, 3, 4, 6, 7.
Set A
Set B
Measure
2, 2, 3, 5, 5, 7, 8
2, 3, 3, 4, 6, 7
The Mean
Adding the numbers up gives: Adding the numbers up gives:
To find the mean, you
2 + 2 + 3 + 5 + 5 + 7 + 8 = 32 2 + 3 + 3 + 4 + 6 + 7 = 25
need to add up all the
There are 7 values, so you
There are 6 values, so you
data, and then divide
dividethe total by 7: 32 7 dividethe total by 6: 25 6 =
this total by the number = 4.57...
4.166...
of values in the data.
So the mean is 4.57 (2 d.p.)
So the mean is 4.17 (2 d.p.)
The Median
The numbers in order:
The numbers in order:
To find the median, you 2 , 2 , 3 , (5) , 5 , 7 , 8
2 , 3 , (3 , 4) , 6 , 7
need to put the values
The middle value is marked
This time there are two values
in order, then find the
inbrackets, and it is 5.
inthe middle. They have been
middle value. If there
So the median is 5
putin brackets. The median is
are
foundby calculating the mean
two values in the middle
of thesetwo values: (3 + 4)
then you find the mean
2 = 3.5
of these two values.
So the median is 3.5
The Mode
The mode is the value
which appears the most
often in the data. It is
possible to have more
than one mode if there
is more than one value
which appears the most.
The Range
To find the range, you
first need to find the
lowest and highest
values
in the data. The range is
found by subtracting the
lowest value from the
highest value.

The data values:

2,2,3,5,5,7,8
The values which appear
mostoften are 2 and 5. They
bothappear more time than
anyof the other data values.
So the modes are 2 and 5
The data values:
2,2,3,5,5,7,8
The lowest value is 2 and
thehighest value is 8.
Subtractingthe lowest from
the highestgives: 8 - 2 = 6
So the range is 6
The data values:

2,3,3,4,6,7
This time there is only one
valuewhich appears most often
- the number 3. It appears
more timesthan any of the
other data values.
So the mode is 3
The data values:
2,3,3,4,6,7
The lowest value is 2 and
thehighest value is 7.
Subtractingthe lowest from the
highestgives: 7 - 2 = 5
So the range is 5
Range:
Finding the Maximum, Minimum, and Range

Daily Temperatures (in degrees Fahrenheit) for 1 Week in Fargo, ND
- 5 , 1 , - 10 , 4 , 8 , 12 , 10
show the range on the number line below:
0
Maximum:
______
Minimum:
______
Range: __________
_________ to _________
A group of friends compared the interest rates on their credit cards:

Marlon
calculate the difference:
Eric
7%
Devon
9.99%
Yolanda
5.5%
Marshall
Maximum:
______
Minimum:
______
Range: __________
_________ to _________
Mode:
There can be up to __________ modes.
If there are more than 2 numbers that appear most frequently, or
if all of the numbers have the same frequency, the set has no
mode ( you can write "none" )
Finding the Mode
1 , 1 , 2 , -3 , -3 , -3 , 2 , 4
50 , 60 , 70 , 80 , 90
12 , 13 , 13 , 14 , 14 , 15
7
8
1
8
1
8
1
2
8 , 1 , 8 , 1 , 9 , 9 , 4
Inez's family orders lobsters to cook for their New Years Day meal. The chart
below shows the quantity of each size lobster that they bought.
Weight Category
1
1
2
1
2
2
Qty.
pound lobsters
pound lobsters
pound lobsters
1
4
pound lobsters
Mode: __________
Maximum:
______
Minimum:
______
Range: __________
_________ to _________
Median:
If there are two middle values, the median is halfway between them.
Finding the Median
4 , 5 , 1 , 6 , 6 , 12 , 0
( -1 ) , 15 , ( -5 ) , 21 , 16 , 21
$5.00 , $1.25 , $3.50 , $11 , $1 , $15.50
Layla worked four days last week at the Last Drop Caf. The list below shows
what she earned each day:
Monday
$43.50
Wednesday
$66.00
Friday
$39.25
Saturday
$50.00
What is the median amount earned by Layla last week?
______________
Mean:
Add up all of the values and divide by the number of values.
Finding the Mean
-4 , 9 , 5 , -6 , 12 , 0
92 , 79 , 134 , 110
Hector, Marty, Sharon, and Denise went to the bookstore.

The chart below shows all of the items they purchased and it's cost.
ITEM
Pack of Pens
Cost
$1.50
Qty.
4
Notebook
$1
Whiteout
$2
Set of Highlighters
$2.50
What is the average amount spent by each person? _________________
Find the minimum, maximum, mode, range, mean, and median.
( -7 ) , 12 , ( -5 ) , 5 , 5
1)
0
Maximum:
______
Range: __________
OR
Minimum:
______
_________ to _________
Mean : __________
Median : _________
2)
Mode : ___________
The list below shows the height of four buildings in Boca Raton, FL.
600 ft. , 1,000 ft. , 450 ft. , 500 ft.
0
Maximum:
______
Range: __________
Minimum:
______
_________ to _________
Mean : __________
Median : _________
Mode : ___________
OR
Lesson Plan

Date:
Subject: Statistics and Probability
Topic: outlier
Materials: worksheet

Time: 2-3 classes
Grade: 7
-How will additional data affect the measures of
central tendency?

Students will be able to determine if there is an outlier in a given set of data
Students will understand how an outlier effects a given set of datas central tendencies

Outcome(s): SP7.1 Demonstrate an understanding of the measures of central tendency and range for sets of
data. [C, CN, PS, R, T]

Indicators:
- Analyze a set of data to identify any outliers.
- Explain the effect of outliers on the measures of central tendency for a data set.


- outlier worksheet for assessment


Instructional and learning strategies:
Guided questioning
Practice
Similarities and differences

Anticipatory set
- Write a list of numbers like the students have seen when determining mean, median, mode and range.
- Ask students: What would happen if we added another number to the list? Would any change? What if
the number was a lot larger or smaller than the numbers in the list?
- Introduce outliers to the students
- An outlier is a value in the data set that is much larger or much smaller than most of the values in the
data set.
- A data set may have more than one outlier or none at all.
- The mean of a data set with an outlier can be misleading, as it may not resemble most of the data.
- Excluding an outlier that is significantly larger than the rest of the data will decrease the mean.
- Excluding an outlier that is significantly smaller than the rest of the data will increase the mean.
- Excluding an outlier usually will not affect the mode or median
- To compare: find the mean, median, mode and range with the outlier and then without. Compare the
two values to see if they have increased, decreased, or stayed the same.
- Go through example with students in finding the outlier. Then finding the mean, median, mode and
range with and without an outlier.
-
Ex. 4, 6, 3, 8, 7, 9, 4, 5
- Mean: 5.75
- Median: 5.5 (5 & 6 are Median so we take the average)
- Mode: 4 (appears the most)
- Range: 6 (3 to 9)
- Now add the outlier 17 and look at how majority of the central tendencies change
- Mean: 7
- Median: 6 (changes slightly)
- Mode: 4 (stays the same)
- Range: 14 (3 to 17)
- The mean and range change the most

Closing of lesson:
- Students will be given a worksheet to continue working on the concepts
- Will be looking at identifying the outlier in a set of data
- Solving word problems with outliers
- Looking at the difference of the central tendencies when an outlier is added

Blog:
- questions to answer:
- How do we determine if an number is an outlier?
- Do you think outliers should be included when finding the mean, median, mode and range?
Why or why not?
- Did you find todays lesson easy or difficult?

Outlier Worksheet
DRAFT
Name:__________________
ISL Item Bank: 6 Grade
Date:___________________
Chapter 3: Using Data and Statistics
th
Standard: SDAP 1.1 Compute the range, mean, median, and mode of data sets.
SDAP 1.2 Understand how additional data added to data sets may
affect these computations of measures of central tendency.
Lesson 3.2: Data with Outliers
Find any outliers in the data set.
4, 3, 1, 1, 5, 7, 9, 2, 18
Put the data in order from
least to greatest.
1, 1, 2, 3, 4, 5, 7, 9, 18
Circle the numbers on the

end that are significantly
larger or smaller than most of
the data.
1, 1, 2, 3, 4, 5, 7, 9, 18
Since 18 is very different from all other data, it may affect the measures of central tendency.
So, 18 is a possible outlier.
Put the numbers in order from least to greatest. Then identify any possible outliers.
51, 53, 52, 82, 11
13, 15, 19, 19, 21
1.2, 1.2, 3.3, 0.02, 4.3
11, 11, 11, 11, 13
83, 83, 83, 83, 83, 83
14, 14, 14, 14, 14, 170, 14, 14, 14, 14, 14
7/7/2008
6th 3-2
29
DRAFT
Find any outliers in the data set.
72, 22, 45, 92, 2, 35, 67, 34, 85
Put the data in order from
least to greatest.
2, 22, 34, 35, 45, 67, 72, 85, 92
Circle the numbers on the

end that are significantly
larger or smaller than most of
the data.
2, 22, 34, 35, 45, 67, 72, 85, 92
92 is different but is pretty close to 85. However, 2 is much farther from the next number, so 2 is a
possible outlier.
Put the numbers in order from least to greatest. Then find any possible outliers.
11, 23, 79, 14, 25.5, 2
13, 15, 19, 19, 21
1, 22, 17, 25, 11, 25, 1, 80
18, 16, 15, 17, 19, 20
51, 53, 52, 82, 11
4.2, 5.3, 15, 3.1, 4.2, 5
42, 44, 45, 45, 49, 50, 50, 109, 111, 111, 157, 142,
310
1.5, 5.9, 5.3, 4.45, 3.3, 4.1, 1.8, 0.02, 6
7/7/2008
6th 3-2
30
DRAFT
Consider each situation. List the data in order from least to greatest. Find any possible outliers.
A newspaper carrier delivered to 15 houses on Monday, 12 houses on Tuesday, 14 houses on
Wednesday, 15 houses on Thursday, and 5 houses on Friday.
A basketball player scored 21 points for games 1 and 3. He scored 17 points for game 2. Then he scored
25 points for games 4 and 5.
Amanda measured 10 earthworms for a science project. Below are her measurements in centimeters.
6.4, 6.7, 8.9, 1.2, 7.7, 4.8, 8.8, 7.5, 6.7, 6.0
The ages of people who were playing in the playland are shown below.
3, 6, 8, 4, 5, 3, 2, 17
Gordon recorded the number of miles he ran each week for six weeks.
2, 12, 16, 13, 14, 14
7/7/2008
6th 3-2
31
DRAFT
The number circled is an identified outlier. Find the median with and without the outlier.
Fill in the blanks.
14, 12, 9, 9, 11, 12, 9, 87

With Outlier
Without Outlier
Organize numbers
from least to greatest
Median
What happened to the median when the outlier was taken out?
102, 122, 115, 5, 122, 107

With Outlier
Without Outlier
Organize numbers
Median
22, 22, 22, 53, 22

With Outlier
Without Outlier
Organize numbers
Median
7.4, 8.1, 7.3, 7.22, 0.32, 7.4

With Outlier
Without Outlier
Organize numbers
Median
Does the exclusion of an outlier greatly affect the median?
Can you give a reason why the exclusion of an outlier would not affect the median?
7/7/2008
6th 3-2
37
Lesson Plan

Date:
Subject: Stats and probability
Topic: Interpreting Circle Graphs


Grade: 7

- Students will understand how to interpret circle graphs

Outcome(s): SP7.2 Demonstrate an understanding of circle graphs. [C, CN, PS, R, T, V]

Indicator:
- Interpret a circle graph to answer questions.
- Identify common attributes of circle graphs, such as: title, label, or legend

- worksheet on interpreting circle graphs



Motivational/Anticipatory Set (introducing topic while engaging the students)
- Teacher will write down a list of animals, activities, or something else students are interested in and
students will vote on their favorite from the list (only once)
- Data will be taken down and students will discuss how they can display this so someone could easily
understand which was the favorite while being able to compare to the other data.

- Teacher will display a circle graph with similar information on it. Then ask students what they can
interpret from the graph. (Favorite? Least favorite? How do we know this? What do the percents add up
to? Etc.). Students will write down what they know about graph and share with class.
- Students should realize (or teacher can explain) that each sector that represents an item takes up a
percent of the circle and the circle, as a whole, equal 100%.
- Students will then be given a Circle graph that is not labeled and asked what they know about this.
Students should realize they wouldnt know much other than different items take up different amounts.
Teacher will keep adding information until students are able to fully understand the graph (graph will
end up needing: title, label, and/or legend.
- Circle graphs must include a title, label or legend to provide information on the graph
- Watch Short Instructional Video: https://www.youtube.com/watch?v=Mqjtk4LFIlM

Closing of lesson:
- Students will then be given a sheet that requires them to gather and interpret information from graphs


Use the circle graph to answer the following questions.
[Figure6]
1. Which foreign language is the least popular?

2. If 30% of the students chose French, what percent did not
choose French?
3. What percent of the students chose Italian?
4. What percent of the students did not chose Italian?
5. What percent of the students chose Latin?
6. What percent of the students did not choose Latin or French?
7. What percent of the students did not choose French or
Spanish?
8 .What percent of the students did not choose German?
[Figure7]
9. What percent of Patricks budget is spent of transportation?

10. What percent of the budget is spent on food?
11. What percent of the budget is not spent on food or savings?
12. If 35% of the budget is spent on rent and utilities, what percent
is not spent on this?
13. True or false. Patrick does not spend any money on clothing.
14. What percent is spent on savings and food together?
15. If Patrick was going to increase his savings by 15% what
would the new percent of savings be?
Lesson Plan

Date:
Subject: Stats and Probability

Topic: Central Angle/Drawing Circle Graphs
Grade: 7
- How do you interpret data from statistical
representations?

Materials: protractor, computers, worksheet

Students will be able to draw circle graphs accurately using a protractor
Students will understand central angles of a circle

Outcome(s): SP7.2 Demonstrate an understanding of circle graphs. [C, CN, PS, R, T, V]

Indicators:
- Identify common attributes of circle graphs, such as: the sum of the central angles is 360, the data is
reported as a percent of the total and the sum of the percents is equal to 100%.
- Create and label a circle graph, with and without technology, to display a set of data.


- worksheet on drawing circle graphs

Motivational/Anticipatory Set (introducing topic while engaging the students)
- Teacher will quickly review previous lesson and go over any parts that students struggled with
- Students will then be given a set of information and be asked to draw a circle graph like the ones they
had just been interpreting
- Once done students will share their graph with a partner and compare the two. They will most likely
realize that although their graphs are close they are not exactly the same.
- Ask students how they can create a more accurate circle graph?

- Introduce the idea of using angles to create a more accurate graph
- A central angle is an angle formed with the center of the circle as the vertex (where two points meet)
and the sides are two radii.
- The central angles add up to 360 degrees (can use explanation of doing a 360 in sports or by using
protractor and drawing around the edge)
- Therefore, since the students already know that a circle equals 100%. Then 100%=360 degrees. We can
break this down and figure out that 1% = 3.6 degrees
- Then we should be able to find the sector degrees when giving their percent to draw a more accurate
graph with protractor.
- When gathering information that isnt in percentage but votes students will need to find percent. Votes
for item
Total votes. Then continue graphing as usual.
- As well show an example of graphing on the website:
https://nces.ed.gov/nceskids/createagraph/default.aspx?ID=7f992feb7f5d420d8c66e7ed868028e6
- Select graph: pie/circle
- Input data name and percentage
- Select data label type (students can choose from any to see how each will appear on graph)
- Encourage students to play around with all different options to see how the graph will change

Closing of lesson:
- Go through an example with students (finding percents, changing percent to degree and drawing graph)
then students will be given a sheet that requires them to draw circle graphs with given information.
- They will complete 1-5 on a sheet of paper by hand and 6-10 on the computers (make sure they save the
graphs to their documents)


Name _____________________
Date _________________________
Pie or Circle Graphs Problems - Independent Practice Worksheet

Complete all the problems.
1. Make a pie graph for each set of data below. Label sections by coloring
each section of graph and creating a key.
Student Name
Peter
75
Score
John
60
Kitty
50
Rosy
85
Color
Favorite Flower
Rose
75
Votes
Camellia
60
Sunflower
50
Goldenrod
35
Peony
60
Color
Favorite Subject
Like
Science
60
Math
80
English
90
History
50
Color
Favorite color
Yellow
35
Votes
Red
62
Green
46
Blue
84
Pink
78
Color
Favorite Language
Like
English
85
Hindi
60
French
70
Russian
50
Color
TonsofFreeMathWorksheetsat:www.mathworksheetsland.com
Name _____________________
Date _________________________
Class
III
80
Result
IV
90
V
75
Color
Country
Educated Population
America
85
England
90
Australia
80
Switzerland
85
Color
Favorite Drink
Vote
Sprite
60
Mt. Dew
80
Coke
50
Dt. Coke
75
Pepsi
85
Color
Favorite Fruit Juice
Vote
Orange
Juice
75
Pineapple
Juice
60
Papaya
juice
50
Pomegranate
Juice
85
Color
Favorite Fruit
Like
Mango
75
Apple
60
Cherry
50
Grapes
85
Strawberry
80
Color
TonsofFreeMathWorksheetsat:www.mathworksheetsland.com
Lesson Plan

Date:
Subject: Statistics and Probabilty
Topic: probability and independent events
Materials: Exit slip and Game handout

Time: 3-4 classes (one for game)

Grade: 7
-

- Students will know the equation for probability of an event
- Students will understand the difference between independent and dependent events

Outcome(s): SP7.3 Demonstrate an understanding of theoretical and experimental probabilities for two
independent events where the combined sample space has 36 or fewer elements. [C, ME, PS R, T]

Indicators:
- Explain what a probability tells about the situation to which it refers.
- Provide an example of two independent events, such as: spinning a four section spinner and an eightsided die, tossing a coin and rolling a twelve-sided die, tossing two coins, rolling two dice. Explain why
they are independent.

- exit slips



Anticipatory set
- Set aside one class to play deal or no deal with kids. (print off on website)
- http://www.teachforever.com/2008/02/lesson-idea-probability-using-deal-or.html

-
At the beginning of the second class.

Look at the local weather for the next week. Ask students what the percentages mean for rain/snow etc.
What do these percentages mean?? (The probability it will snow or rain)
- How might we describe probability?

The probability of an event is the measure of the chance that the event will occur as a result of an
experiment. The probability of an event A is the number of ways event A can occur divided by
the total number of possible outcomes.
!"#$%& !" !"#$!"#$ !" !!! !"!#$
!"!#$ = !"!#$ !"#$%& !" !"#$!%&' !" !!! !"#$%& !"#$%
Events can be broken down into two categories:
- Independent: When two events are said to be independent of each other, what this means is
that the probability that one event occurs in no way affects the probability of the other event
occurring. An example of two independent events is as follows; say you rolled a die and
flipped a coin. The probability of getting any number face on the die in no way influences
the probability of getting a head or a tail on the coin.
- Dependent: When two events are said to be dependent, the probability of one event
occurring influences the likelihood of the other event.
Go over examples so students understand the difference between the two types of events:
- Flipping a coin and getting heads 3 times in a row. (independent the results of the first
coin flip do not effect the next coin fips)
- Drawing two aces from a deck of cards, keeping each card in your hand. (dependent a card
is pulled out and kept out of the deck so now there are only 51 cards in the deck so
probability changes)
- Drawing a king of spades, placing it back in the deck, and then drawing another king.
(independent if you put the card back in the deck all are back and the probability stays the
same)
- John rolls a six on a number cube and then flips a coin that comes up heads. (independent
the events are completely separate and do not effect each other)
- You draw a red marble from a bag, and then another red marble, without replacing them.
(dependent you pull out a marble and now the total outcomes in the bag changes for the
next event)
Tell students you will only be focusing on finding the probability of independent events. Go over
example with students:
- The probability that when you flip a coin 3 times, only 2 tails appear:
- Create a sample space (our order doesnt matter): {HHH, HHT, HTT, TTT} or {no
tails, one tails, two tails, all tails}

- 1/4 (probability of event/ total possible outcomes)
- If at least 2 tails appear:
The probability of picking out a heart in a standard card deck, replacing, and then chosing
another heart
- When looking at two specific outcomes both happening we multiple the probability
of each. (Usually we can figure this out by finding an AND in the problem)
- P(heart)= 13/52=1/4 and P(second heart with replacement)= 1/4
- So, (1/4)(1/4)= 1/16
Closing of lesson:
- Students will be given an exit slip to assess what they were able to learn during class and determine
whether things will need to be reviewed before moving on in the next class.

Extension:
-
for those done they can begin playing the Native American Dice activity game (will play the next class)
and review what is found. (handout)
website http://web.uvic.ca/~tpelton/fn-math/


ABOUT NATIVE AMERICAN GAMES

Game playing is a pastime enjoyed by most people. Native Americans are no
exception.
The origins of many games were with the tribal gods. Because of this, games were
played ceremonially to bring rain, ensure good harvests, cure illness, expel evil spirits, or
give pleasure to the gods by demonstrating physical fitness. Though games are usually
played for fun and pleasure, Native American games also played a role in the education
of children by helping them develop skills necessary to be successful adults.
In general, boys and girls played separately, though they often might play the
same games with variations in the rules. Certain ceremonial games were forbidden to
women, particularly those games which might disrupt the protective powers of hunting
and warfare spirits. In addition to games similar to boys games, girls played house,
sometimes with miniature tipis or igloos. They also had dolls made from various
materials such as wood, grasses, corn husks, animal skin, or bone. Doll play helped girls
learn the skills of childcare.
Native Americans highly honored skilled athletes just as they honored brave
warriors. Many games played by men and boys served to train them in skills needed for
warfare and/or hunting. These games tested a boys skill, dexterity, agility, strength, and
stamina. The Cherokee Indians refer to stickball games as the little brother of war.
Children played most of the same games as adults. In addition, they enjoyed
races, tug-of-war, hide and seek, and blind mans bluff types of games.
Native American games fall into two general categories: games of chance, the
outcome of which depends on luck, and games of skill. Games of chance are played with
sticks, dice, or involved guessing. Skill games require physical and/or mental abilities.
In the past, many games were played with balls made of animal skin stuffed with grass or
hair, or inflated animal bladders.
NATIVE AMERICAN GAME KIT
This kit includes an assortment of games of both skill and chance, plus directions
for variations of running games. There are games suitable for both indoors and outside
play, as well as a variety of group sizes.
Equipment for several players or two teams are included in the kit. Also, there
are directions for simple and inexpensive versions of the games. These could be made at
home or as part of a classroom study.
We suggest that when large numbers of children are using the kit, several stations
be set up and the group divided so everyone would be playing different games but at the
same time. By rotating groups, the children could have an opportunity to learn and play
most or all of the games. Since a variety of games are in the kit, teachers are encouraged
to select the games that best suit their needs.
LEARN WHILE YOU PLAY
Since Native American games developed skills, have students identify the skills
that each game they play would develop. Then, have the group discuss ways these skills
would help Native American people of long ago and how the skill could be useful to us
today.
Native American Dice Game Activity

Use a set of 4 stick dice for this activity. Designate two as the male dice and two as the
female dice. Players take turns throwing the dice. A player continues to throw as long
as he earns points. If he earns no points on a throw, the play passes to his opponent.
Points are scored as follows:
All marked sides up or all down: 2 points
Both male up and female down or vice versa: 1 point
Any other combination: 0 points
1. Play the game with an opponent till each person has had at least 20 turns. Tally your
tosses in the chart below:
Player
All faces up
(2)
All faces
down (2)
2 Male up, 2
female
down (1)
2 female up, Other (0)

2 male down
(1)
2. Examine the data in your chart. Which outcomes appear to be most frequent? Why
do you think this is so?
3. Estimate the probability of having all faces up.
Estimate the probability of having all faces down.
4. Assuming the probability of a face up or a face down was equal, determine the
probability of obtaining each of the 5 outcomes listed in the chart.
5. Use the probabilities from #4 and the point values from the chart to determine the
expected value for one toss of the dice in this game.
6. On average, how many tosses of the dice would you expect to make before turning
the dice over to your opponent. Justify your response.
Lesson Plan

Date:
Topic: Theoretical and Experimental probability
Materials: worksheet, coins, dice, cards

Time: 1-2 class

Grade: 7
- what is the difference between theoretical and
experimental probability?

Student will understand the difference between theoretical and experimental probability
Students will be able to complete experiments to find the experimental proability and compare it to the
theoretical probability
Students will be able to use probability to make inferences and predictions.


Indicators:
- Explain how theoretical and experimental probabilities are related and why they cannot be assumed to be
equal.
- Represent a probability stated as a percent as a fraction or a decimal.
- Represent a probability stated as a fraction or decimal as a percent.

- hand out and responses to discussion questions.



Learning strategies:
- Make inferences and predictions
- Guided questioning
- Access information sources

Anticipatory set
- Now that students have looked at what probability is and independent events we will look at
theoretical and experimental probability and the difference between the two.

Open website: http://staff.argyll.epsb.ca/jreed/math8/strand4/4203.htm

Discuss the difference between theoretical and experimental probability
- Theoretical is determined by noting all possible outcomes theoretically, and determining
how likely the given outcome is.
- Experimental refers to the probability of an event occurring when an experiment is
conducted and data has been produced detailing the number of times an event occurred.
Discuss that the probability of both can be displayed both as a fraction, decimal and percent.
Have students get into pairs and complete the handout.
Closing of lesson:
- Stop students early and ask them the following questions to assess their knowledge of the subject.

Questions to ask students during class or for them to complete in blog:
1. Is there a connection between theoretical and experimental probability?
[Experimental probability will get closer to theoretical probability as more trials are conducted. This is called the
Law of Large Numbers.]
2. How could you explain the two types of probability to someone who has never heard of them?
[Experimental probability is the chance of an outcome based on a performed event or experiment. Theoretical
probability is based on what could happen theoretically if the event is to be performed.]
3. Why is it useful to know about probabilities?
[We can use them to understand events and what outcomes are possible, as well as what outcomes are likely.]

Extension
- when students are finished they can play frogs and ladder (snakes and ladder) probability game.
http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.STAT&ID2=AB.MATH.JR.
STAT.PROB&lesson=html/object_interactives/probability/use_it.html
- Students will complete level one of the game independently (level 1 only)

What Are My Chances?
NAME_________________________
You will be evaluating games of chance to help you

understand probability. For each game of chance, predict
what will be the most frequent outcome. Then run the
experiment 10 times. For each trial, record the actual
outcome in the Result row. If this matches your predicted
outcome, put a check mark in the Prediction row.
1. Flip a Coin
Prediction for most frequent outcome: Heads Tails
RESULT
PREDICTION
2. Roll 1 Die
Prediction for most frequent outcome: 1 2 3 4 5 6
RESULT
PREDICTION
3. Pick a Card Color
Prediction for most frequent outcome: Red Black
RESULT
PREDICTION
4. Pick a Card Suit
Prediction for most frequent outcome: Clubs () Spades () Diamonds () Hearts ()
RESULT
PREDICTION
5. Pick an Exact Card
Prediction for most frequent outcome: __________ (e.g., 3)
RESULT
PREDICTION
Resources for Teaching Math
2008 National Council of Teachers of Mathematics

http://illuminations.nctm.org
6. In which game of chance were your predictions most accurate?
7. Complete the table below with the probability for each event. Use the results from your
experiments above to calculate the experimental probabilities.
EXPERIMENTAL
PROBABILITY
GAME OF CHANCE
EVENT
Flip a Coin
Heads
Roll 1 Die
Pick a Card Color
Red
Pick a Card Suit
Diamonds
Pick an Exact Card
5 of Diamonds
THEORETICAL
PROBABILITY
8. Compare the theoretical and experimental probabilities for each game of chance. Were you
close in any of the experiments?
9. Collect data from the entire class for the probability of an event matching the predicted event
(Note: This works even if different groups predicted different outcomes.) Record the number
of correctly predicted trials and the experimental probability of each. Since each group
performed 10 trials for each game, the number of trials will be 10 the number of groups.
GAME OF CHANCE
# OF CORRECT
PREDICTIONS
EXPERIMENTAL
PROBABILITY
Flip a Coin
Roll 1 Die
Pick a Card Color
Pick a Card Suit
Pick an Exact Card
10. Are the experimental probability different in Questions 7 and 9? Why or why not?
11. How do the theoretical probabilities in Question 7 compare to the experimental probabilities
in Question 9? What do you think would happen if even more trials were added?
Resources for Teaching Math
2008 National Council of Teachers of Mathematics

http://illuminations.nctm.org
Lesson Plan

Date:
Topic: Organizing independent events(tree
diagram, table, etc.)

Time: 2 classes
Grade: 7
-

Students need to be able to gather information and organize it on a graph.


Indicators:
- Identify the sample space (all possible outcomes) for each of two independent events using a tree diagram,
table, or another graphic organizer.

- exit slips



Anticipatory set
- Review : The probability of an event is the measure of the chance that the event will occur as a
result of an experiment. The probability of an event A is the number of ways event A can occur
divided by the total number of possible outcomes.
-
!"#$%& !" !"#$!%&' !" !!! !"!#$
!"!#$ = !"!#$ !"#$%& !" !"#$!%&' !" !!! !"#$%& !"#$%

Go back to: http://staff.argyll.epsb.ca/jreed/math8/strand4/4203.htm

Go through tree diagrams and charts so students can see multiple ways of displaying the sample
space of an event.
Continue to probability of two independent events and go over information
Add that: If the questions asks for the probability of one event AND another it means to multiply
the outcomes of the events together. This is because you need to have both events occur and the
probability becomes less likely when we need more things to happen.
If the question asks for the probability of one event OR another it means to add the outcomes of
the two events together. This is because we now have two separate outcomes we can try to get
therefore increasing our likeliness to succeed.
Tree diagram generator: (Students may use this resource to complete their tree diagrams)
http://turner.faculty.swau.edu/mathematics/math241/materials/treecalculator/
Closing of lesson:
- Students will be given an assessment to show understanding or graphic organizers


Mr.Belvedere
Math
7
Math9
Name:______________________________
SampleSpaceWorksheet
Createasamplespaceforeachquestion.Usethisdiagramtohelp
determinetheanswerstothequestions.
1. Agameinvolvesrollingtwodice,oneaftertheother.Jennywins
thegameifbothdiceareeven.Henrywinsthegameifeitherdie
isa1. Using a tree diagram.
a. Howmanydifferentoutcomesarethere?
b. WhatistheprobabilitythatJennywins?
c. WhatistheprobabilitythatHenrywins?
d. Isthegamefair?
e. Arethereanyoutcomeswherethegamewouldresultina
tie?
2. Twocoinsareflippedtodecidewhohastodothechores.Iftwo
headsareflipped,Matthastodothechores.Iftwotailsare
flipped,Markhastodothechores.Ifneitheroftheseresultsis
met,theyflipbothcoinsagain.Using the chart method.
a. Howmanydifferentoutcomesarethereafterflippingboth
coins?
b. WhatistheprobabilitythatMatthastodochores?
c. WhatistheprobabilitythatMarkhastodochores?
d. Isthemethodofdecisionfair?
e. Whatisthelikelihoodthattheymustflipagain?
3. A6sideddieisrolledandthenacoinisflippedduringthe
processofagame.Jacobwinsthegameifatailisflippedandan
evennumberisrolled.Amandawinsthegameifaheadisflipped
onthecoin. Using the list method.
a. Howmanydifferentoutcomesarethere?
b. WhatistheprobabilitythatJacobwins?
c. WhatistheprobabilitythatAmandawins?
d. Isthegamefair?
e. Arethereanyoutcomeswherethegameisnotdecided?
Unit Exam - Statistics and Probability

Probability unit exam 2 Name: ______________________
1.
Consider the list of golf scores:

71, 68, 72, 79, 80, 77, 84, 70, 92
What is a median, mean and range for the set?
a. median=77, mean=77, range=24
b. median=80, mean=78, range=22
c. median=81, mean=77, range=23
2.
The middle number in a set of ordered values is called the

a. mean.
b. median.
c. mode.
d. range.
3.
The average of a set of numbers is called the

a. mean.
b. median.
c. mode.
d. range.
4.
The difference between the largest and smallest numbers in a set of data is called the?
a. mean
b. mode
c. range
d. median
5.
Find the mode for the following set of data.

44, 42, 47, 34, 44, 55, 33, 44, 66
a. 55
b. 34
c. 42
d. 44
6.
What is the mean, median, and mode of the following set of data?
60, 27, 38, 95, 38, 79, 11, 92
a. mean = 55; median = 49; mode = 38
b. mean = 49; median = 38; mode = 38
c. mean = 55; median = 95; mode = 38
d. mean = 38; median = 49; mode = 55
7.
Jaylen's reading scores are listed below.

100, 67, 95, 50
What is his mean score?
a. 50
b. 67
c. 78
d. 80
8.
What is the mode?

59687412354595
Probability
1.
Theoretical probability is what does happen, while experimental probability is what should happen.
a. True
b. False
2.
A bag of tickets is being used for a draw. One first class ticket is drawn from the bag. If another ticket is
drawn from the bag, is the probability of it being a first class ticket dependent on the previous event or
independent of it?
a. Independent
b. Dependent
c. Both
d. Neither
3.
A restaurant display case has the following tea bag selections and number of bags available for each kind.
Black Tea 15
Cinnamon 10
Green Tea 15
Lemon 4
Raspberry 6
What is the probability that a tea bag randomly selected from the case will be cinnamon?
1
50
1
b.
10
1
c.
5
a.
d.
4.
1
4
A group of students are playing a game of chance. If there are 3 guys in the class and 6 girls, what of the
sample spaces below represent the situation accurately if each A represents a guy and each B represents a
girl?
a. (A,B)
b. (A,B,B)
c. (A,A,A,B,B,B,B,B,B)
d. All of the above
5.
Suppose you are constructing a circle graph. If you have a central angle that measures 120 degrees, what
percent of the whole does the central angle represent?
a. 33.3%
b. 30%
c. 50%
d. 66.7%
Probability Unit Exam

1.
"Probability" means
a. the chance of something occurring
b. problems
c. equal numbers
2.
If you flip a coin, what is the probability that it will land heads up?
a. 1/2
b. .5
c. 50%
d. All of the above are equal and correct.
3.
A deck of regular playing cards has 52 cards. There are 4 suits which are clubs, diamonds, hearts, and
spades. Each suit has 1 of each of the following cards: Ace, 2, 3, 4, 5, 6, 7, 8, 9, 10, Jack, Queen, King.
From a deck of cards, what is the probability that you will deal a diamond as the first card?
a. 1/4
b. 1/2
c. 1/52
d. 1/13
4.
Probability can be expressed as a:

a. fraction
b. decimal
c. percent
d. all of these
5.
Probability can be any number from

a. 1-1000
b. 0-10
c. 1-50
d. 0-1
,.
a) Make a tree diagram to show all outcomes of 3 spins.
list of outcomes
b) How many possible outcomes have all C's?
c) How many of the outcomes have at least one D?
d) What is the probability of getting more C's than D's?

(frac. & pcnt)
e) What is the probability of getting exactly one D?

(frac. & pcnt)
f)
What is the probability of getting a D on the last spin?

(frac. & pcnt)

Stats and Probability Unit Ubd

Uploaded by

Copyright:

Available Formats

Stats and Probability Unit Ubd

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Stats and Probability Unit Ubd

Uploaded by

Copyright:

Available Formats

Understanding By Design Unit Template

Statistics and Probability

Stage 1 - Identify Desired Results

How do you explain real world problems using statistics? How do

Students will know...

Students will be able to

collect and organize discrete or continuous primary

Stage 2 Assessment Evidence

Grade 7 mathematics class.

What role (perspective) will your students

The context or challenge provided to the

S Standards & Criteria for Success

Create the rubric for the Performance Task

Statistics and Probability Final

Students will be able to demonstrate achievement constantly by completing

Stage 3 Learning Plan

What teaching and learning experiences will you use to:

Assess and Reflect (Stage 4)

Required Areas of Study:

For struggling students:

Resource Based Learning:

FNM/I Content and Perspectives/Gender

Time: 1-2 classes

Stage 1- Desired Results you may use student friendly language

Introduce key vocabulary: median, mode, mean, range.

Students should include what they learnt from the activity

The mean, median and mode are types of average.

The data values:

The data values:

Finding the Maximum, Minimum, and Range

show the range on the number line below:

A group of friends compared the interest rates on their credit cards:

calculate the difference:

$5.00 , $1.25 , $3.50 , $11 , $1 , $15.50

What is the median amount earned by Layla last week?

Hector, Marty, Sharon, and Denise went to the bookstore.

What is the average amount spent by each person? _________________

Find the minimum, maximum, mode, range, mean, and median.

show the range on the number line below:

600 ft. , 1,000 ft. , 450 ft. , 500 ft.

show the range on the number line below:

Circle the numbers on the

13, 15, 19, 19, 21

1.2, 1.2, 3.3, 0.02, 4.3

11, 11, 11, 11, 13

83, 83, 83, 83, 83, 83

2, 22, 34, 35, 45, 67, 72, 85, 92

Circle the numbers on the

1, 22, 17, 25, 11, 25, 1, 80

18, 16, 15, 17, 19, 20

51, 53, 52, 82, 11

4.2, 5.3, 15, 3.1, 4.2, 5

1.5, 5.9, 5.3, 4.45, 3.3, 4.1, 1.8, 0.02, 6

14, 12, 9, 9, 11, 12, 9, 87

102, 122, 115, 5, 122, 107

22, 22, 22, 53, 22

7.4, 8.1, 7.3, 7.22, 0.32, 7.4

Stage 1- Desired Results you may use student friendly language

Use the circle graph to answer the following questions.