1. If you had to order t-shirts for your entire school, what sample would you choose to help you predict how many t-shirts of each size to order?

2. In this lesson you will learn how to identify representative samples by differentiating between biased and unbiased methods of sampling.

3. Let’s Review The population is the entire group being studied. A sample is part of the population being surveyed.

4. A Common Mistake How tall are 7 th graders? Not all samples will lead to good predictions about an entire population.

5. Core Lesson Representative sample Valid inference ? accurate prediction based on data

6. Core Lesson Sampling method Unbiased Biased

7. Core Lesson This sample comes from a biased sampling method. It is not representative of the population.

8. Core Lesson This sample comes from an unbiased sampling method. It is representative of the population.

9. Core Lesson Another example: Color of leaves in September  100 fallen leaves collected from the ground  100 leaves on tree branches c) 50 fallen leaves and 50 leaves on branches d) 50 fallen oak leaves and 50 oak leaves on branches

10. Core Lesson Representative sample Valid inference Unbiased sampling method

11. In this lesson you have learned how to identify representative samples by differentiating between biased and unbiased methods of sampling.

12. Guided Practice A market researcher wants to know how 18-25 year old women spend their money. Which group would be a representative sample? a) 18-25 year old women at the mall b) 18-25 men and women commuting to work c) Women of all ages commuting to work d) 18-25 year old women commuting to work

13. Extension Activities In a complete paragraph, describe why the following sampling method is biased, and suggest an unbiased method. You want to know your town’s favorite fast-food restaurant. You randomly ask 30 people their preference as they leave one of the fast-food restaurants in town.

14. Extension Activities Choose a population and something you would like to learn about it. Identify examples of biased sampling methods and unbiased sampling methods. 1.Population: 2.Desired information: 3.Examples of biased sampling methods: 4.Examples of unbiased sampling methods:

15. Quick Quiz 1. An ice-cream company wants to find out if its ice cream is the favorite in the state. Which group would be a representative sample?  Customers who visit their store  Employees of ice cream stores in the state  People at the state fair  Adults entering a gym in the capital city

16. Quick Quiz 2. Which is an unbiased sampling method for predicting the type of payment most frequently used at a grocery store? Record the type of payment used by…  Students at the local high school  Every 10 th customer entering the store c) Every 10 th customer in the cash-only line d) Visa card holders

17. Lesson Slides Rubric Use this rubric to ensure your lesson plan is great!

18. Math Rubric Criteria for SuccessThings 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)

19. 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

20. 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

21. Graphic and Image Templates Copy and Paste items from these slides to make your presentation look great!

22. You can copy and paste these items into any slide Green text box that appears letter by letter Green text box that fades in Blue text box that appears letter by letter Blue text box that fades in Red text box that appears letter by letter Red text box that fades in

23. You can copy and paste these items into any slide— make sure you copy both the bubble and the text! Do I feel strongly about it? Do I have a lot to say? Do I feel strongly about it? Do I have a lot to say? Do I have a lot to say?

24. You can copy and paste these items into any slide. You can resize them as needed! Use black text when you write in me please! Also, keep my text left- justified rather than centered! Use black text when you write in me please! Also, keep my text left- justified rather than centered! Use black text when you write in me please! Also, keep the text left- justified rather than centered! Use black text when you write in me please! Also, keep the text left- justified rather than centered!

25. All arrows can be recolored by changing the “shape fill.” You can also resize them or rotate them!

26. [Write first step here…] 1 2 [Write second step here…] 3 [Write third step here…] You can use these when discussing main ideas or steps in a process…

27. You can resize any of these boxes and use them to highlight text or ideas.

28. Let’s Review A Common Mistake Guided Practice Quick Quiz Extension Activities Core Lesson