What would be a representative sample - PowerPoint Presentation

Slide1

What would be a representative sample

for predicting

which candidate is leading in the mayoral election?Slide2

In this lesson you

will learn how to generate a

representative sample

by

identifying types of random samples.Slide3

Representative sample

Valid inference

Unbiased sampling

methodSlide4

You might think members of a representative sample are carefully selected… Slide5

1. Simple

random sample

2. Systematic random sample

3. Stratified random

sample

Student breakfast survey

Unbiased sampling methodsSlide6

Simple random sample

John Doe

Jane Doe

Jack DoeFrank DoeLori DoeSlide7

Systematic random sample

6

12

Slide8

Stratified random sample

25

25Slide9

Unbiased sampling methods

are

random

Simple random sample Stratified random sample Systematic random sample Slide10

In this lesson you

have learned

how to generate a representative sampleby identifying types of random samples.Slide11

A candidate for mayor wants to know who is leading in the election. Identify which type of random sample is used in each case.

1) Adults in every 100

th

household in the phonebook are surveyed about which candidate they plan to vote for.

2) A computer program selects telephone numbers at random for a survey on which candidate people plan to vote for.Slide12

For each scenario, identify the type of random sample and discuss whether it will generate valid inferences.

1) Fans are chosen for a survey of favorite players by picking seat numbers from a hat.

2) One fan from each section of the stadium is selected to vote for his or her favorite player. Slide13

You are collecting data about the amount of allowance that middle school students in the United States receive each month.

1) Describe a systemic random sample.

2) Describe a stratified random sample.3) Describe a simple random sample.Slide14

You are studying the favorite movie snacks of movie-goers. Label each sample as biased or unbiased. Then indicate whether it is a simple random sample, systemic random sample, or stratified random sample.

Every 12

th customer in the ticket lineTen movie-goers in each theaterOne movie-goer entering the ticket line every 30 minutesSlide15

Researchers are studying the migration pattern of Canadian geese.

Identify

which type of

random sample

is used.GPS devices are put on one male and one female goose from each of 100 groups of geese throughout Canada.Slide16

2)

Identify which type of random sample is used.

An exit poll is meant to predict the results of an election before the votes are counted. Reporters outside a voting site ask every 20

th

voter who they voted for. Slide17

Lesson Slides Rubric

Use this rubric to ensure your lesson plan is great!Slide18

Math Rubric

Criteria for Success

Things to avoid

Storyline or Arc of the LessonThere is a clear arc to the lesson. One slide leads naturally to the next so that there is a flow and a building of meaningAll 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 confusingThe 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 examplesDoes not follow the formIs overly vague in describing either the X or the YIs 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)Slide19

Common Mistake

Points out a common mistake that students make

Concisely explains the thought process that leads to that mistakeIsn’t actually a mistake students make (too simple)

Is confusing or vague

Modeling a Way of Looking at ItClearly models a way to look at the standardUses visuals as often as possible to show how the way of looking worksIs in “think aloud” format. The teacher is opening up his/her thought process to the studentTakes advantage of every opportunity to explain why the math works the way it worksEngages the learner by asking questions along the way to build suspenseUses 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 mistakeObjective 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 PracticeIs 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 lessonSlide20

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 practiceIncludes a suggestion for students who get it and are ready to be challenged furtherSuggestions should clearly build from the approach in the core lesson

Does not include differentiation

Does not thoughtfully connect or flow from the lessonDoes not clearly build from the approach in the core lessonDoes not give a range of activitiesAestheticsThe slides use the correct colors (blue, green, red) in the correct sequence.

The slides use the correct fontsThe 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 artThe slides are cluttered

Animation is distracting and feels more like sizzle than part of the steakSlide21

Graphic and Image Templates

Copy and Paste items from these slides to make your presentation look great!Slide22

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 inSlide23

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?Slide24

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 the text left-justified rather than centered!Slide25

All arrows can be recolored by changing the “shape fill.” You can also resize them or rotate them!Slide26

[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…Slide27

You can resize any of these boxes and use them to highlight text or ideas.Slide28

Let’s Review

A Common Mistake

Guided Practice

Quick Quiz

Extension Activities

Core Lesson