1. Often we’d like to know information before it is available, or when it would be difficult or time-consuming to collect the information.

2. In this lesson you will learn how to collect data about a population
by identifying a sample of the population.

3. Statistical questions are used to gather data about a population.

6. The population is the entire group being studied.
A sample is part of the population being surveyed.

7. Predict the winner of the upcoming presidential election
For example:
Predict the winner of the upcoming presidential election
The population is the group we would like to know information about, in this case, American voters. We want to know who they plan to vote for.
The sample is the part of the population we plan to gather data from, in this case, adults walking to work.

8. Tracking migration pattern of birds
Another example:
Tracking migration pattern of birds
The population is the group we would like to know information about, in this case, American voters. We want to know who they plan to vote for.
The sample is the part of the population we plan to gather data from, in this case, adults walking to work.

9. In this lesson you have learned how to collect data about a population
by identifying a sample of the population.

10. Identify the population and sample in the following survey:
To gauge students’ preference for a new school mascot, the Student Council President surveys her soccer team.
The population is the group we would like to know information about, in this case, the students in the school. We want to know what type of mascot they would prefer.
The sample is the part of the population we plan to survey, in this case, the students on the President’s soccer team.

11. Answer the following questions.
You are buying ice cream for a party at your school, in which 700 students will attend. How would you use sampling to make a generalization about students’ preferred ice cream flavors?
Why not survey all 700 students?
Describe the sample you would survey, and explain why you chose that sample.

12. Calculate the average number of texts sent.
Investigate the texting habits of middle school students in the United States by conducting a survey in class today.
Write the survey question, survey the students in your class, and record the data.
Calculate the average number of texts sent.
Use the data from your sample to make a generalization about the population. Make sure to identify the population and sample. 12

13. Describe a sample of each of the following populations.
Stop lights in the United States
American politicians
Professional athletes
Hospital employees 13

14. Identify the population and the sample:
1. A telephone survey is given to 2,000 randomly selected families in order to predict the average amount of money American families spend on groceries each week.

15. Statistical measures are then used to analyze that data.
Mean Median Mode
Range
Interquartile Range
Mean Absolute Deviation

16. Use this rubric to ensure your lesson plan is great!
Lesson Slides Rubric
Use this rubric to ensure your lesson plan is great!
LearnZillion Notes:
--You can delete this page and everything below it once you’re finished with your presentation!

17. Storyline or Arc of the Lesson
Criteria for Success
Things to avoid
Storyline or Arc of the Lesson
There is a clear arc to the lesson. One slide leads naturally to the next so that there is a flow and a building of meaning
All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole.
Hook Slide
The teacher poses a simple question that illicits the response, “yeah, I do wonder how that works…”
The question is short
A relevant example is included when it is short and further pulls the learner in
The question mirrors what the student will learn, then need to do later in the guided practice
The question seems formulaic, inauthentic, or overly “school-ish” (message: you have to learn this because you’re in school rather than, this is genuinely interesting)
The hook is overly-complicated and potentially confusing
The question does not parallel the guided practice questions
Objective Slide
The objective follows the form (you will learn X by doing Y)
Is concise and follows the form provided in the examples
Does not follow the form
Is overly vague in describing either the X or the Y
Is too long
Is written for teachers but not students
Let’s Review
Reminds the student of how this lesson fits with other lessons (the lesson, however, should still be able to stand on its own)
Reminds the student of important vocabulary
Is as concise as possible
Uses visuals whenever possible
Is either too detailed or not detailed enough in connecting the lesson to other lessons
Leaves out important touch points
Makes the lesson overly dependent on the other lessons (student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)

18. Modeling a Way of Looking at It
Common Mistake
Points out a common mistake that students make
Concisely explains the thought process that leads to that mistake
Isn’t actually a mistake students make (too simple)
Is confusing or vague
Modeling a Way of Looking at It
Clearly models a way to look at the standard
Uses visuals as often as possible to show how the way of looking works
Is in “think aloud” format. The teacher is opening up his/her thought process to the student
Takes advantage of every opportunity to explain why the math works the way it works
Engages the learner by asking questions along the way to build suspense
Uses an an example to show the way in action
Explains how this way of looking at it shows why the common mistake (see above) is a mistake
Focuses on the algorhythm (or trick) instead of on showing a way of looking at the math
Fails to use visuals to show a way
Fails to explain his/her thinking along the way. The teacher effortlessly runs through the steps as if it’s all obvious and easy
Does not ask any questions along the way to pull the learner in
Misses opportunities to explain the why behind the math
Fails to explain why this way of looking at the math addresses the common mistake
Objective Review
Reviews the objective in a way which conveys, “we’ve come full cicle and now you see this objective with new eyes.”
Serves as a “let’s pull this all together” moment that helps organize the lesson in the learner’s mind
Creates abrupt feeling between the lesson and the reviewing (subtext: “we’re done with this lesson, let’s quickly bring it to a close.”)
Guided Practice
Is at the same difficulty level modeled in the lesson
Is connected to the initial hook question
Seem unrelated to the hook question
Is at a different difficulty level than that modeled in the lesson

19. Extension Activity Suggestions
Includes a suggestion for a struggling student who needs more opportunities for practice
Includes a suggestion for students who seem to get it but need more practice
Includes a suggestion for students who get it and are ready to be challenged further
Suggestions should clearly build from the approach in the core lesson
Does not include differentiation
Does not thoughtfully connect or flow from the lesson
Does not clearly build from the approach in the core lesson
Does not give a range of activities
Aesthetics
The slides use the correct colors (blue, green, red) in the correct sequence.
The slides use the correct fonts
The slides use handwriting and the handwriting appears as written in the right places
The slides only use the headers/titles provided
The slides use the provided visuals or include visuals created by the author or LearnZillion
The slides use animation, highlighting, and circling to scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining
The slides clean and uncluttered. The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)
The slides use other colors or vary the order of the colors
The slides add new headers/titles that aren’t part of the template
The slides use clip art
The slides are cluttered
Animation is distracting and feels more like sizzle than part of the steak

20. Graphic and Image Templates
Copy and Paste items from these slides to make your presentation look great!
LearnZillion Notes:
--You can delete this page and everything below it once you’re finished with your presentation!

21. LearnZillion Notes:
--The first time text appears, it should always appear letter by letter using animation. If the same text appears later (perhaps in a review section), the text should simply fade in.
--Use green text for headlines and main ideas, blue for examples and detail, and red for even more intricate details or examples.
--Always use black text on the “yellow sticky note” images.
--Never use a font size smaller than 28

22. LearnZillion Notes:
--The bubbles and text are separate pieces (not “grouped”). That means that you’ll want to select both of them before you can move, copy or paste the set. You can select both of them and resize them together or you can select just the text box or just the bubble and adjust either one.
--If you select just the bubble, you can grab the yellow square to manipulate or elongate the tail.
--Use letter-by-letter animation the first time you show a given text bubble, but if the same bubble appears later, use “fade” animation.

23. LearnZillion Notes:
--The sticky notes and text are separate pieces (not “grouped”). That means that you’ll want to select both of them before you can move, copy or paste the set. You can select both of them and resize them together or you can select just the text box or just the sticky note and adjust either one.
--Use letter-by-letter animation the first time you show a given sticky note, but if the same note appears later, use “fade” animation for the text.

24. Common Issues:
--To rotate an arrow, select it and then drag the green dot to rotate however you like.
--To change the color of an arrow, select the arrow, then on the “Home” tab select “Shape Fill”

25. LearnZillion Notes:
--You can delete any of these that you don’t need.

26. LearnZillion Notes:
--You can resize these boxes and use them to highlight text in a passage or an important piece of an equation etc. You can also use a pen or other drawing tool though.

27. LearnZillion Notes:
--You can create a new slide that automatically uses one of these banners by clicking the arrow under “new slide” and choosing from one of the master templates.
--If you want to edit the text though, you can grab one of these and adjust as necessary.