Content Area: Mathematics

Reading Standard:
RI.7.1

What do students need to

know?
Students need to know what a
proper citation is
Students need to know how to
pull evidence from a text
Students need to know what
support for analysis is
Student need to know what the
text says explicitly
Students need to know what
an inference is

Grade Level: 7
What do students need to be able to do?
Students need to be able to cite properly
Students need to be able to locate evidence in
a text
Students need to be able to choose the proper
evidence to best support their statements
Students must be able to choose direct
quotes from the text that make explicit
statements
Students must be able to make inferences
from the text

Lesson Objective: Students will understand what it means to select a random sample from a population.

Lesson Outline and Task for the students:

DO NOW (5 min): Tell students they are given 20 skittles,
MINI LESSON (15 min):

Incorporate Station Teaching model of ICT. The class will dive right into this model after the
do now has been completed. Teachers will have decided before class exactly what the groups

will be, with possibility for modifications if students are absent.

Skittles will be at 4 different tables across the room. Each table will have a different
distribution of skittles, and students will record the number of each color they get when
randomly selecting 20 out. Teachers will man two stations each, and will pose questions to
students to get them thinking about how the data they are getting from each station might be
different, and why it might be different.

GROUP WORK (10 min):

After all the data is collected, students will be given time to work in groups to complete a set
of questions following the experiment.

SHARE (10 min): Each group will share with the rest of the class their results.

Summative Assessment (how will you know if students hit the objective at the level of the
standard?):

Have students read below (http://www.civilrights.org/census/how-it-works.html?

referrer=https://www.google.com/) , a description of the U.S. Census. After reading, students must
explain how they can use the methods discussed in class to make the census more efficient, or
explain why the current method is the most efficient. Must use direct quotations from text to support
either argument.
Who is counted?
The census counts every person who lives in the 50 states, the District of Columbia, and U.S.
territories such as Puerto Rico and Guam.
The census counts both citizens and non-citizens, including undocumented immigrants.
Even those people who don't have traditional "homes" are counted, such as people who are
homeless, prison inmates, and residents of nursing homes and long-term care facilities.
Military personnel and federal civilian government employees, as well as their dependents,
who are stationed overseas are counted as part of the "overseas population" for purposes of
congressional apportionment only.
When is the census held?
The constitution requires that a census be held every ten years. We have had 22 censuses so
far, starting in 1790.
The next census date is scheduled for 2010.
Although the census provides a snapshot of the population on one day, the U.S. Census
Bureau will work throughout the year to make sure everyone is counted.
How is each household counted?
Census questionnaires will be mailed to all U.S. households in March 2010, and people will be
asked to provide information that is accurate as of April 1, 2010.
Households that do not respond by mail will be sent a second form.
Census takers will visit households that do not respond to the second form, to collect the
household's information, or determine if an address is uninhabited. Census takers may
return up to six times to make sure a household is included in the count.
People are counted at the location where they live and sleep most of the year.
How do I complete the form?
The census form is easy to complete and takes less than 10 minutes to fill out. The
questionnaire asks only a few simple questions for each person in the household: name,
relationship, gender, age and date of birth, race, and whether the respondent owns or rents
his or her home. The census does not ask about a person's immigration status.
o Sample Census Form (pdf)
In areas where there are likely to be a large number of Spanish speakers, the census form will
be bilingual in English and Spanish.
o Sample Bilingual Form (pdf)
You can call a phone number on the back of the English form to request a questionnaire in
Spanish, Simplified Chinese, Vietnamese, Korean, or Russian.
Federal law requires that everyone participate in the census - you cannot "opt out."
What happens to the information?
The information on your census form is completely confidential, as mandated by federal
law, and cannot be disclosed for 72 years.
o Census Data Protection Policy
The Census Bureau does not share your personal information with courts, the police, or other

federal departments such as the Internal Revenue Service and Department of Homeland
Security.
All Census Bureau employees have taken a lifetime oath to protect confidentiality and if they
violate this oath, face prison, a fine, or both.
What is census data used for?
Census data directly affects how almost $400 billion per year in federal and state funding is
allocated to communities for neighborhood improvements, public health, education,
transportation and much more. That's more than $4 trillion over a 10-year period.
Census data is used to redistribute Congressional seats to each state based on population and
to draw state legislative districts.
The census is like a snapshot that helps define who we are as a nation. Data about changes in
your community are crucial to many planning decisions, such as where to provide services for
the elderly, where to build new roads and schools, or where to locate job training centers.
See The Census & Civil Rights to find out more about why the census is an important civil
rights issue.

Notes:

I would place this at Create Level 2 on the Cognitive Rigor Matrix because students are not
given the academic vocabulary for what they are learning about, but rather having them
discover the concepts first through their own experimentation, and learning the words that go
with it later.
This lesson utilizes
UDL Guidelines:
o 3.1 Activate or supply background knowledge
o 6.4 Enhance capacity for monitoring process
o 7.2 Optimize relevance, value, and authenticity
I would categorize the text used above as simple in layout, purpose and meaning, and
structure. It would be somewhat complex in language features and knowledge demands fiction.
Overall I would rank it as somewhat complex given the intimidating nature it may have one
students.
SANTO: Since he has problems with reading motivation, we will implement ELL content
strategy 19 (Create Curiosity). The use of candy is supposed to make the lesson fun and take off
the pressure of thinking solely in numbers that may have caused this lack of motivation in
Santo. The use of the final reading is also used to motivate his reading, showing that there are
real life examples of the things learned in mathematics class.
MICHELLE: By working in a group, the lesson helps combat some of the deficits Michelle has
regarding fluency and decoding. This kind of auditory aid will help slow down the lesson so
Michelle can process the information without being confused.

BIJAN: Since the reading given for the majority of the class might be intimidating for Bijan, he
will be given a simplified version. There is a decent amount of extraneous information that the
class does not need to answer the question, and there is no need to further confuse Bijan.