Course Name: Statistics

Grade Level: 12
Unit Objectives: At the conclusion of the unit, students will be able to
Distinguish between and discuss advantages of observational studies and
experiments
Identify and give examples of each type of sampling
Identify and give examples of sources of bias
Identify and explain the three basic principles of experimental design
Explain what is meant by completely randomized design
Use random numbers from a table or technology to select a sample or assign
individuals to treatments
Given an experimental design, identify all parts and treatment groups
Critique a given experimental design
Lesson Objectives:
Identify and give examples of each type of sampling
Identify and give examples of sources of bias
Use random numbers from a table or technology to select a sample
Explain the benefits of simple random sampling vs. other types of sampling
Day 1:
Students are shown a map of the United States. I put 15 seconds on the clock and ask
them to pick 5 states. Once the states are chosen, the students are given a table
showing each states area in square miles and asked to calculate the average area for
their group of 5 states.
The class then constructs a dot plot of their averages and we discuss the range of
values. I ask the students if they think their group of five states qualifies as a random
sample. Some will say yes while others say no. After some discussion, someone will
usually say something like, Well, I picked states where Im applying to college or I
picked states I visited (If no one takes the class in that direction, I will ask if anyone
had a certain thought process while choosing). The students then reevaluate whether
they think their sample is a random sample.
I have the students choose 5 states again but this time they must use the random
number generator on their calculator to choose the states. They calculate a new
average and make another class dot plot.
The students compare the two class dot plots and notice that the range is smaller when
the samples are chosen randomly. Students are asked to think about why this is the
case, and we discuss how random samples affect variability.

The students are given some sampling situations and asked to critique them. This
establishes the discussion for convenience sampling, voluntary response sampling, a
simple random sample and the idea of bias.
Direct instruction is given regarding random number tables and how to use them. The
students are given several examples and asked to use the number table to choose a
simple random sample in each one.

In the photo above, a student has worked a problem involving how to use a random
number table to choose a sample. The student has illustrated understanding of how
the population size affects the labels given to each item in the population. The student
also understands the mechanics of searching through the random number table for
numbers that apply to her population.

Day 2:
With the help of a partner, students work through the following activity:

Go Fish!
Imagine that you are asked to determine the number of fish in a nearby lake. To count
the fish one by one, you could remove the fish from the pond and stack them to one
side, or mark each fish so you would not count them over and over again. Counting like
this could be hazardous to a fishs health!
To determine the number of animals in a population, scientists often use the
capture/recapture method. A number of animals are captured, carefully tagged, and
returned to their native habitat. Then a second group of animals is captured and

counted, and the number of tagged animals is noted. Scientists then use proportions to
estimate the number in the entire population.
Each group needs: 1 paper lunch sack to represent the lake A supply of goldfish
crackers to represent the fish in the lake A supply of colored goldfish crackers to
represent the tagged fish 1 cup to represent the net 1 paper plate

Part A: Collect the Data

Capture:
1. Each group receives a lake with fish inside.
2. With the net, scoop a sample of fish out of your lake onto the paper plate.
3. Replace your sample of fish with tagged fish.
4. Count the number of tagged fish and then return them to the bag.
5. There are

tagged fish in the entire lake.

Recapture:
6.

Shake the bag gently.

7.

Use your net to remove a sample of fish. Count the number of tagged fish and total fish
in your sample and record the data in the first column below.
8. Return all of these fish to the lake and shake gently to mix them up.
9.Repeat this process until you have gathered data on 10 samples and filled in the
table below.

Sample number
1
2
3

Number of tagged fish

Total number of fish

4
5
6
7
8
9
10
Average

Part B: Analyze the Data

1. Find the average number of tagged fish and the average number of total fish in your
samples. (Using the average number with 10 samples is more reliable than using any
one samples data.)
2. Use the proportion below to estimate the total number of fish in your lake:
average number of tagged fish in sample
average number of fish in the sample

number of tagged fish in lake

number of fish in the lake

Estimated population:
3. Now count the total number of fish in your lake to determine how close your
estimate from the sampling is to the actual number of fish in the lake.
Actual population: __________________
4. How close were you to the actual number of fish?

Part C: Extension
1. Does the sampling in this activity constitute a simple random sample? Why or why
not?
2. What are some factors that could have caused bias in your estimate of how many
fish were in the lake?
3. Where else would scientists use this capture/recapture method?
4. What difficulties might scientists face in the field that might affect their population
estimates?

Reflection:
In this lesson, I am most proud of the Go Fish activity. It is a great way for
students to understand the concept of a simple random sample as well as see a
practical application from another scientific field.
Some challenges faced during the lesson included not everyone having their
calculator with them as well as not completely understanding the directions of the Go
Fish activity. The calculator problem was solved by having students share, though that
slowed down the process considerably. As for the Go Fish activity, I felt that the
directions were easy to follow so I began by giving the pairs their materials and
necessary handout. It quickly became obvious that some students could not follow the
first few steps. As a class, we discussed how to get started and made sure everyone
was on the right track.
In the future I will be better about reminding students to have their calculators in
class. There are many preprogrammed statistical functions on the graphing calculators
and we use them often. Also, I now know to get the class started on the Go Fish

activity as a group before I let them off on their own. One last piece of advice for
anyone else wanting to do this lesson is to set up the lakes of goldfish in advance.
There is a little bit of prep work in that you must divide the goldfish up into the paper
bags and make sure you have enough colored goldfish to represent the tagged fish.
My professional goal this year was to find more engaging activities with which to
present material. I feel that this lesson fits the bill. Throughout both days the students
were actively generating and analyzing data as well as critiquing real world sampling
situations. The students could easily see how and where the concept of sampling is
used in the real world and pitfalls to avoid.