Teacher: Taryn Geroche

Date: 04/19

School: Conrad Ball Middle School

Grade Level: 6

Title: Class Brainstorming

Content Area: Math

Lesson #:_6_ of _11_

Content Standard(s) addressed by this lesson:

CCSS.MATH.CONTENT.7.SP.A.1
Understand that statistics can be used to gain information about a population by examining a sample
of the population; generalizations about a population from a sample are valid only if the sample is
representative of that population. Understand that random sampling tends to produce
representative samples and support valid inferences.
CCSS.MATH.CONTENT.7.SP.A.2
Use data from a random sample to draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge
the variation in estimates or predictions.
Objective:
Critique possible samples to determine the best, most plausible samples to survey in order to represent the
population.
Construct a statistical question that will provide the desired data.
Write coherently about project findings and reflections.
Learning Target:
I can: determine many possibilities for samples and statistical questions for my project.
This means: I can work with my classmates and listen to their ideas about samples and statistical
questions.
List of Assessments:
Formative: Participation in class today
Formative: Teacher checkpoint (T) of group goal
Summative: Pre-Test and Post-Test

Planned Lesson Activities

Name and Purpose of
Lesson

Page 1

Class Brainstorming
The purpose of this lesson is to establish the common factors that all
students will have in their project, (i.e. representing the same
population), as well as to brainstorm ideas for other choices groups will

have to make as they complete the project.

Approx. Time and

Materials

Approximate Time: 1 day = 70 min

Materials: Do Now sheets and flipchart, Class Brainstorming
worksheets

Do Now

Students explored samples and populations during one of their previous

classes, so interpreting this table will jog their memories so that they are
ready for when the teacher uses these terms when describing the project.

Procedures

Do Now: 15 min
Students know to start the Do Now as soon as class starts. Teacher lets
students work for about 10 minutes, then goes over the answers with the
class, allowing students to share their answers.
Class Brainstorming: 30 min
Students all turn their desks toward the middle of the classroom, to be
able to hold a whole-class discussion. Each person gets a copy of the
Classroom Brainstorming worksheet. Starting with the teacher
explaining the population and parameters, we then start a whole group
discussion about all of the different possibilities that we can come up
with for samples, statistical questions, etc. Everyone who raises their
hand has the opportunity to share their thoughts. At some points
everyone may be asked to turn to their partner and share their ideas.
Other times students may be called on to critique their peers ideas, as
well.
Group Goal: 10 min
Now that each group has tons of new ideas for possible samples, each
group must come up with their groups goal. This goal must be
measureable, as it will show whether or not each group has met the class
goal. For instance, Our group goal is to reach an average rating of 7
among sixth graders.
Work Time: 15 min

Page 2

When students complete the brainstorming worksheet and have made

their group goal, then they should be on the Figure app, starting to make
their first song.

Closure
Differentiation

Management

Time to clean up, put iPads away, and turn in the brainstorming sheet.
Part of the purpose of starting the project off all together like this is to
make sure that every group starts with a firm foundation. The groups or
group members who are struggling will start out with the same list of
brainstormed ideas as everyone else, so then they just need some time to
try it out for themselves and decide what they will use. Also, the
teacher is looking over every groups goal, so immediately it will be
apparent if groups dont really know what they should be doing.
This whole-class discussion will require specific directions and high
expectations. Teacher will wander through the desks, giving all students
a chance to answer questions or share their ideas. Students who are
being disrespectful or are not participating appropriately will be asked
to leave the room. Students will need to raise their hand to speak, so
that it doesnt get too noisy, and so we can make sure that everyones
voice is heard.

Reflection
I really enjoyed having this classroom discussion with the students. They were respectful and
listened to all of the people speaking. This lesson is very powerful at this stage because it will
form the foundation for the rest of the project, giving students a large variety of possibilities for
the direction in which their project will go. This lesson gave us the opportunity to really discuss
some of the key components of the standards.

Page 3