In lesson 2, students visualize numerical data into bar graphs after collecting and organizing data into numerical values using free educational technology. Students learn a computational procedure to analyze and interpret numerical data to derive insights about a real-world problem of supply demand for marbles in a classroom, ultimately offering solutions and testing them.

In Part 5, students will synthesize all of the information and methods they have used to write a final research brief and report to the governor of the state they have selected for analysis. In this multi-step project, students become the Chief Data Analyst for the US Census Bureau Chief and write a report for a governor of a US state to answer the following question: “Are families in my state better or worse than 10 years ago?” Students will use educational technology and real US Census data. Students will learn how to make representative samples using random sampling to make valid statistical inferences comparing sample means.

In this multi-step project, students become the Chief Data Analyst for the US Census Bureau Chief and write a report for a governor of a US state to answer the following question: “Are families in my state better or worse than 10 years ago?” Students will use educational technology and real US Census data. Students will learn how to make representative samples using random sampling to make valid statistical inferences comparing sample means. In Part 4, students make statistical inferences after executing t-tests for both differences in sample averages and sample proportoins.

In Part 3, students conduct a 10% random sample from US Census data, through a simulation using google sheets. In this multi-step project, students become the Chief Data Analyst for the US Census Bureau Chief and write a report for a governor of a US state to answer the following question: “Are families in my state better or worse than 10 years ago?” Students will use educational technology and real US Census data. Students will learn how to make representative samples using random sampling to make valid statistical inferences comparing sample means.

Students will set a foundation for using multiple strategies and perseverance to pursue difficult tasks or answers. This activity asks students to perform engaging “minute to win it” games to perform challenging tasks and altering approaches to better reach ideal outcomes.

Students will perform a challenging task that will require perseverance. You will then engage in a conversation about what perseverance is and when or how they may need to use perseverance in their lives (both in and out of school). Students will identify and share more examples of when perseverance is necessary and helpful.

In Part 2, calculate statistics from different types of samples from a population and compare them to determine what conditions make a sample representative of a population. In this multi-step project, students become the Chief Data Analyst for the US Census Bureau Chief and write a report for a governor of a US state to answer the following question: “Are families in my state better or worse than 10 years ago?” Students will use educational technology and real US Census data. Students will learn how to make representative samples using random sampling to make valid statistical inferences comparing sample means.

Students will utilize the Engineering Design Process to build strong houses for the 3 Little Pigs. The students will work to build the strongest houses they can with the materials from the story (straw, sticks and bricks) to withstand the breath of “The Big Band Wolf” (hair dryer).

In Part 1, students develop a research and analysis plan; they will select and identify the variables required for their research. In this multi-step project, students become the Chief Data Analyst for the US Census Bureau Chief and write a report for a governor of a US state to answer the following question: “Are families in my state better or worse than 10 years ago?” Students will use educational technology and real US Census data. Students will learn how to make representative samples using random sampling to make valid statistical inferences comparing sample means.

This instructional idea requires students to use technology to identify a political issue and investigate different opinions about it. They then offer a piece of legislation as a “solution” to the issue.