Teacher Resources
The Importance of Being Random
On this page you will find lesson objectives, standards, instructional notes and UDL opportunities.
Estimated Time: 45 minutes
Lesson Objectives:
- The students will explore randomization in sample surveys, experiments and observational studies.
Key Common Core State Standards:
S.IC.3: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
Supporting Common Core State Standards:
N/A
Standards for Mathematical Practice Emphasized:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
6. Attend to precision.
7. Look for and make use of structure.
Instructional Notes:
In this lesson, the students review different scenarios to determine if the survey, experiment, and/or observational study were performed with statistical accuracy. In other words, the students analyze different scenarios for randomization and lack of bias. The students will also explore published surveys, experiments, and/or observational studies for bias. In being able to explore biased published surveys, the students develop an understanding of the importance of precision and mathematical accuracy when designing statistical research, as well as reporting statistical results. The students also become aware of how statistics can be used to falsely support conclusions, and they can become aware of when to be skeptical and to critique the statistical reasoning of others.
This lesson involves a great deal of reading, which can be tedious and cumbersome to the students. Consider allowing the students to have a note-taker for this unit, such as a foldable or vocabulary sheet.
> Go to The Importance of Being Random lesson
Sample Responses
For sample responses to the Algebra II Journal questions, visit the Algebra II Journal in the Teacher Resources.
UDL Opportunities:
Principle 1: Provide Multiple Means of Representation
Checkpoint 1.1 Offer ways of customizing the display of information
Checkpoint 1.2 Offer alternatives for auditory information
Checkpoint 1.3 Offer alternatives for visual information
Checkpoint 2.2 Clarify syntax and structure
Checkpoint 2.4 Promote understanding across language
Checkpoint 2.5 Illustrate through multiple media
Checkpoint 3.1 Activate or supply background knowledge
Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships
Checkpoint 3.3 Guide information processing, visualization, and manipulation
Checkpoint 3.4 Maximize transfer and generalization
Principle 2: Provide Multiple Means of Action and Expression
Checkpoint 5.1 Use multiple media for communication
Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance
Checkpoint 6.2 Support planning and strategy development
Checkpoint 6.3 Facilitate managing information and resources
Principle 3: Provide Multiple Means of Engagement
Checkpoint 7.1 Optimize individual choice and autonomy
Checkpoint 7.2 Optimize relevance, value, and authenticity
Checkpoint 8.1 Heighten salience of goals and objectives
Checkpoint 8.2 Vary demands and resources to optimize challenge
Checkpoint 9.1 Promote expectations and beliefs that optimize motivation
Checkpoint 9.3 Develop self-assessment and reflection
