What Is a Statistical Question Teacher Version

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WHAT IS A STATISTICAL QUESTION TEACHER VERSION,Activity Description. Students will identify which questions about a data set are statistical questions and. which are not Then they will generate answer and draw conclusions from their own. statistical questions,Suggested Grade Level Approximate Time Required. 6 60 75 minutes,Learning Objectives, Students will be able to distinguish between statistical questions and other types of questions. Students will be able to formulate and answer their own statistical questions drawing conclusions. based on those answers, Students will be able to understand the concept of variability within a data set. Topic Skills Taught, Statistical questions Creating statistical questions.
Identifying statistical questions,CENSUS GOV SCHOOLS MATH PAGE 1. WHAT IS A STATISTICAL QUESTION TEACHER VERSION,Materials Required. The student version of this activity 10 pages,Activity Items. The following items are part of this activity The items their sources and any relevant instructions for viewing. them online appear at the end of this teacher version. Item 1 Radio Set Ownership Map, Item 2 Map of U S Regions and the Land Areas of the 50 U S States and District of Columbia. For more information to help you introduce your students to the U S Census Bureau read. Census Bureau 101 for Students This information sheet can be printed and passed out to your students as well. Standards Addressed,See charts below For more information read.
Overview of Education Standards and Guidelines Addressed in Statistics in Schools Activities. Common Core State Standards for Mathematics,Standard Domain Cluster. CCSS MATH CONTENT 6 SP A 1 6 SP Statistics Develop understanding of. Recognize a statistical question as one that anticipates Probability statistical variability. variability in the data related to the question and accounts. for it in the answers For example How old am I is not. a statistical question but How old are the students in my. school is a statistical question because one anticipates. variability in students ages,CENSUS GOV SCHOOLS MATH PAGE 2. WHAT IS A STATISTICAL QUESTION TEACHER VERSION, Common Core State Standards for Mathematical Practice. CCSS MATH PRACTICE MP1 Make sense of problems and persevere in solving them. Students will examine census data to create and answer their own statistical questions. CCSS MATH PRACTICE MP3 Construct viable arguments and critique the reasoning of others. Students will share their questions explain why they are good statistical questions and critique each other s. National Council of Teachers of Mathematics Principles and Standards for School Mathematics. Content Standard Students should be able to Expectation for Grade Band. Data Analysis and Formulate questions that can be Formulate questions design studies and. Probability addressed with data and collect collect data about a characteristic shared by. organize and display relevant data two populations or different characteristics. to answer them within one population, Guidelines for Assessment and Instruction in Statistics Education. GAISE Level A Level B Level C,Formulate Questions X.
Collect Data,Analyze Data X,Interpret Results X,CENSUS GOV SCHOOLS MATH PAGE 3. WHAT IS A STATISTICAL QUESTION TEACHER VERSION,Bloom s Taxonomy. Students will apply what they know about statistical questions and analyze questions to determine whether they. are statistical,Evaluating,Understanding,Remembering. CENSUS GOV SCHOOLS MATH PAGE 4,WHAT IS A STATISTICAL QUESTION TEACHER VERSION. Teacher Notes,Before the Activity,Students must understand the following key terms.
Statistical question a question that can be answered by collecting data and that anticipates variability in. those data, Statistics the science of collecting reviewing and analyzing data. Students should have a basic understanding of the following concept. Categorical data e g colors ice cream flavors are different from numerical data e g heights weights. measures of time,During the Activity, Teachers will ask students what makes a good statistical question and lead a discussion about their responses. Teachers should help students understand that there are two main features of statistical questions that they. can be answered by collecting data and that there will be variability in those data. Teachers should closely monitor students as they complete the activity stopping the class after each part to. lead a discussion about the answers It is especially important that teachers reveal the correct answers to the. questions in part 1 so that students can complete parts 2 and 3 successfully. Teachers should understand that part 4 is optional because it extends well beyond recognizing statistical. questions however teachers may find that it is appropriate for advanced students If teachers do decide to. include part 4 which adds 10 15 minutes to the total activity time they may want to make sure each student. has a straight edge to read the data across years,After the Activity. Teachers will have students share their questions from part 3 with the class encouraging them to explain why. they are good statistical questions and to critique each other s reasoning. Extension Ideas, Teachers could have students choose a topic that interests them formulate statistical questions about. that topic and collect and analyze their own data, To adapt this activity to GAISE Level A teachers could.
Create the questions for part 3 that students must determine are or are not statistical. Create nonstatistical questions that students must turn into statistical questions for part 3. CENSUS GOV SCHOOLS MATH PAGE 5,WHAT IS A STATISTICAL QUESTION TEACHER VERSION. Student Activity, Click here to download a printable version for students. Activity Items, The following items are part of this activity and appear at the end of this student version. Item 1 Radio Set Ownership Map, Item 2 Map of U S Regions and the Land Areas of the 50 U S States and District of Columbia. Student Learning Objectives, I will be able to distinguish between statistical questions and other types of questions.
I will be able to formulate and answer my own statistical questions drawing conclusions based. on those answers, I will be able to understand the concept of variability within a data set. A statistical question is a question that can be answered by collecting data that vary For example How old. am I is not a statistical question but How old are the students in my school is a statistical question This. is because to answer the second question you would need to determine the ages of all students in your school. and there would be variability in those data since not all students are the same age. CENSUS GOV SCHOOLS MATH PAGE 6,WHAT IS A STATISTICAL QUESTION TEACHER VERSION. Part 1 Determine If Questions Are Statistical, Imagine you want to find out about the height of students in your class using statistics Read each question. below and decide if it is a statistical question Then explain your answer. statistical,Question Yes No Explanation, 1 How tall are you The answer is just my height so there is no. variability in the data, 2 How tall in inches was Marco on his The answer is just Marco s height on his last.
last birthday No birthday so there is no variability in. 3 How tall are the students in your class The students in my class are not all the. in centimeters Yes same height so there would be variability. in the data, 4 Is Preston taller than 60 inches To answer this question you just have. No to know Preston s height so there is no,variability in the data. 5 How do the heights of the students in To answer this question you would need to. your class compare with the heights of know the heights of all the students in my. all sixth graders in your school Yes class and the heights of all the sixth graders. in the school so there would be variability in, 6 How do the heights of the sixth graders To answer this question you would need to. in your school compare with the heights know the heights of all the sixth graders and. of the seventh graders in your school Yes the heights of all the seventh graders in our. school so there would be variability in, 7 How do the heights of the sixth graders To answer this question you would need to. in your school compare with the heights know the heights of all the sixth graders in. of sixth graders in a school in another Yes the school and the heights of all the sixth. country graders in a school in another country so,there would be variability in the data.
CENSUS GOV SCHOOLS MATH PAGE 7,WHAT IS A STATISTICAL QUESTION TEACHER VERSION. Part 2 Look at Data and Statistical Questions, 1 Review Item 1 Radio Set Ownership Map which shows the percentage of families that owned a radio in. each U S state in 1930 and record any observations about the data. Student answers will vary but could include Northern states had higher percentages of families. with radios than southern states in 1930, 2 Determine which questions in the table below are statistical and if they could be answered using the data. in Item 1 You don t have to actually find the answers to the questions. Could it be,Is it answered with,statistical data from Item. Question Yes No 1 Yes No Explanation, 1 What percentage of families The answer is just the percentage.
in Florida had a radio set in for Florida from Item 1 so there is no. 1930 variability in the data, 2 Which region of the United To answer this question you would. States had the lowest rates of need to look at the percentage in. radio set ownership in 1930 each state for the different regions in. Item 1 so the data would vary, 3 In 1930 how much did the To answer this question you would. radio ownership rates for need to look at the percentages of. different states vary Yes Yes families with radios for all states. in Item 1 and there is variability in,those data, 4 In 1930 why did a greater To answer this question you would. percentage of families in need to look at different reasons that. California own a radio set families in California and in other. compared with families in states owned a radio like how much. nearby states Yes No money they have and there would. be variability in those data However,this question could not be answered. using data from Item 1 because those,data are not shown.
CENSUS GOV SCHOOLS MATH PAGE 8,WHAT IS A STATISTICAL QUESTION TEACHER VERSION. Part 3 Write Your Own Statistical Questions, Use Item 2 Map of U S Regions and the Land Areas of the 50 U S States and District of Columbia where. states are listed in order from largest to smallest area to complete the following prompts. Write three statistical questions that you could answer using data from Item 2. Use data from Item 2 to actually answer each question. Explain how you found each answer, Draw a conclusion about what your answer means for the larger data set. Write a related question for each of your statistical questions but don t answer this one. Question How do the areas of each of the three states on the West Coast vary. Answer Washington 71 298 square miles Oregon 98 379 square miles. California 163 695 square miles, Explanation I found these areas by locating each state in the table. Conclusion Each of the three states on the West Coast has a different area ranging from about 71 000 to. 164 000 square miles, Related Question How do the areas of the states on the West Coast compare with the areas of the states.
on the East Coast,Student responses below will vary. Question 1,Explanation,Conclusion,Related Question. CENSUS GOV SCHOOLS MATH PAGE 9,WHAT IS A STATISTICAL QUESTION TEACHER VERSION. Question 2,Explanation,Conclusion,Related Question. Question 3,Explanation,Conclusion,Related Question.
CENSUS GOV SCHOOLS MATH PAGE 10,WHAT IS A STATISTICAL QUESTION TEACHER VERSION. Part 4 Draw Conclusions From a Graph Optional, The following graph shows the percentages of people aged 3 and older in the United States who were enrolled. in school at different levels ranging from nursery school pre K to college from 1955 to 2016. Distribution of School Enrollment of the U S Population 3 Years and Older by Level. 1955 to 2016, Figure A 1 Distribution of School Enrollment of the U S Population 3 Years and Over by. Level 1955 to 2016,70 High School,Elementary School. Kindergarten,Nursery School, 1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2016.
Data on nursery school enrollment not available from 1955 to 1963. Source U S Census Bureau Current Population Survey. www census gov content dam Census library visualizations time series demo. school enrollment Figure 20A 1 2016 pdf,CENSUS GOV SCHOOLS MATH PAGE 11. WHAT IS A STATISTICAL QUESTION TEACHER VERSION, 1 Examine the graph and write down any observations about the data or the graph. Student answers will vary but could include, The percentage of people attending college increased overall. The college enrollment rate spiked in the early 1990s. The percentage of people enrolled in high school stayed about the same overall. The percentage of people in nursery school pre K increased. All the different colored bands added together make 100 percent. The graph does not show the actual numbers of people enrolled in school at the various levels. TEACHER VERSION Activity Description Students will identify which questions about a data set are statistical questions and which are not Then they will generate answer and draw conclusions from their own statistical questions Suggested Grade Level 6 Approximate Time Required 60 75 minutes Learning Objectives Students will be able to distinguish between statistical questions and

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