Lesson Plan

Before the Lesson

Topic/Subject/Grade: Probability &Statistics/Sampling Design
Primary SOL:
South Carolina Standard DA 1: The student will use the mathematical
process of representation, connection, communication, reasoning and
proof, and problem solving.
South Carolina Standard DA 2: Through the process of standards the
student will demonstrate an understanding of the design of a statistical
study.
South Carolina Standard DA 3: Through the process of standards the
student will demonstrate an understanding of how to collect, organize,
display, and interpret data.
Other Related Materials: ISTE 6.a: Understand and Use Technology.
Objective: Students will be able to describe Simple Random Samples,
Probability Samples, and Stratified Random Samples.
Condition of the Task: Students will use the experiment designed in
the previous class and apply the sampling method to the experiment
design.
Observable Task: Students will modify their 500-word essay
describing in detail the sampling method they chose and why this
method is best for their experiment.
Measurable Criterion: Students will be able to express what
sampling method as chosen, and why that particular method is
superior given their experiment design.
Materials/Equipment: Laptop, active Internet connection, Google
Sheets.
Classroom Diversity:
Cultural Diversity: Examples may be used from around the
world from a variety of fields.
Special Needs: Students may use headphones for hearing
videos. Machines can share screens if the main large
screen is too difficult to see.
Socioeconomic Groups: Laptops are provided for all
students, as is necessary software.
During the Lesson:
Set: Students will be notified of a required video through the classes
Edmodo account. Students will view the prepared lesson on YouTube
before class. The lesson will introduce three primary sampling
techniques; SRS, Probability, and Stratified. The video will also discuss
different polling methods, and address how to avoid bias in sampling.
Students should gain the basic concepts needed for sampling design.
Lesson: Students must have watched the prepared YouTube lesson to
understand the requirements for the class project. Students will be
introduced to the method of a Simple Random Sample and its

definition. Students will also be introduced to Probablity sampling and

Stratified sampling and scenarios where these designs are best.
Popular polling methods will be discussed. The dangers of voluntary
responses in statistics will be descried with real world examples of
Consumer Reports, and Internet Surveys. Bias and Variability will be
defined for students and examples of poor sampling will be given to
elaborate on how the methods fails. Examples will include Fox News
presidential approval poles, and sports fan website poles. The video
will briefly discuss questioning techniques and how voice and wording
can skew answers. The final slide in the video will address what
students will be doing in class to allow them to begin to think through
the process of sampling design. Once in class students will return to
the essays they prepared during the previous class. The former
assignment asked students to ask a question they wanted to learn
about the school, which they could use for a statistical analysis.
Students then used the remaining hour in class to complete their basic
experiment designs. Today allows students to focus on how sampling
will be conducted for their experiment. Students must address what
method they chose, and why that method is best. Students will need to
explain what variables exist in the sample that cannot be controlled.
Students will also need to express the sample size, and why they feel
the size of the sample is adequate. The purpose of the assignment is to
ask students to think in a statistical manner, using proper language
and techniques to create a credible experiment.
Instruction/Modeling: The lesson prepares for experimental design
and proper sampling practices for a later project.
Guided student practice/Formative assessment: Students will
practice interpreting choosing sampling designs for their specific
situation.
Independent practice/Formative assessment: Students will design
a sampling method, which best fits their experiment.
Closure: Students will be able to understand sampling methods and
choose the best method given the situation.
Summative assessment: The student will complete the essay
assignment, expanding on the essay to include the appropriate
sampling method. Students will be graded on proper syntax, sampling
method chosen, identification of variables, and awareness of sample
size. Each concept will be worth a quarter of the grade on the
assignment as each concept demonstrates the students ability to
synthesize the provided information. The final collective essay must be
at least 600 words.
Risk Analysis: If the Internet fails, or other unrecoverable hardware
failures occur, students will use a handout consisting of statistical
examples asking the student to identify the sampling method used and
to provide a more appropriate method if applicable.