Unit Plan - Demers

ED 3601 Curriculum and
Instruction for Majors:

Mathematics
Unit Plan (PBL) - Demers
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
Rational
Students continue to develop their statistical reasoning in Math 20-2. This statistics
unit contains only two outcomes that encompass six important topics: standard
deviation, normal distribution, z-scores, confidence levels, confidence intervals, and
margin of error. Students are expected to have basic background knowledge in
statistics, and should be comfortable with topics such as measures of central
tendency (mean, median, and mode). This unit will be taught through project-based
learning. Students are invited to scout out five new players for their fantasy major
league basketball team. Data will be provided for ten basketball players. Students
will analyze this data using the new statistical analysis skills that they develop
through classroom activities and mini lessons. A final presentation will include their
mathematical findings, final drafting decision, and predictions about their fantasy
basketball team. This unit project targets Raymond students involvement with,
interest in, and exposure to sports in their daily lives. The goal of this unit is to
solidify mathematical concepts through a role-playing scenario. Students are
required to think critically, problem solve, and debate with their group members.
This assignment encourages collaboration and effective communication as worldly
skills. Alongside this project, students will complete two quizzes and one final unit
exam worth 30% of their grade. The quizzes and exam are delivered to ensure that
concepts learned through the fantasy basketball league project can still be applied
accurately to new situations.
Mathematical Processes:
Communication: Students will communicate their project findings with the class.
Connections: Students will make connections between statistics and other areas of
math (such as representing normal distribution curves on a graph). They will also
connect their mathematical findings to life experiences through the basketball roleplaying scenario.
Problem Solving: Students will deliberate with their group members about which
players to draft. They are encouraged to think critically during the process and
apply other areas of knowledge to their work.
Reasoning: Students are developing their statistical reasoning. This means that
students are able to interpret and apply statistics concepts.
Technology: Students will be consistently exposed to calculator functions during
their learning.
Visualization: Students are encouraged to visualize statistics in action as they work
through their project. Images and graphs will be provided during class.
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
Resources:
PBL Consulting: http://www.pblconsulting.net/
Foundations of Mathematics Workbook 11 (Teacher Solution Manual) Absolute
Value Publications


Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
Fantasy Basketball League
ROLE: You are a scout for a major league basketball team! Each of you
belongs to a group of that seeks to improve their current basketball team. You
are on the hunt for a brand new starting lineup. You have ten players trying
out for your team, but you only have room to draft five new players.
TASK: Use your knowledge of statistics to evaluate ten basketball players
and determine their eligibility to join your team. There are several important
factors that you will need to analyze. Information on each player will be
provided. Data will include height, age, calories consumed per day, hours of
physical activity performed per day, number of baskets scored per game, and
rebounds per game.
BACKGROUND: You will need to use several statistical analysis skills to
evaluate these players. Useful tools will include:
Measures of central tendency and dispersion
Characteristics of normal distribution
Confidence intervals and levels
Margin of error
PRODUCTS: In order to make a reliable decision about which players you are
going to draft, your team coach requires you to present him with the
following documents:
1. Player profiles for each player that you meet.
2. A rationale of your decision to draft the five players you have selected.
You will also be required to make a presentation to the public about how the
new additions to your team will benefit your team performance. Good luck!
Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
Mathematics
20-2
Statistics
13 classes (days)
PROJECT IN A NUTSHELL
Project Title: Fantasy Basketball League
Subject(s): Mathematics
Estimated Length: 13 classes (days)

Grade Level(s): 20-2
LEARNING OUTCOMES
Key Learning Outcomes
(SLOs)
1. Demonstrate an
understanding of normal
distribution, including:
standard deviation, and zscores.
21st Century Competencies
Collaboration
Critical Thinking
Communication
2. Interpret statistical data,

using: confidence
intervals, confidence
levels, and margin of error.
Mathematical Processes
Communication: learn and
express their understanding
Connections: among
mathematical ideas, everyday
experiences and other disciplines
Problem Solving: develop and
apply new mathematical
knowledge
Reasoning
Technology: a tool for learning
Visualization: assist in
processing information, making
connections and solving
problems
CONTEXT
Type of Project:
Summary of Scenario:
Scenario
Students are asked to draft a fantasy basketball team lineup of five

players from a select ten by analyzing statistical data and making
inferences about their performance during games.
FOCUSSED INQUIRY
Focusing Question(s):
Method of Inquiry:
Tools Needed:
1. In what ways are statistics

represented in the world of
sports?
2. How are statistics useful in
forming an organization?
Decision Making Process
Primary Data
TANGIBLE OUTCOMES: PRODUCTS, PERFORMANCES, PRESENTATIONS &/OR

SERVICES
Team:
Individual:
Drafting Rationale (why
each player was
chosen; mathematical
process used to
determine the statistics
of each player)
Presentation (what the
final team looks like;
scoring potentials for
each player;
predictions on the
success of their team)
Player Profiles
(application of each
learned skill to data
presented for each
player (e.g. mean
scoring average of each
player, standard
deviation of scoring
average)
Class:
N/A
ADULT WORK CONNECTIONS

Authentic Documents, Data
Organizations, Experts,

Primary Data/Field Work:

Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
and/or Models:
Stakeholders, and or
Professionals:
Data from real major league

basketball teams
N/A

Mathematics
20-2
Statistics
13 classes (days)
10 fantasy (made-up)
basketball players with fictional
scoring data

Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
PROJECT ALIGNMENT GUIDE

Tangible Outcomes:
Products,
Presentations,
Performances and
Services Created by
Teams & Individuals
Learning Outcomes: Aligned to

tangible outcomes
Measures of central tendency
(mean, median, mode), range
Player Profiles
(Individual)
Drafting Rationale
(Group)
Presentation
(Group)
Instruction: Lessons, workshops,

materials, demonstrations,
scaffolding, protocols, texts
Formative Assessments: Critiques,

drafting, rehearsals & progress checks
to be conducted during the project
Problem of the Day: What is the

average height of students in this
class?
Mini Lesson: Review
Problem of the Day: Group these
sets of data.
Mini Lesson: Standard deviation
Class Debate: Best and worst
players
Student-directed practice:
Students work on finding the
measures of central tendency and
standard deviation of data for each
player posted on walls
Problem of the Day: What do you
notice?
Mini Lessons: Normal distribution
Student-directed practice
Video: noraml distribution
Entrance Slip: Problem of the Day
Normal distribution and z-scores
Problem of the Day

Mini Lessons: Z-scores
Confidence levels, confidence

intervals, margin of error
Problem of the Day

Cubing: Roll a six sized figure and
Ongoing Checklist: Student

engagement and participation in selfdirected practice
Anecdotal Notes: Noticeable student
behaviours and achievement
Feedback: Player profiles
engagement and participation in self-
Characteristics of normal
distribution, including standard
deviation
Normal distribution curves

Applications of normal distribution
curves


behaviours; participation in class
debate

Video Discussion Questions

Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Applications of the above

Mathematics
20-2
Statistics
13 classes (days)
complete the task

Mini Lesson: Confidence levels,
confidence intervals, margin of error
directed practice
Cubing Passport: Completed tasks
Presentation Rehearsals: Teacher
feedback on tentative presentation
layout
Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
Mathematics
20-2
Statistics
13 classes (days)
Assessments
Title
Learning
Outcomes
Type
(Formative/Summative
)
Weighting
1. Demonstrate an
understanding of normal
distribution, including:
standard deviation, and zscores.
2. Interpret statistical data,
using: confidence intervals,
confidence levels, and margin
of error.
Observation
s and
Anecdotal
Notes
Problem
of the
Day
(Entranc
e Slip)
Player
Profiles
Team
Drafting
Rational,
Presenta
tion
Quizzes (2)
Final
Unit
Exam
Formative
Formativ
e
Formative/
Summative
Formati
ve/
Summat
ive
Summati
ve
Summat
ive
0%
0%
(10% + 10%)
20%
20%
(20% +
10%)
30%
30%


Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
Assessment Tool Overview

Assessment
Tool Title
Outcomes
Observations
and Anecdotal
Notes
1, 2
Problem of the
Day (Entrance
Slips)
1, 2
Quizzes (2)
1, 2
Brief Description
While students are working on examples, their project, or
participating in activities, circulate the room and take note of
student performance. Take note of patterns occurring in student
behaviour. Checklists may be used to document participation,
focus, teamwork, progress, etc. These observations and notes
can be used to initiate individual or group conversations about
student performance. These notes and checklists can also serve
as a cue for me to intervene if negative student behaviours are
reoccurring.
A problem of the day will be used as an entrance slip to class
when new topics are being introduced. Students will be asked to
complete a task or problem that will bridge into the lesson of
the day. This formative assessment will be completed by
participation. Each student will receive a slip of paper. They will
write their name and one thing that their group did to solve the
problem. I will collect these papers and review, to make sure that
each student was participating and engaged. It will also help for
me to see if students were on the right track with their thinking, if
I did not have enough time during my circulation to get to them.
Conversation and discussion may take place at the end of each
problem of the day.
Students will complete a quiz at the end of each week as a
check-in with the teacher on how they can apply their learning.
Quizzes will be one half-hour in length. Quiz 1 will primarily focus
on SLO 1 and quiz 2 will primarily focus on SLO 2. Each student is
expected to complete a quiz, as well as a self-assessment survey.
For each question, students will select one of the following: I
knew it, I think I knew it, I wasnt sure, I didnt know. No marks

Fo
r
20
AS
OF

Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
will be rewarded or removed based on completion of this selfassessment. Each quiz will be worth 10% of their final grade for
the statistics unit.
Player Profiles
(Individual)
1,2
Team Drafting
Rationale/
Presentation
(Group)
1, 2
There will be 10 fictional basketball players posted on the walls of

the classroom with data relating to scoring records, height, eating
habits, etc. Students are expected to apply their new statistical
analysis skills to data collections of their choosing for each of the
10 players. Check in each week to ensure groups are working on
forming statistical player profiles in a timely manner. These
player profiles will be used to help groups to draft their final
team. A template will be provided, but it is not mandatory to use
it. Profiles are will be handed in by the end of week one. Students
are expected to hand in their own package of player profiles.
Groups are encouraged to work together to develop these
profiles, but each individual must hand in their own assignment.
Once player profiles are completed, students are asked to draft a
fantasy basketball team using the profiles. Once group members
have come to consensus on the five players belonging to their
fantasy basketball team, students will write a rationale on why
they chose each player. Rationales will be marked on
mathematical content and reasoning. A rubric will be provided.
Both the rationale and the presentation to the class about the
chosen players will be marked as a group. This presentation will
also be marked on mathematical content. A separate rubric will
be provided for the presentation. The rationale will be worth 20%
of the final grade for this unit, and the presentation will be worth
10%. Students will be provided with a self-assessment page to
reflect on their ability to work in a group, as well as grasp
mathematical concepts for this unit.

20
30

Mathematics
Final Unit Exam
1, 2
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
The final unit exam will be structured in a similar fashion as the

quizzes. Both SLOs will be addressed. Students will have one 75minute period to complete the final exam. The exam will be
retrieved from the Westwind School Division test bank. Students
will be expected to apply their learned skills to questions on the
exam. An opportunity for a rewrite will be offered if students do
not feel comfortable with their grade and the second score will
become the final score.

30

Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
PROJECT CALENDAR
Project Title: Fantasy Basketball League
Monday
Tuesday
Focussing Question(s): In what ways are statistics represented in the

world of sports?
How are statistics useful in forming an organization?
Wednesday
PROJECT WEEK ONE
Thursday
Friday
Focus:
Review of central tendency (mean, median, mode).
SLO #1 - Demonstrate an understanding of normal distribution, including: standard deviation, and z-scores.
Project introduction; formation of player profiles
March 28th
March 29th
March 30th
March 31st
April 1st
1. Problem of the day 1. Problem of the day 1. Problem of the day 1. Mini lesson
1. Quiz 1 (half hour)
2. Mini lesson (mean, 2. Mini lesson
(applications
of
2. Student-directed
(think-pair-share)
median, mode,
(standard
normal
distribution)
practice (project
2. Mini lesson (normal
range)
deviation)
work)
distribution curves) 2. Class debate
3. Project introduction 3. Student-directed
3. Player profiles due
3. Student-directed
3. Video and
4. Project details and
practice (project
practice (project
discussion
expectations
work)
work) if time
4. Student-directed
5. Announcement of
permits
practice (project
project groups
work)
PROJECT WEEK TWO

Focus:
SLO #2 - Interpret statistical data, using: confidence intervals, confidence levels, and margin of error.
Team drafting; presentation development
April 4th
April 5th
April 6th
April 7th
April 1st
1. Problem of the day 1. Problem of the day 1. Problem of the day 1. Mini lesson
1. Quiz 2 (half hour)
2. Mini lesson (z2. Quiz 1 corrections
2. Mini lesson
(confidence
2. Presentation
scores)
and review
(confidence
intervals and
rehearsals (teacher
3. Student-directed
3. Mini lesson
intervals and
levels, margin of
feedback)
practice (project
(calculator
levels, margin of
error)
3. Rationales due
work)
functions)
error)
2. Cubing activity


Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
3. Student-directed
practice (project
work)
(review)
3. Student-directed
practice (project
work)
PROJECT WEEK THREE

Focus:
Presentations, unit exam review, unit exam
April 4th
April 5th
April 6th
1. Presentations
1. Quiz 2 review
1. Unit exam (75
2. Class discussion
2. Class examples
minutes)
3. Question period
4. Expectations for
exam

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
Mathematics
20-2
Statistics
13 classes (days)
Lesson Title
Intro to Stats (1)
Date
March 28th, 2016
Grade
20-2
Subject
Math
Unit
Statistics
Time
Duration
70 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes
Specific
Learning
Outcomes
Develop statistical reasoning.
1. Demonstrate an understanding of normal distribution, including: standard

deviation, and z-scores.
2. Interpret statistical data, using: confidence intervals, confidence levels,
and margin of error.
LEARNING OBJECTIVES
Students will:
1. Recall measures of central tendency.
2. Connect with their group members and review project details and expectations.
ASSESSMENTS
Observatio
ns
Take note of student response to project introduction (e.g. excitement,

resentment, etc.)
Pay attention to project group cohesiveness
Performan
ces
Participation in Problem of the Day activity
Products
N/A
LEARNING RESOURCES CONSULTED

Foundations of Mathematics Workbook 11
(Teachers Manual) Absolute Value
Publications
MATERIALS AND EQUIPMENT
Smart Board presentation

Project materials (groups list,
handouts, rubrics)
Rulers
Whiteboards and whiteboard markers
PROCEDURE
Prior to Lesson
Form project groups

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
Mathematics
20-2
Statistics
13 classes (days)
Introduction
Attention
Grabber
(Problem of the
Day)
Transition to
Body
(Discussion)
Post problem of the day question on the Smart Board.

What is the average height of students in Math
20-2?
Students will be provided with basic rulers and
whiteboards to work on. Teacher involvement must be
constructive (do not guide students to the answer!).
What was the average height of students in your class?
Do you all agree with this answer?
How did you solve the problem? Could you have solved
this problem another way?
What topic in statistics does this problem relate to?
Measure of central tendency: mean (average)
What are the other measures of central
tendency?
What is the range of heights in this class?
Body
Mini Lesson
Background:
Mean: mean of population denoted by ; calculated by
adding all data values, then dividing by the number of
values
Median: determined by sorting into numerical order;
median is middle value (if even, the average of the
middle values)
Mode: data value that occurs the most
Range: highest data value minus lowest data value
Smart Board Presentation:
Example: The number of minutes it takes for a high
school student to drive to school each day are listed
below. Find the mean, median, mode, and range of the
data.
11, 10, 19, 16, 15, 14, 13, 12, 17, 15
Mean: (11 + 10 + 19 + 16 + 15 + 14 + 13 + 12 + 17 +
15)/10 = 14.2 min
Median: 14.5
Mode: 15 min
Range: 9
Why do you think the range is so high in this example?

Time
20 min
Time
20 min

Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
(Traffic)
Teacher Notes
Project
Introduction
Hand out project outline and rubrics. Point out

important information in both documents.
Expectations for project-based learning:
Students are on task during working periods
Students are taking initiative to seek out
statistical answers
Students are actively involved in their own
learning
Students see three before me with project
questions
Announce project groups. Allow time for groups to
meet, and present their fantasy basketball team name.
25 min
Teacher Notes
Closure
Consolidation of
Learning
Feedback
Can one person tell me what the three measures of

central tendency are? Why are they useful in our lives?
Please approach me with any project clarifications or
concerns before or during flex.

Time
5 min
Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
Mathematics
20-2
Statistics
13 classes (days)
Lesson Title
Standard Deviation (2)
Date
March 29th, 2016
Grade
20-2
Subject
Math
Unit
Statistics
Time
Duration
70 minutes

General
Learning
Outcomes
Specific
Learning
Outcomes
1. Demonstrate an understanding of normal distribution, including: standard

deviation, and z-scores.
LEARNING OBJECTIVES
Students will:
1. Recognize that standard deviation represents the measure of dispersion between
data points.
2. Apply the algorithm to find standard deviation to multiple situations.
ASSESSMENTS
Observatio
ns
Take note of engagement and focus during project work time

Make sure students are correctly applying newly learned skills to their
project
Performan
ces

Effective group work
Products
N/A

Publications

Slips of paper with sets of data on
them (with and without noticeable
patterns)
PROCEDURE
Prior to Lesson
Create sets of data

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
Mathematics
20-2
Statistics
13 classes (days)
Cut up paper with sets of data into slips

Introduction
Attention
Grabber
(Problem of the
Day)
Transition to
Body
(Discussion)
Groups of 3. Pose this task to students:

Group these sets of data according to a specific
characteristic.
Students will be provided with slips of paper with sets
of data to sort. Teacher observation of different
grouping strategies (circulate room).
15 min
How did your group sort the sets of data? Record

characteristics on whiteboard.
What did all of these sets of data have in common?
Some data sets had a large range, some smaller
What sets of data would be more reliable?
Has anyone heard the term standard deviation?
Body
Mini Lesson
Time
Background:
Standard deviation: measure od dispersion; describes
the variation (or spread) of between the data values and
the mean of the data
= ((x-)2/n)
Low standard deviation = data values are close to

the mean, thus data values are more consistent
High standard deviation = data values are
scattered further from the mean, thus data
values are less consistent
Why would this consistency matter to us?
Example: Heights of the Cobras basketball team are
given below:
170, 182, 193, 193, 112
Calculate the standard deviation.
(x-)2 = 966
n=5
= 13.9
Review graphing calculator process. This is mandatory

Time
25 min

Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
for students to know and be able to do.

Histogram example.
Teacher Notes
Student-Directed
Practice (Project
Work)
Students begin their first round of statistical analysis on

the 10 basketball players in the room. Skills that
students should be applying to data provided: measures
of central tendency (mean, median, mode), measures
of dispersion (range, standard deviation). Students are
to make inferences about how players will perform in
games based on the player analysis. Sets of data
include height, age, baskets scored per game, rebounds
per game, calories consumed per day, and hours of
physical training per day.
25 min
Teacher Notes
Closure
Consolidation of
Learning
Feedback
Can one person tell me what standard deviation is?

What is it used for? Why is it important? How did
standard deviation apply to the player profiles you are
creating?
I have noticed that while you are working on your
projects, groups have been doing
________________________.

Time
5 min
Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
Mathematics
20-2
Statistics
13 classes (days)
Lesson Title
Standard Deviation (3)
Date
March 30th, 2016
Grade
20-2
Subject
Math
Unit
Statistics
Time
Duration
70 minutes

General
Learning
Outcomes
Specific
Learning
Outcomes
3. Demonstrate an understanding of normal distribution, including:

standard deviation, and z-scores.
LEARNING OBJECTIVES
Students will:
3. Recognize the shape of a normal distribution curve.
4. Label the data, the mean of the data, and the number of standard deviations from
the mean on a normal distribution curve.
ASSESSMENTS
Observatio
ns
Pay close attention to answers being discussed for the Problem of the
Day
Make sure students are correctly applying newly learned skills to their
project
Performan
ces
Products
N/A

Effective group work and communication of ideas

Publications

Prepared pair of graphs to notice
things about
YouTube video: An Introduction to the
Normal Distribution
PROCEDURE

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
Prior to Lesson
Mathematics
20-2
Statistics
13 classes (days)
Draw graphs on the whiteboard or display them on the Smart

Board
Load YouTube video (start at 1:30)
Introduction
Attention
Grabber
(Problem of the
Day)
Transition to
Body
(Discussion)
Hand-up, Stand-up, Pair-up Instructions:

Think about the Problem of the day for 5 minutes. Then
you will stand up and pair up with a classmate and
discuss what you noticed about the given graphs. When
you are finished wit that partner, put your hand up and
then find a new partner who also has their hand up. We
will switch partners 3 times. We will then come together
as a class and discuss the problem.
What did you notice about the graphs? Did you get
some new ideas from your classmates? Record thoughts
on the whiteboard.
What did these two graphs have in common? What
made them different?
Their shape was similar
What could the shape of the graph tell us about the
data?
Would you describe the shape of these graphs as a
bell?
Body
Mini Lesson
Background:
Normal distribution: data which results in a frequency
polygon with a bell shaped curve
Elements of normal distribution curve: mean of the data
(center of curve), standard deviations from the mean,
percentage of data that falls between each standard
deviation
Discussion on shape of graphs: Am I a Bell Curve?
Show image of a graph students decide if it is a
bell curve
Histogram example - light bulbs.
YouTube video (1:30-3:20)

Time
15 min
Time
30 min

Mathematics
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-2
Statistics
13 classes (days)
What percentage falls between one standard deviation

from the mean? Why do you think that is the case?
If we double the standard deviation value, what does
the normal distribution curve look like? Do you still think
68% of fall between one standard deviation of the
mean? Why?
Teacher Notes
Student-Directed
Practice (Project
Work)
Students begin their first round of statistical analysis on

the 10 basketball players in the room. Skills that
students should be applying to data provided:
representing data as a normal distribution curve.
Students are to make inferences about how players will
perform in games based on the player analysis. Sets of
data include height, weight, baskets scored per game,
rebounds per game, calories consumed per day, and
hours of physical training per day.
20 min
Teacher Notes
Closure
Consolidation of
Learning
Feedback
Can one person please draw a normal distribution curve

on the whiteboard? Can someone label where the mean
should be? One standard deviation from the mean? Two
standard deviations from the mean?
Make a comment about student performance during
Problem of the Day activities.

Time
5 min

Unit Plan - Demers

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Unit Plan - Demers

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Hak Cipta:

Format Tersedia

ED 3601 Curriculum and

Instruction for Majors:

ED 3601 Curriculum and

Spring 2016: Marynowski

ED 3601 Curriculum and

Fantasy Basketball League

ED 3601 Curriculum and

Estimated Length: 13 classes (days)

21st Century Competencies

2. Interpret statistical data,

Students are asked to draft a fantasy basketball team lineup of five

1. In what ways are statistics

Decision Making Process

TANGIBLE OUTCOMES: PRODUCTS, PERFORMANCES, PRESENTATIONS &/OR

ADULT WORK CONNECTIONS

Spring 2016: Marynowski

Primary Data/Field Work:

ED 3601 Curriculum and

Data from real major league

Spring 2016: Marynowski

ED 3601 Curriculum and

PROJECT ALIGNMENT GUIDE

Learning Outcomes: Aligned to

Instruction: Lessons, workshops,

Formative Assessments: Critiques,

Problem of the Day: What is the

Entrance Slip: Problem of the Day

Normal distribution and z-scores

Problem of the Day

Confidence levels, confidence

Problem of the Day

Ongoing Checklist: Student

Normal distribution curves

Spring 2016: Marynowski

Ongoing Checklist: Student

Ongoing Checklist: Student

ED 3601 Curriculum and

Applications of the above

Spring 2016: Marynowski

complete the task

ED 3601 Curriculum and

Spring 2016: Marynowski

ED 3601 Curriculum and

Assessment Tool Overview

Spring 2016: Marynowski

ED 3601 Curriculum and

There will be 10 fictional basketball players posted on the walls of

Spring 2016: Marynowski

ED 3601 Curriculum and

Final Unit Exam

The final unit exam will be structured in a similar fashion as the

Spring 2016: Marynowski

ED 3601 Curriculum and

Focussing Question(s): In what ways are statistics represented in the

PROJECT WEEK TWO

Spring 2016: Marynowski

ED 3601 Curriculum and

PROJECT WEEK THREE

Spring 2016: Marynowski

ED 3601 Curriculum and

Intro to Stats (1)

March 28th, 2016