# Write a research brief | Be US Census Bureau’s Chief Analyst (Lesson 5 of 5) | 6-8

March 17, 2021

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.

# Statistical inference | Be US Census Bureau’s Chief Analyst (Lesson 4 of 5) | 6-8

March 17, 2021

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.

# Conduct a representative sample | Be US Census Bureau’s Chief Analyst (Lesson 3 of 5) | 6-8

March 8, 2021

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.

# Understand representative samples | Be US Census Bureau’s Chief Analyst (Lesson 2 of 5) | 6-8

March 5, 2021

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.

# Plan a research brief | Be US Census Bureau’s Chief Analyst (Lesson 1 of 5) | 6-8

February 26, 2021

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.