Statistics unit for Algebra II

10th 12th grades

Brian Kever & Michael McKenzie

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 Table of Contents
Introduction/Project Description & Driving Question .. 3

Anchor Video, Overall Goals, & Project Objectives ... 4

Rationale ...5

Background . 7

State Standards ....8

Technology Application ...9

Final Project & Rubric ... 10

Lesson Plan Overviews . 12

Teach Week Lesson Plans 39

Substitute Activity .. 55

Unit Calendar .. 56

Unit Concept Map ..... 57

Grant Proposal ....58

References/Resources .... 68

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Introduction/Project Description
Over the course of this lesson the students will come up with a
new product or service that solves an everyday problem, craft a
business plan, and try to sell their new idea to the Shark Tank. The
focus of this project will be to incorporate a variety of statistical data
within the business plan. Students will choose a survey technique
with minimum bias, develop a survey, and administer it. The data
collected will be analyzed, and included in the students business
plan. There are many opportunities to incorporate additional
statistical data within a business plan, such as competition analysis,
financial analysis, and marketing analysis.

This lesson is designed to cover all of the Arkansas state

standards for Statistics in Algebra II over the course of four weeks.
The first two weeks of the lesson cover primarily concepts of Statistics,
while the following two weeks involve problem solving using Statistics.
Students will improve upon many personal skills throughout this
lesson. The lesson requires critical thinking, social skills, real world
problem solving, and business skills. All of these will benefit the
student in the future as they enter the workforce one day. Who
knows, one of the students might just become an entrepreneur one
day?

Driving Question
How can you sell your new product or service using statistical
data to the Shark Tank?

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Anchor Video
https://www.youtube.com/watch?v=_32WJ21eVcE

Overall Goals
Students will gain real world understanding why Statistics are
important. They will be able to recognize Statistics, and gain an
understanding on their validity. Students will be able gain a greater
understanding of the tools needed to analysis statistical data, and
make informed decisions. This lesson will hopefully motivate students
into taking a Statistics course either in high school or college.

Project Objectives
Students will be able to recognize the roll statistics has in business
planning, and incorporate statistics into a business project. Students
will be able to recognize the purpose and difference among sample
surveys, experiments, and observational studies. They will be able to
recognize and define Data, Statistics (descriptive and inferential),
Population, Sample, Parameter, and Statistic. The student will be
able to recognize Experimental Design and Sampling Techniques
(Census, Sampling, Simple Random, Stratified, Cluster, Systematic,
and Convenience). The student will be able to recognize and
identify a Normal Distribution, Mean, Median, Mode, Standard
Deviation, Paired Data Set, and Scatter Plot. The student will be able
to calculate the Area Under the Curve (using the empirical rule of
68-95-99.7), Mean, Median, Standard Deviation, and complete a

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Scatter Plot. The student will gain social, presentation, critical
thinking and project management skills. The student will gain real
world knowledge about business, entrepreneurship, investing, social
skills, finance, corporate environment, and more.

Rationale
The following rationale shows why teaching project-based
instruction is the way we should teach, and the project in the
statistics unit should be taught to students. Direct instruction is how
most of us learned in high school, we listened to the teacher lecture,
we did the worksheets and other homework, and we took the
quizzes and tests at the end of the sections and chapters. Direct
instruction can work, but is it really the best option? Project-based
instruction is a method any teachers who is still teaching direct
instruction should consider trying in their classroom. WestEds
Regional Educational Laboratory West conducted a study that used
a BIE project-based Economics curriculum. The study was on
learning for one week, and there were 7,000 seniors in 66 different
high schools in the study. According to the study, the results showed
that those students scored higher on the Test of Economic Literacy
than the students who were taught by direct instruction. The study
also showed that the PBI students were also more successful at using
problem solving skills to find conclusions that applied to real world
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challenges, and that teachers found teaching more enjoyable when
teaching project-based instruction (Lenz, 2010). Another study, done
by Boaler in 2002, involves students math achievements in two
separate British secondary schools; one of which taught using PBI
and the other using direct instruction. After three years, the students
in the school using PBI had significantly outperformed the other
students, and three times as many students passed the national
exam (Boaler, 2002).

Project-based instruction is a student-centered approach

instead of the teacher guiding the students through step by step. The
students will have to think critically to solve many of the problems
give in project-based instruction. The students will collaborate with
one another and lead discussions. PBI engages students in projects
and homework that can help solve real-world problems. The lessons
help them learn multiple things, besides that of the core subject
being taught, that they will need in the future; for example,
presentation skills, research skills, paper writing skills, etc.

A teachers role in project-based instruction is very important,

yet much different than direct instruction. The teacher should not
guide the students through the process step by step. They should
facilitate the learning, and let the students talk through the problems
in a class discussion or in smaller groups so they can come up with a
conclusion on their own. The teacher keeps the students engaged
and on task, while relating the lessons to real world instances. A
students role in a PBI classroom is different than in a direct instruction
classroom. A students role is to engage in class and group
discussion, do their part within their group, guide the lesson forward
by using critical thinking skills, and being polite and encouraging to
the rest of the classmates.

The statistics project/unit should be taught by any math

teacher in the proper course for many reasons. It is a full four week
unit containing all of the Arkansas Algebra 2 Common Core
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standards. The unit has some benchmark lessons when needed, but
incorporates a lot of project based instruction lessons which will keep
the students be engaged. The unit has integrated technology into it
and lets the students develop other skills rather than strictly the
statistics procedures. The students will get to look at all aspects of
Algebra 2 statistics while coming up with a business plan of their
choosing, and using the knowledge they have gained to make the
most profitable business plan that they can. There are many other
reasons why this unit should be taught in classrooms learning about
statistics.

The unit in question is over the statistics standards for Algebra 2.

The unit project is for the students to create a new product or service
and business plan with all the statistical knowledge they have
gained to create an efficient and profitable business that will be
presented to the Shark Tank, in which the students will present their
plan to the class, teacher, additional faculty, and community
entrepreneur(s). The unit is taught using project-based instruction,
which is proven to be a more effective way of teaching than direct
instruction. The students will solve real world problems using critical
thinking skills.

Background
The Concept Map included in this Unit Project illustrates the
various statistic components to be covered in this unit. In addition, it
reflects the minimum components of a business plan that the student
needs to include in their presentation. The student needs to have a
basic understanding a Population and Sample. They should
recognize a Parameter is associated to a Population, while a Statistic
is associated to a Sample. Students should be able to distinguish
between different types of data, statistics, graphs, diagrams, and
sampling techniques. They will need to understand if a statistic is
bias. Students will gain an understanding how to analysis and

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summarize data. They will need to be able to construct a statistical
test, and complete the test either with a sample survey technique or
experiment. Finally, the student will be able to draft a basic business
plan.

State Standards
Domain: Interpreting Categorical and Quantitative Data

Clusters:

25. Summarize, represent, and interpret data on a single count

measurement variable
o HSS.ID.A.4:
Use mean and standard deviation of a data set to fit it
to a normal distribution and to estimate population
percentages
Recognize that there are data sets for which such a
procedure is not appropriate
Use calculators and/or spreadsheets to estimate areas
under the normal curve
26. Make inferences and justify conclusions from sample surveys,
experiments, and observational studies
o HSS.ID.A.6: (Represent data on two quantitative variables on
a scatter plot, and describe how the variables are related
Fit a function to the data; use functions fitted to data to
solve problems in the context of the data

Domain: Making Inferences and Justifying Conclusions

Clusters:

27. Understand and evaluate random processes underlying

statistical experiments
o HSS.IC.A.1:
Recognize statistics as a process for making
inferences about population based on a random
sample from that population
o HSS.IC.A.2:

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 Compare theoretical and empirical probabilities
using simulations (e.g. such as flipping a coin, rolling
a number cube, spinning a spinner, and
technology)
o HSS.IC.B.3:
Recognize the purposes of and differences among
sample surveys, experiments, and observational
studies
Explain how randomization relates to sample
surveys, experiments, and observational studies
o HSS.IC.B.6: (Read and explain, in context, the validity of
data from outside reports by)
Identifying the variables as quantitative or
categorical
Describing how the data was called
Indicating any potential biases or flaws
Indentifying inferences the author of the report
made from sample data

Technology Application
The student will use variety of technology within the unit.
Primarily, students will be incorporating iPad or laptops for research
purposes, data analysis, and other daily activities. Students are
expected to make use a Web 2.0 tool in order to create a
presentation or short video to present to the shark tank. In addition,
they are to post and maintain all their work onto Google Drive, and
share the information with the teacher.
Teachers will use technology in a facilitated fashion to support
student engagement and learning. Extensive use of the Smartboard
is necessary to present benchmark lessons, show videos, and student
artifacts.
T1-84 calculators will also be used by the teacher and students.
The teacher will demonstrate various statistical calculations using the
calculator, and the students are expected to follow the teachers
instructions.

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Final Project & Rubric
Students are to conceptualize a new product or service that
solves an everyday problem, and sell it to the Shark Tank. In order to
do this, students will be partnered to complete the project. Students
will be expected to include or demonstrate the following in their
presentation:

New product or service

Competitive analysis
Financial analysis
Marketing analysis
Sample survey or experiment completed by students
Understanding of statistical data

Student presentations to the Shark Tank can be completed by

submitting a video presentation or doing an in person presentation.
This is to allow equity for the students. The Shark Tank will be
comprised of the teacher, other faculty, and local entrepreneurs in
the community.

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Lesson Plans
Unit Overview and Shark Tank Introduction: Day 1

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 15 minutes preparation time
and 45 minutes class time
State Standards:
o HSS.IC.B.6:
Identifying inferences the author of the report made
from sample data

The student will be able to recognize the role statistics has in

business planning.
Brief Overview: The students will be introduced to the unit through
an Anchor Video (link under Anchor Video) and two additional
Shark Tank clips where entrepreneurs were successful in making
deals using strong statistics. After watching the videos, students will
be paired with a partner for the Unit Project. Students will work
directly with their project partner to begin brainstorming for an idea
of a new product or service they can present to the Shark Tank.
Students will maintain a document(s) to keep up with all their work
in Google Docs. Teacher will take this opportunity to visit with each
group in order to assess understanding and progress.
Lesson Features:
o Video/Technology Use Students will watch 3 videos: Anchor
Video and two Shark Tank clips. iPads/laptops will be used to
research new product or service ideas
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning, problem solving, statistics
o Images included in videos
o Simulations Students are entrepreneurs trying to develop a
new product or service and sell it to the Shark Tank
o Hands on / Inquiry
Have students think of a product or service that solves
any everyday problem. Students will research any

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 competition and/or existing patents using electronic
devices such as iPads and laptops.
Materials Required for lesson:
o iPads/Laptops

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Unit Overview and Shark Tank Introduction: Day 2

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 15 minutes preparation time
and 45 minutes class time
State Standards:

o HSS.IC.A.1:
Recognize statistics as a process for making inferences
about population parameters based on a random
sample from that population
o HSS.IC.B.6:
Identifying inferences the author of the report made
from sample data

The student will be able to recognize and define Data, Statistics

(descriptive and inferential), Population, Sample, Parameter, and
Statistic
Brief Overview: This is a benchmark lesson to introduce students to
Data, Statistics (descriptive and inferential), Population, Sample,
Parameter, and Statistic. Teacher will present new information using
a PowerPoint, and having students watch a short video. This is the
starting point of learning Statistics, so students begin to have the
background needed when designing unit project statistical data.
Lesson Features:
o Video/Technology Use Watch video on Population and
Sample
o Teaching Strategy/Learning Strategy Watch video, guided
practice
o Images included in videos
o Hands on / Inquiry
Inquiry based on the driving question for unit
Materials Required for lesson:
o A PowerPoint presentation to guide lesson
o Video: https://www.youtube.com/watch?v=VtGYaYW-tAk
(Population and Sample)

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Unit Overview and Shark Tank Introduction: Day 3

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 15 minutes preparation time
and 45 minutes class time
State Standards:
o HSS.IC.A.1:
Recognize statistics as a process for making inferences
about population parameters based on a random
sample from that population
o HSS.IC.B.6:
Identifying the variables as quantitative or categorical
Identifying inferences the author of the report made
from sample data

The student will be able to recognize and define Parameter and

Statistic, as well as Qualitative and Quantitative data
Brief Overview: This is a benchmark lesson to introduce students to
Parameter and Statistic, as well as Qualitative and Quantitative
data. Teacher will present new information using a PowerPoint, and
having students watch a short video. This is a continuation of the
starting point of learning Statistics, so students begin to have the
background needed when designing unit project statistical data.
Lesson Features:
o Video/Technology Use Watch video on Parameter and
Statistic
o Teaching Strategy/Learning Strategy Watch video, guided
practice
o Images included in videos
o Hands on / Inquiry
Inquiry based on the driving question for unit
Materials Required for lesson:
o A PowerPoint presentation to guide lesson
o Video: https://www.youtube.com/watch?v=Qqc9KU9oW9k
(Parameter and Statistic)

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Unit Overview and Shark Tank Introduction: Day 4

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 15 minutes preparation time
and 45 minutes class time
State Standards:
o HSS.IC.A.1:
Recognize statistics as a process for making inferences
about population parameters based on a random
sample from that population
o HSS.IC.B.6:
Identifying the variables as quantitative or categorical
Identifying inferences the author of the report made
from sample data
o HSS.IC.B.3:
Recognize the purposes of and differences among
sample surveys, experiments, and observational studies
Explain how randomization relates to sample surveys,
experiments, and observational studies

The student will be able to recognize the purpose and difference

among sample surveys, experiments, and observational studies
Brief Overview: This is a benchmark lesson to introduce students to
the purposes of and differences among sample surveys,
experiments, and observational studies. Teacher will present new
information using a PowerPoint, and having students watch a short
video. This is a continuation of the starting point of learning
Statistics, so students begin to have the background needed when
designing unit project statistical data.
Lesson Features:
o Video/Technology Use Watch video on types of data
collection (sample surveys, experiments, and observational)
o Teaching Strategy/Learning Strategy Watch video, guided
practice
o Images included in videos
o Hands on / Inquiry
Inquiry based on the driving question for unit

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 Materials Required for lesson:
o A PowerPoint presentation to guide lesson
o Video: https://www.youtube.com/watch?v=wbQBKZROcuo
(sample surveys, experiments, and observational)

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Unit Overview and Shark Tank Introduction: Day 5

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 0 minutes preparation time and
45 minutes class time
State Standards:
o HSS.IC.A.1:
Recognize statistics as a process for making inferences
about population parameters based on a random
sample from that population
o HSS.IC.B.6:
Identifying the variables as quantitative or categorical
Describing how the data was collected
Indicating any potential biases or flaws
Identifying inferences the author of the report made
from sample data
o HSS.IC.B.3:
Recognize the purposes of and differences among
sample surveys, experiments, and observational studies
Explain how randomization relates to sample surveys,
experiments, and observational studies

The student will be able to recognize Data, Statistics (descriptive

and inferential), Population, Sample, Parameter, and Statistic. The
student will be able to recognize the purpose and difference
among sample surveys, experiments, and observational studies.
Brief Overview: Students will work in pairs to collect media reports
with statistical data published in media to share on Day 6. Students
will be instructed to locate two types of samples (survey,
experiment, or observation), and identify the following: Population,
Sample, Parameter, Statistic, Type of data collection, and
determine if any bias exists. Teacher will take this opportunity to visit
with each group in order to assess understanding and progress.
Lesson Features:
o Video/Technology Use iPads/laptops will be used to locate
statistics in the media
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning, statistics

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 o Simulations Students are researchers looking for types of
statistical samples (survey, experiment, or observation)
o Hands on / Inquiry
Have students research statistic data in the media
using electronic devices such as iPads and laptops,
and identify Population, Sample, Parameter, Statistic,
Type of data collection, and determine if any bias
exists.

Materials Required for lesson: iPads/Laptops

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Unit Overview and Shark Tank Introduction: Day 6

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 0 minutes preparation time and
45 minutes class time
State Standards:
o HSS.IC.A.1:
Recognize statistics as a process for making inferences
about population parameters based on a random
sample from that population
o HSS.IC.B.6:
Identifying the variables as quantitative or categorical
Describing how the data was collected
Indicating any potential biases or flaws
Identifying inferences the author of the report made
from sample data
o HSS.IC.B.3:
Recognize the purposes of and differences among
sample surveys, experiments, and observational studies
Explain how randomization relates to sample surveys,
experiments, and observational studies

The student will be able to recognize Data, Statistics (descriptive

and inferential), Population, Sample, Parameter, and Statistic. The
student will be able to recognize the purpose and difference
among sample surveys, experiments, and observational studies.
Brief Overview: Each pair of students will present two media reports
with statistical data (survey, experiment, or observation) published
in media. All students will be asked to identify the following:
Population, Sample, Parameter, Statistic, Type of data collection,
and determine if any bias exists. Teacher will take this opportunity
to visit with each group in order to assess understanding and
progress.
Lesson Features:
o Video/Technology Use N/A
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning, statistics

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 o Simulations Students are researchers identifying Population,
Sample, Parameter, Statistic, Type of data collection, and
determining if any bias exists
o Hands on / Inquiry
Have students present statistical data in the media,
and identify Population, Sample, Parameter, Statistic,
Type of data collection, and determine if any bias
exists.
Materials Required for lesson: iPads/Laptops

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Unit Overview and Shark Tank Introduction: Day 7

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 10 minutes preparation time
and 45 minutes class time
State Standards:
o HSS.IC.A.1:
Recognize statistics as a process for making inferences
about population parameters based on a random
sample from that population

The student will be able to recognize the role statistics has in

business planning.
Brief Overview: This is a work day for students to work on Unit
Project. Students will watch a short video on how to build a
business plan. Students will work directly with their project partner to
research business plans, and begin developing a business plan for
their new product or service in order to present to the Shark Tank.
Students will maintain a document(s) to keep up with all their work
in Google Docs. Teacher will take this opportunity to visit with each
group in order to assess understanding and progress.
Lesson Features:
o Video/Technology Use Watch video on how to build a
business plan. iPads/laptops will be used to research business
plans
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning, problem solving, watch
video, statistics
o Images included in videos
o Simulations Students are entrepreneurs trying to develop a
business plan for their new product or service in order to sell it
to the Shark Tank
o Hands on / Inquiry
Have students research what makes up a business
plan, and begin developing one for their new business
using electronic devices such as iPads and laptops.

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 Materials Required for lesson:
o iPads/Laptops
o Video: https://www.youtube.com/watch?v=PDWvcsTloJo
(How to write a Business Plan)

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Unit Overview and Shark Tank Introduction: Day 8

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 15 minutes preparation time
and 45 minutes class time
State Standards:
o HSS.IC.A.1:
Recognize statistics as a process for making inferences
about population parameters based on a random
sample from that population
o HSS.IC.B.6:
Describing how data is collected
Indicating any potential bias or flaws
o HSS.IC.B.3:
Recognize the purposes of and differences among
sample surveys, experiments, and observational studies
Explain how randomization relates to sample surveys,
experiments, and observational studies

The student will be able to recognize Experimental Design and

Sampling Techniques (Census, Sampling, Simple Random, Stratified,
Cluster, Systematic, and Convenience)
Brief Overview: This is a benchmark lesson to introduce students to
Experimental Design and Sampling Techniques (Census, Sampling,
Simple Random, Stratified, Cluster, Systematic, and Convenience)
Teacher will present new information using a PowerPoint, and
having students watch a short video. Students will need this
knowledge to complete the sampling component each group is to
complete as part of the Unit Project.
Lesson Features:
o Video/Technology Use Watch video on Sampling
Techniques (Census, Sampling, Simple Random, Stratified,
Cluster, Systematic, and Convenience)
o Teaching Strategy/Learning Strategy Watch video, guided
practice
o Images included in videos
o Hands on / Inquiry
Inquiry based on the driving question for unit

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 Materials Required for lesson:
o A PowerPoint presentation to guide lesson
o Video: https://www.youtube.com/watch?v=be9e-Q-jC-0
(Sampling: simple random, convenience, systematic, cluster,
stratified)

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Unit Overview and Shark Tank Introduction: Day 9

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 0 minutes preparation time and
45 minutes class time
State Standards:
o HSS.IC.A.1:
Recognize statistics as a process for making inferences
about population parameters based on a random
sample from that population
o HSS.IC.B.6:
Identifying the variables as quantitative or categorical
Describing how the data was collected
Indicating any potential biases or flaws
Identifying inferences the author of the report made
from sample data
o HSS.IC.B.3:
Recognize the purposes of and differences among
sample surveys, experiments, and observational studies
Explain how randomization relates to sample surveys,
experiments, and observational studies
The student will be able to recognize the purpose and difference
among sample surveys, experiments, and observational studies.
The student will be able to recognize Experimental Design and
Sampling Techniques (Census, Sampling, Simple Random, Stratified,
Cluster, Systematic, and Convenience).
o Brief Overview: This is a work day for students to work on their
Unit Project. Students will be asked to design a sample
technique to be used to collect data as part of their Unit
Project. Students will work directly with their project partner to
develop a survey, experiment, or observational study they will
include in their business plan. This data will be presented to
the Shark Tank. Students will maintain a document(s) to keep
up with all their work in Google Docs. Teacher will take this
opportunity to visit with each group in order to assess
understanding and progress.
Lesson Features:

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 o Video/Technology Use iPads/laptops will be used to
research sample technique
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning, problem solving, statistics
o Simulations Students are entrepreneurs trying to develop a
survey, experiment, or observational study for their business
plan
o Hands on / Inquiry
Have students develop a survey, experiment, or
observational study for their business plan using
electronic devices such as iPads and laptops.
Materials Required for lesson:
o iPads/Laptops

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Unit Overview and Shark Tank Introduction: Day 10

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 30 minutes preparation time
and 45 minutes class time
State Standards:
o HSS.IC.A.2:
Compare theoretical and empirical probabilities using
simulations

The student will be able to identify and compare theoretical and

empirical probabilities
Brief Overview: Students will work in groups. Students will be
provided two number cubes, and asked to predict what the
probability is to roll two specific numbers. Then each group will roll
the number cubes 20 times, and record each roll. Next, the groups
will make comparisons about the theoretical and empirical
probabilities. This exercise will be repeated using a coin, cards,
spinner, or technology. The objective is for the students to predict
what the probability is for a specific event, conduct experiments to
record data, and then compare the predictions to the actual
outcomes from the experiments. Finally, students are to use the
new data to make inferences about future probabilities. Teacher
will take this opportunity to visit with each group in order to assess
understanding and progress.
Lesson Features:
o Video/Technology Use iPads/Laptops to play a game of
chance
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning, experiments, statistics
o Simulations Students are gamers playing games of chance
in order to make inferences about the theoretical and
empirical probability of outcomes
o Hands on / Inquiry
Have students play games in order to make inferences
about theoretical and empirical probability
Materials Required for lesson:
o Number cubes, cards, coins, spinners, iPads/Laptops

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Unit Overview and Shark Tank Introduction: Days 11 & 12

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 15 minutes preparation time
and 45 minutes class time
State Standards:
o HSS.IC.A.2:
Compare theoretical and empirical probabilities using
simulation (e.g. such as flipping a coin, rolling a number
cube, spinning a spinner, and technology)

The student will be able to compare theoretical and empirical

probabilities using experiments, and be able to recognize and
calculate a factorial, permutation, and combination. Students will
be able to recognize and identify Independent and Conditional
variables
Brief Overview: This is a benchmark lesson to introduce students to
theoretical and empirical probabilities using experiments, as well as
factorials, permutations, and combinations. Teacher will instruct
students to complete multiple experiments using a spinner wheel at
www.MathPlayground.com/probability.html, and have students
record the predicted probability and empirical probability.
Students will then compare the theoretical and empirical
probabilities. Teacher will present new information using a
PowerPoint, and have students participate in activities to
demonstrate factorials, permutations, and combinations in real
world scenarios. Teacher will demonstrate how to calculate
factorials, permutations, and combination using a graphing
calculator. Teacher will present new information using PowerPoint
over Independent and Conditional variables. Students will need
this knowledge to assist them in their Unit Projects.
Lesson Features:
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning, experiments, statistics
o Hands on / Inquiry
Inquiry Students will actively participate in new
learning through activities simulating real world
scenarios, on-line probability website, and use

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 calculator (TI-84) to calculate factorials, permutations,
and combinations
Materials Required for lesson:
o iPads/Laptops
o TI-84 calculators
o A PowerPoint presentation to guide lesson

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Unit Overview and Shark Tank Introduction: Day 13

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 0 minutes preparation time and
45 minutes class time
State Standards:
N/A
The student will be able to conceptualize and write constructive
statistical and/or business questions.
o Brief Overview: This is a work day for students to work on their
Unit Project. Students will be asked to visit
www.Stephens.com to research Stephens Inc., and become
familiar with the company. They will be asked to record the
following company information: CEO, COO, CFO, Corporate
address, Services offered, a minimum of five companies
Stephens Inc. owns or is invested in, and those companies
websites and products/service they sell. Students will be
asked to conceptualize and write a minimum of two
questions to ask a real life local Shark during a field trip to
Stephens Inc. in Little Rock on Day 14. Questions should
pertain to the students Unit Project, and a minimum of one
Question and Answer should be included in the Unit Project.
This data will be presented to the Shark Tank. Teacher will
establish and communicate effectively the expected dress
attire for field trip. Students will maintain a document(s) to
keep up with all their work in Google Docs. Teacher will take
this opportunity to visit with each group in order to assess
understanding and progress.
Lesson Features:
o Video/Technology Use iPads/laptops will be used to
research quality questions for real life local shark
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning, questioning, statistics
o Simulations Students are entrepreneurs trying to develop
appropriate questions to improve their business plan
o Hands on / Inquiry
Have students conceptualize and write a minimum of
two questions to ask a real life local Shark

Shark Tank Page 31

 Materials Required for lesson:
o iPads/Laptops

Shark Tank Page 32

Unit Overview and Shark Tank Introduction: Day 14

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: TBD
State Standards:
N/A
The student will gain real world knowledge about business,
entrepreneurship, investing, social skills, finance, corporate
environment, and more.
o Brief Overview: This day is dedicated for a field trip to
Stephens Inc. in Little Rock, AR, to meet and visit with a real
life local Shark. Stephens Inc. owns or is invested in hundreds
of companies in various industries, and is recognized as an
industry leader worldwide. During this field trip to Stephens
Inc. students are expected to ask a minimum of one
questions to the local Shark, which should pertain to the
students Unit Project. A minimum of one Question and
Answer should be included in the Unit Project. This data will
be presented to the Shark Tank. Students will maintain a
document(s) to keep up with all their work in Google Docs.
Lesson Features:
o Video/Technology Use Many technologies will be observed
by students during field trip to Stephens Inc.
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning, questioning, real-world
experience
o Simulations Students are entrepreneurs seeking valuable
information to improve their business plan
o Hands on / Inquiry
Students gain real-world knowledge and experience
Materials Required for lesson:
o School bus and driver

Shark Tank Page 33

Unit Overview and Shark Tank Introduction: Day 15

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: TBD
State Standards:
N/A
The student will gain social and project management skills as they
work with their partner on Unit Project
o Brief Overview: This day is dedicated for students to work with
the partner on the Unit Project. Students should incorporate
the Question and Answers from the field trip to Stephens Inc.
into their Unit Project. This data will be presented to the Shark
Tank. Students will maintain a document(s) to keep up with
all their work in Google Docs. Teacher will take this
opportunity to visit with each group in order to assess
understanding and progress.
Lesson Features:
o Video/Technology Use iPad/Laptops to work on Unit Project
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning, questioning, real-world
experience
o Simulations Students are entrepreneurs seeking valuable
information to improve their business plan
o Hands on / Inquiry
Students gain real-world knowledge and experience
Materials Required for lesson:
o iPads/Laptops

Shark Tank Page 34

Unit Overview and Shark Tank Introduction: Day 16 & 17

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 15 minutes preparation time
and 45 minutes class time
State Standards:
o HSS.ID.A.4:
Use mean and standard deviation of a data set to fit it
to a normal distribution and to estimate population
percentages
Recognize that there are data sets for which such a
procedure is not appropriate
Use calculators and/or spreadsheets to estimate areas
under the normal curve
o HSS.ID.A.6: (Represent data on two quantitative variables on
a scatter plot, and describe how the variables are related
Fit a function to the data; use functions fitted to data to
solve problems in the context of the data

The student will be able to recognize and identify a Normal

Distribution, Mean, Median, Mode, Standard Deviation, Paired Data
Set, and Scatter Plot. The student will be able to calculate the Area
Under the Curve (using the empirical rule of 68-95-99.7), Mean,
Median, Standard Deviation, and complete a Scatter Plot.
Brief Overview: This is a benchmark lesson to introduce students to
Normal Distribution, Mean, Median, Mode, Standard Deviation,
Paired Data Set, and Scatter Plot. Teacher will present new
information using a PowerPoint, and having students watch four
videos. Teacher will demonstrate how to calculate the following
using a TI-84 calculator: Mean, Standard Deviation, and Area
under the normal curve. Students will need this knowledge to
complete the sampling component each group is to complete as
part of the Unit Project.
Lesson Features:
o Video/Technology Use Watch videos on Mean, Median,
Mode, Standard Deviation, Normal Distribution, and Scatter
Plots) / TI-84 calculators to calculate the Mean, Standard
Deviation, and Area under the normal curve.

Shark Tank Page 35

 o Teaching Strategy/Learning Strategy Watch videos, guided
practice
o Images included in videos
o Hands on / Inquiry
Inquiry based on the driving question for unit
Materials Required for lesson:
o A PowerPoint presentation to guide lesson
o Video: https://www.youtube.com/watch?v=5C9LBF3b65s
(The Mean, Median and Mode Toads)
o Video: https://www.youtube.com/watch?v=3v6mYNPyDoY
(Standard Deviation Statistics)
o Video: https://www.youtube.com/watch?v=cgxPcdPbujI
(The Normal Distribution and the 68-95-99.7 Rule)
o Video: https://www.youtube.com/watch?v=K79w3OpKako
(Algebra 14 Scatter Plots)

Shark Tank Page 36

Unit Overview and Shark Tank Introduction: Day 18

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: TBD
State Standards:
N/A
The student will gain social and project management skills as they
work with their partner on Unit Project
o Brief Overview: This day is dedicated for students to work with
the partner on the Unit Project. Students will maintain a
document(s) to keep up with all their work in Google Docs.
Teacher will take this opportunity to visit with each group in
order to assess understanding and progress.
Lesson Features:
o Video/Technology Use iPads/Laptops
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning
o Simulations Students are entrepreneurs preparing their
business plan for the opportunity to present to the Shark Tank
o Hands on / Inquiry
Students gain real-world knowledge and experience
Materials Required for lesson:
o iPads/Laptops

Shark Tank Page 37

Unit Overview and Shark Tank Introduction: Day 19 & 20

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: TBD
State Standards:
N/A
The student will gain social, presentation, and project management
skills as they present their Unit Project to the Shark Tank
o Brief Overview: These days are dedicated for students to
present their finished Unit Projects to the Shark Tank. See Unit
Project for details regarding expectations and rubric for this
project. Shark Tank will consist of Teacher, other faculty, and
community entrepreneurs.
Lesson Features:
o Video/Technology Use iPads/Laptops
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning
o Simulations Students are entrepreneurs presenting their new
product/service and business plan to the Shark Tank hoping
to make a deal
o Hands on / Inquiry
Students gain real-world knowledge and experience
Materials Required for lesson:
o iPads/Laptops

Shark Tank Page 38

 Teach Week Lesson Plans

Author(s): Title of lesson: Statistics / Day 1

Team members:
Technology lesson?: Yes
Brian Kever
Lesson source: Arkansas Department of Education and Denise
Michael McKenzie Hammett

Date lesson will be taught: Mentors name: Mark OLaughlin

Mentors school: eStem
May 15, 2017
Subject/Grade level: Statistics / Secondary
Length of lesson:
45-50 minutes

Concept statement/Main idea:

Students will be able to recognize and define Data, Statistics (descriptive and inferential), Population,
Sample, Parameter, Statistic, as well as Qualitative and Quantitative data.

Standards (List the appropriate process and content standards for your lesson.):
HSS.IC.A.1:
Recognize statistics as a process for making inferences about population parameters based on a
random sample from that population
HSS.IC.B.6:

Identifying inferences the author of the report made from sample data
Identifying the variables as quantitative or categorical

Objective/s Write objective/s in SWBAT form: Evaluation:

The Students Will Be Able to: recognize and define Students will be given a lesson pre-quiz to assist in
Data, Statistics (descriptive and inferential), determine students previous knowledge
Population, Sample, Parameter, Statistic, as well as
Qualitative and Quantitative data.

Materials list (BE SPECIFIC about quantities) Accommodations:

For whole class: Teacher will:
Per group: Speak loud and clear
Included handouts: Students (25) will be given a Use a standard font to be sure everyone
definition handout. can read.
Safety:

Shark Tank Page 39

 N/A

Engagement
Estimated time: 5 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Students will be introduced to the following video
Expected Student Responses and Misconceptions:
to begin class: Why You Need to Study Statistics

Transition: Start slide show (See Explanation)

Exploration
Estimated time: 5 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
In addition to the Data, Population, and Sample,
At the end of class on Day 1 teachers will ask what else can you tell us about the statistic?
students to research and identify an article of
interest in current media containing at least one
statistic, and identify the following within that Expected Student Responses and
statistic: Data, Population, and Sample. Students Misconceptions
will be instructed to either e-mail a link for the
statistic, including the Data, Population, and
Sample stated in the e-mail body, or bring a
paper copy of the statistic to class on Day 2
identifying the same components.

Transition: End of class

Shark Tank Page 40

 Explanation
Estimated time: 35 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Teacher will present slide show that includes the Expected Student Responses and
definitions of Data (Qualitative and Quantitative), Misconceptions
Statistics (Descriptive and Inferential),
Population, Sample, Parameter, and Statistic.
Slide show will include examples of each term
and problems to be work in class conversation.

Transition: Introduce homework assignment (See Exploration)

Elaboration
Estimated time: 0 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Expected Student Responses and
Misconceptions

Transition:

Evaluation:
Estimated time: 0 minutes
Critical questions that ask students to demonstrate their understanding of the lessons performance
objectives: Homework assignment (See Exploration)

Formative Assessment(s): Teachers will make observations during class discussion, and attempt to
identify anyone who is struggling with the concepts being introduced.

Summative Assessment:

Shark Tank Page 41

Author(s): Title of lesson: Statistics / Day 2
Team members:
Technology lesson?: Yes
Brian Kever
Lesson source: Arkansas Department of Education and Denise
Michael McKenzie Hammett

Date lesson will be taught: Mentors name: Mark OLaughlin

Mentors school: eStem
May 16, 2017
Subject/Grade level: Statistics / Secondary
Length of lesson:
45-50 minutes

Concept statement/Main idea:

Students will be able to recognize and define Data, Statistics (descriptive and inferential), Population,
Sample, Parameter, Statistic, as well as Qualitative and Quantitative data.

Standards (List the appropriate process and content standards for your lesson.):
HSS.IC.A.1:
Recognize statistics as a process for making inferences about population parameters based on a
random sample from that population
HSS.IC.B.6:

Identifying inferences the author of the report made from sample data
Identifying the variables as quantitative or categorical

Objective/s Write objective/s in SWBAT form: Evaluation:

The Students Will Be Able to: recognize and define
Data, Statistics (descriptive and inferential),
Population, Sample, Parameter, Statistic, as well as
Qualitative and Quantitative data.

Materials list (BE SPECIFIC about quantities) Accommodations:

For whole class: Teacher will:
Per group: Speak loud and clear
Included handouts: Safety:
N/A

Shark Tank Page 42

 Engagement
Estimated time: 5 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):

Expected Student Responses and Misconceptions:

Teacher will administer a Kahoot quiz.

Transition:

Exploration
Estimated time: 45 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
In addition to the Data, Population, and Sample,
Each student will present an article of interest in what else can you tell us about the statistic?
current media containing at least one statistic,
Expected Student Responses and Misconceptions:
and identify the following within that statistic:
Data, Population, and Sample. The class will be Students stronger in statistics might offer to
asked if they agree or disagree, and why. The explain the Data is Qualitative or Quantitative, or
teacher will ask the class In addition to the Data, that the Statistics are Descriptive or Inferential.
Population, and Sample, what else can you tell us
about the statistic?

Transition: End of class. (However, if the presentation go faster than anticipated, a Kahoot on
statistics will be ready to go)

Explanation
Estimated time: 0 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Expected Student Responses and Misconceptions

Transition:

Shark Tank Page 43

 Elaboration
Estimated time: 0 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Expected Student Responses and Misconceptions

Transition:

Evaluation:
Estimated time: 0 minutes
Critical questions that ask students to demonstrate their understanding of the lessons performance
objectives: Ask students In addition to the Data, Population, and Sample, what else can you tell us
about the statistic?

Formative Assessment(s): Teacher will observe students while they share their statistic to ensure
understanding.
Teacher will administer a Kahoot quiz to assess students understanding on data, population, and
sample.

Summative Assessment:

Shark Tank Page 44

Author(s): Title of lesson: Statistics / Day 3
Team members:
Technology lesson?: Yes
Brian Kever
Lesson source: Arkansas Department of Education and Denise
Michael McKenzie Hammett

Date lesson will be taught: Mentors name: Mark OLaughlin

Mentors school: eStem
May 17, 2017
Subject/Grade level: Statistics / Secondary
Length of lesson:
45-50 minutes

Concept statement/Main idea:

Students will be able to recognize the purpose and difference among sample surveys, experiments, and
observational studies, as well as recognize Experimental Design and Sampling Techniques (Census,
Sampling, Simple Random, Stratified, Cluster, Systematic, and Convenience.

Standards (List the appropriate process and content standards for your lesson.):
HSS.IC.A.1:
Recognize statistics as a process for making inferences about population parameters based on a
random sample from that population
HSS.IC.B.6:

Identifying inferences the author of the report made from sample data
Identifying the variables as quantitative or categorical
Describing how data is collected
Indicating any potential bias or flaws

HSS.IC.B.3:

Recognize the purposes of and differences among sample surveys, experiments, and
observational studies
Explain how randomization relates to sample surveys, experiments, and observational studies

Objective/s Write objective/s in SWBAT form: Evaluation:

The Students will be able to recognize the purpose
and difference among sample surveys,
experiments, and observational studies, as well as
recognize Experimental Design and Sampling
Techniques (Census, Sampling, Simple Random,
Stratified, Cluster, Systematic, and Convenience..

Shark Tank Page 45

Materials list (BE SPECIFIC about quantities) Accommodations:
For whole class: Teacher will:
Per group: Speak loud and clear
Included handouts: Students (25) will be given a Use a standard font to be sure everyone
definition handout. can read.
Safety:
N/A

Engagement
Estimated time: 15-20 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Teacher will show students the following two
Expected Student Responses and
videos to begin class:
Misconceptions:
1. Surveys, Experiments, and Observational
Studies
2. Sampling: Simple Random, Convenience,
Systematic, Cluster, Stratified

Transition: Start slide show (See Explanation)

Exploration
Estimated time: 0 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):

Expected Student Responses and

Misconceptions:

Transition:

Shark Tank Page 46

 Explanation
Estimated time: 30-35 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
What are some additional examples of sampling
Teacher will present slide show that includes the bias?
definitions and examples for sample surveys,
experiments, and observational studies, as well as
Expected Student Responses and
Experimental Design and Sampling Techniques
Misconceptions
(Census, Sampling, Simple Random, Stratified,
Cluster, Systematic, and Convenience). Slide
show will include examples of each term and
problems to be work in class conversation.

Transition: End of class

Elaboration
Estimated time: 0 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Expected Student Responses and
Misconceptions

Transition:

Evaluation:
Estimated time: 0 minutes
Critical questions that ask students to demonstrate their understanding of the lessons performance
objectives:

Shark Tank Page 47

Formative Assessment(s): Teachers will make observations during class discussion, and attempt to
identify anyone who is struggling with the concepts being introduced

Summative Assessment:

Shark Tank Page 48

Author(s): Title of lesson: Statistics / Day 4
Team members:
Technology lesson?: Yes
Brian Kever
Lesson source: Arkansas Department of Education and Denise
Michael McKenzie Hammett

Date lesson will be taught: Mentors name: Mark OLaughlin

Mentors school: eStem
May 18, 2017
Subject/Grade level: Statistics / Secondary
Length of lesson:
45-50 minutes

Concept statement/Main idea:

Students will be able to recognize Data, Statistics, Population, Sample, Parameter, Statistic, Type of
Sample, Sampling Technique, and identify any bias when looking at everyday statistical data.

Standards (List the appropriate process and content standards for your lesson.):
HSS.IC.A.1:
Recognize statistics as a process for making inferences about population parameters based on a
random sample from that population
HSS.IC.B.6:

Identifying inferences the author of the report made from sample data
Identifying the variables as quantitative or categorical
Describing how data is collected
Indicating any potential bias or flaws

HSS.IC.B.3:

Recognize the purposes of and differences among sample surveys, experiments, and
observational studies
Explain how randomization relates to sample surveys, experiments, and observational studies

Objective/s Write objective/s in SWBAT form: Evaluation:

The Students Will Be Able to: recognize Data,
Statistics, Population, Sample, Parameter, Statistic,
Type of Sample, Sampling Technique, and identify
any bias when looking at everyday statistical data.

Shark Tank Page 49

Materials list (BE SPECIFIC about quantities) Accommodations:
For whole class: Teacher will:
Per group: Speak loud and clear
Included handouts: Safety:
N/A

Engagement
Estimated time: 5-10 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Teacher will show students the following video
Expected Student Responses and
to begin class: Selection Bias: A Real World
Misconceptions:
Example

Transition: Teacher will assign students into groups of two (if an odd number students exists, the
teacher will assign one group of three)

Exploration
Estimated time: 25-30 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
How could the statistical data be improved upon?
Teacher will instruct each group of students to
research in the media an article of interest that
has at least one set of statistical data which the Expected Student Responses and
group considers to be strong data. Each group is Misconceptions:
to describe the static and identify the Data,
Population, Sample, Type of Sample, Sampling
Technique, and identify any bias.

Transition: Teacher will administer post-quiz

Explanation
Estimated time: 0 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Expected Student Responses and
Misconceptions

Shark Tank Page 50

Transition:

Elaboration
Estimated time: 0 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Expected Student Responses and
Misconceptions

Transition:

Evaluation:
Estimated time: 5-10 minutes
Critical questions that ask students to demonstrate their understanding of the lessons performance
objectives: How can the statistics in the article be improved upon? What could the author have done
differently?

Formative Assessment(s):
Teacher will administer a lesson post-quiz. Post-quiz will be identical to the Pre-quiz in order to
measure student learning.

Summative Assessment:

Shark Tank Page 51

Author(s): Title of lesson: Statistics / Day 5
Team members:
Technology lesson?: Yes
Brian Kever
Lesson source: Arkansas Department of Education and Denise
Michael McKenzie Hammett

Date lesson will be taught: Mentors name: Mark OLaughlin

Mentors school: eStem
May 19, 2017
Subject/Grade level: Statistics / Secondary
Length of lesson:
45-50 minutes

Concept statement/Main idea:

Students will be able to recognize Data, Statistics, Population, Sample, Parameter, Statistic, Type of
Sample, Sampling Technique, and identify any bias when looking at everyday statistical data.

Standards (List the appropriate process and content standards for your lesson.):
HSS.IC.A.1:
Recognize statistics as a process for making inferences about population parameters based on a
random sample from that population
HSS.IC.B.6:

Identifying inferences the author of the report made from sample data
Identifying the variables as quantitative or categorical
Describing how data is collected
Indicating any potential bias or flaws

HSS.IC.B.3:

Recognize the purposes of and differences among sample surveys, experiments, and
observational studies
Explain how randomization relates to sample surveys, experiments, and observational studies

Objective/s Write objective/s in SWBAT form: Evaluation:

Students will be able to recognize Data, Statistics,
Population, Sample, Parameter, Statistic, Type of
Sample, Sampling Technique, and identify any bias
when looking at everyday statistical data.

Materials list (BE SPECIFIC about quantities) Accommodations:

For whole class: Teacher will:
Per group: Speak loud and clear

Shark Tank Page 52

Included handouts: Safety:
N/A

Engagement
Estimated time: 0 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):

Expected Student Responses and

Misconceptions:

Transition:

Exploration
Estimated time: 0 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):

Expected Student Responses and

Misconceptions

Transition:

Explanation
Estimated time: 0 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Expected Student Responses and
Misconceptions

Transition:

Elaboration
Estimated time: 45-50 minutes

Shark Tank Page 53

What the teacher does and how the teacher will Probing Questions:
direct students (directions):
How can the statistics in the article be improved
Teacher will randomly select the group of upon? What could the author have done
students assigned to work together on Day 4 to differently?
present their article of interest containing
statistical data. The students are to describe the
Expected Student Responses and
static and identify the Data, Population, Sample,
Misconceptions
Type of Sample, Sampling Technique, and identify
any bias. A brief class discussion will be led by
the teacher after each presenter to share ideas
and thoughts.

Transition:

Evaluation:
Estimated time: 0 minutes
Critical questions that ask students to demonstrate their understanding of the lessons performance
objectives: How can the statistics in the article be improved upon? What could the author have done
differently?

Formative Assessment(s): Teacher will observe each group of assigned students present articles of
data, and attempt to identify and assist any students who appear to be struggling.

Summative Assessment:

Shark Tank Page 54

Substitute Activity
Unit Overview and Shark Tank Introduction: Substitute Activity

Brian Kever and Michael McKenzie

Grade Levels: 10-12

Time Requirements: Approximately 0 minutes preparation time and
45 minutes class time
State Standards:
The student will be able to write a company mission statement.
o Brief Overview: This is a work day for students to work on their
Unit Project with their partner. Students will be told to
research several company mission statements, and that each
student is to write down a minimum of three statements and
the source to be turned in the following day. Students will
then be instructed to write a mission statement for their new
company. Should students finish the assignment before the
end of period, students will work directly with their project
partner on their Unit Project. Students will maintain a
document(s) to keep up with all their work in Google Docs.
Lesson Features:
o Video/Technology Use iPads/laptops will be used to
research mission statements
o Teaching Strategy/Learning Strategy Project Based
Learning, inquiry based learning
o Simulations Students are entrepreneurs trying to develop a
mission statement for their business plan
o Hands on / Inquiry
Have students develop a mission statement using
electronic devices such as iPads and laptops.
Materials Required for lesson:
o iPads/Laptops

Shark Tank Page 55

Unit Calendar

Unit Title Shark Tank Brian Kever & Michael McKenzie

Monday Tuesday Wednesday Thursday Friday

Week Unit pre-test / Teach lesson: Teach lesson: Teach lesson: Students will
Shark Tank Data, Statistics Parameter and Types of data work in pairs to
1
Anchor Video / (descriptive and Statistic, collection collect media
Introduce Unit inferential), Qualitative and (Observational reports with
Project / Population, Quantitative study, statistical data
Students begin Sample, data. Worksheet Experiment, published in
working with Parameter, and assigned for Simulation, and media to share
partner to Statistic homework Survey) on Monday
discuss their new
product or
service
Week Students share Bell ringer over Teach lesson: Students will Students will
data collected previous week's Experimental work with Unit work in groups
2
on Friday. Class lessons. Students Design and Project partner using number
discussion about will work with Unit Sampling to develop and cubes, coins,
the data type, Project partner Techniques design a project and spinners.
population, to research (Census, using one of the Groups will
sample, how components of Sampling, Simple sample determine
data was a Business Plan, Random, techniques to be theoretical
collected, and begin Stratified, Cluster, completed for probabilities,
identify any bias, working on their Systematic, and Unit Project conduct
and make business plan for Convenience) experiments,
inferences to the Unit Project record data,
population and determine
based on the empirical
sample probabilities.
Week Teach lesson: Teach lesson: Bell ringer over Field trip: Students will
Theoretical vs Continued from previous week's Students visit work with Unit
3
Empirical Monday. lessons. Students Stephens Inc. in Project partner
probability, Independent will work with Unit Little Rock to to work on
Factorials, and Conditional Project partner meet and talk overall project.
Permutations, variables. to work on with local real
and Worksheet project, and life Sharks.
Combinations. assigned for generate at
homework least one
question per
person to ask a
real life local
Shark.
Week Teach lesson: Teach lesson: Bell ringer over Students present Students present
Normal Paired Data Set previous week's to Shark Tank to Shark Tank
4
Distribution, and Scatter Plot. lessons. Students
Mean, Median, Worksheet will work with Unit
Mode, and assigned for Project partner
Standard homework to complete
Deviation overall project.

Benchmark
Investigative/Inquiry

Shark Tank Page 56

Concept Map

Shark Tank Page 57

Grant Proposal
InvenTeams Grant Proposal

Introduction

My teaching colleague, Michael McKenzie, and I are applying for the

InvenTeams Grant. The grant is intended for a select amount of our students in
our High School Algebra 2 courses. The applicant is a fairly novice mathematics
teacher with a Bachelor of Arts in Mathematics with a Minor in Secondary
Education. The High School where the grant will be used is in the Little Rock
School District in Little Rock, Arkansas. The purpose of the grant is to take the
students who excelled in the Algebra 2 statistics unit, where the students come
up with a business plan and make it as efficient as possible using the knowledge
they gained in the unit, to come together and collaborate as a group to come
up with a new invention, gather data, test hypotheses, and construct a
prototype and presentation to exhibit at Eureka Fest at MIT in Massachusetts.

Rationale

The InvenTeams grant would connect directly to the statistics unit in my

Algebra 2 classes, and would be great for the students who get to take part in
the grant project, as well as be beneficial for the school, district, and
community. The grant project will not only be over mathematics, but all aspects
of STEM! This grant is proven to be successful, the children involved get a lot of
great experience, and become more fascinated with STEM subjects.
InvenTeams selects fifteen different schools per school year, from all across the
United States. Students must collaborate together throughout the entire school
year learning many skills that will apply to them in the real world. Getting this
grant will greatly excite our students who participate, our staff, and our
community! Having students in our district involved in such a large and
widespread project will energize our fellow STEM teachers, and let the
community know that their secondary teachers are doing everything they can
to help their students succeed.

Description of the Project

The InvenTeams grant has several objectives. The main objective is that in
mid-June, the team of 10 to 15 students will have to present and showcase a
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functioning prototype of their invention at EurekaFest at MIT in Massachusetts.
The second objective is that our team must hold a mid-grant technical review to
show our progress and get important feedback from beneficiaries and
community members who are stakeholders in your invention. The last objective is
just to follow all the technical guidelines such as signing up on time and
providing plenty of collaboration time outside of school etc. So from the
beginning to the end, the sequence of events goes as follows:

The teacher puts in an initial application due the April before the school
year the grant is for.
Next, if the teacher is chose is a finalist, they will go to the EurekaFest in
June before the school year the grant is for to see the previous years
InvenTeams prototypes.
The final application is due in early September.
The teams chosen will be announced in early October.
A mid-grant technical review will be conducted in February.
In June the team and mentors will travel to EurekaFest in Massachusetts to
present and showcase a fully functional prototype of the invention they
created.
Resources have not been nailed down yet; when the invention has been
decided upon students will find stakeholders and businesses who want to help
with the invention project. Also, I, along with several other volunteer teachers
and/or mentors will be helping facilitate the teams learning; as well as
mentoring plenty of hours after school for the team to collaborate and work
together.

Evaluation

The criteria for success is rather vague due to the fact that the inventions
have not yet been solidified. The broad criteria is to get partners and
stakeholders within the community, work steadily until the mid-grant technical
review, and continue working and making progress until the showcase and
presentation at EurekaFest in mid June.

Budget

The maximum amount the grant will pay out is $10,000. What the money
will be used to buy is not very specific because the inventions have not been
established, but the money will be used for equipment, material for the
prototype, testing, etc.

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Presentation

The link to the presentation is featured below:

https://prezi.com/ebcqopjr7ycs/copy-of-untitled-prezi/

Appendix

Brians CV:

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 Brian Kever

bckever@ualr.edu 870-291-4492

111 North Cedar Street, Little Rock, Arkansas, 72205.

Personal Statement
Aspiring Mathematics teacher with excellent communication skills. Very relaxed and easy to
collaborate with. Uses Project-based instruction to give students a deeper understanding of the
material. Focuses on individual students needs while also meeting the entire class needs.

Education
Bachelor of Arts in Mathematics (Secondary Education Minor) expected December
2018
University of Arkansas at Little Rock
Associates of Arts (General) December 2014
Ozark College, Melbourne, Arkansas
High School Diploma May 2012
Melbourne High School, Melbourne, Arkansas

Related Experience
Substitute Teacher August 2014 May 2014
Calico Rock Elementary School Calico Rock, Arkansas
Substitute for absent teachers
Perform tasks absent teacher left behind
Classroom Management

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 Brian Kever

bckever@ualr.edu 870-291-4492

111 North Cedar Street, Little Rock, Arkansas, 72205.

Work Experience
Laborer -May 2016 August 2016
M & M Landscaping Melbourne, Arkansas
Build flower beds, patios, etc.
Plant flowers, shrubs, trees, etc.
Yard and landscaping maintenance

Maintenance- May 2009 August 2011

Coopers Hawk Golf Course Melbourne, Arkansas
Maintain golf carts and keep running properly
Mow fairways

Field Placements & Internships

Pulaski Heights Middle School
401 N Pine Street, Little Rock, Arkansas
September, 2015 December, 2015
6th Grade Math

Quest Middle School

1815n Rahling Road, Little Rock, Arkansas
November 2016
9th Grade Geometry

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 Brian Kever
bckever@ualr.edu 870-291-4492

111 North Cedar Street, Little Rock, Arkansas, 72205.

Maumelle High School

100 Victory Lane, Maumelle, Arkansas
September 2016 December 2016
9th Grade Algebra

Professional Conferences
NCTM Conference April 2017
Personal Interests
Announcing/Commentating schools sporting event(s)
Preferably baseball, basketball, or football
Experience announcing/commentating elementary and middle school football
games

References
Mrs. Sandra Leiterman, Master Teacher, UALR
920-227-8576
saleiterman@ualr.edu

Mrs. Janet Yancey, Melbourne High School Counselor

(Phone number)
(email)

Mrs. Kelly Chaney, UALR Master Teacher

(Phone Number)
(email)

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PERSONAL STATEMENT

Enthusiastic and motivated Mathematics teacher with a passionate commitment to student

development and the learning experience. Possess outstanding communication skills and real
world experience that will be used to present information in a variety of ways, emphasizing
relevance of class material to the world beyond the classroom.

EDUCATION

BA Mathematics Secondary Education - expected December 2018.

University of Arkansas at Little Rock Little Rock, AR

Associates of Science December 2014

Pulaski Technical Collage Little Rock, AR

High School Diploma June 1990

Bryant High School Bryant, AR

FIELD PLACEMENTS & INTERNSHIPS

Wilson Elementary
4015 Stannus Road; Little Rock, AR 72204
October, 2015 December, 2015
4th grade

Horace Mann Middle School

1000 E. Roosevelt Rd., Little Rock, AR 72206
September 2015 November, 2015
8th grade Math

Maumelle High School

100 Victory Lane, Maumelle, AR 72113
September 2016 November, 2016
10th 12th grade Algebra II

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WORK EXPERIENCE

School bus driver August 2015-Current

Bryant Public School District
Bryant, AR
Safely operate school bus
Maintain a safe and clean environment for students
Manage student behavior

Sales Support Specialist April 2010-October 2011

Open Range Communications
Bryant, AR
Facilitate intensive training for all new hires in Arkansas
Analyzed area competition and productivity to maximize sales presence in markets
Provided regional sales reports to Corporate on a weekly and monthly basis
Created and maintained weekly commission reports for Corporate
Responsible for all inventory in Arkansas and Alabama
Supervised employees
Interviewed and hired employees for Arkansas
Managed office
Responsible for human resource activities for all Arkansas employees
Worked directly with the Chambers of Commerce in all Arkansas service markets

Network Purchasing Analyst September 2009-March 2010

Arvest Bank Operations
Little Rock, AR
Analyze telecom invoices for accuracy
Analyze and assist in negotiating telecom contracts
Manage inventories of telecom services with multiple carriers
Purchased IT equipment throughout bank group

Service Manager January 1997-July 2009

Verizon Business
Little Rock, AR
Trained customers on Web-based tools
Conduct both face to face as well as remote customer meetings
Single point of contact for post-implementation account support on corporate
accounts
Create and present periodic Service Reviews that included inventories, service level
analysis, and financial analysis related to contract performance
Provide complete billing support by reviewing invoices with customers, research
and manage disputes to completion, customize invoices based on customers
accounting requirements, establish electronic invoicing, and conduct periodic audits
for quality assurance
Participate and/or manage a variety of projects related to billing, technology
conversions, and/or service migrations
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 Assist sales in contract renewals, and identifying additional sales opportunities
Ensure all service related issues are properly documented, expectations
communicated, and a resolution provided.

PROFESSIONAL TRAINING
Pre-AP Algebra June 2017
University of Arkansas at Little Rock

Management Disney Style Summer 1991

Walt Disney World Orlando, FL

SERVICE TO THE PROFESSION

STEM night, January 2016, Forest Heights STEM Academy, introduced students and
families to ProScopes

Science fair, February 2016, Forest Heights STEM Academy, introduced students and
families to ProScopes

Arkansas Science Olympiad, April 2016, University of Arkansas at Little Rock, judged
electric car competition

Science fair, January 2017, Jefferson Elementary, judged science fair

VOLUNTEER WORK
Bryant Public School District Classified Personnel Policy Committee 2017 - Bryant, AR

Space Camp 2017 Huntsville, AL Took Bryant Middle School students to Space Camp

Duck Derby 2017 Bryant, AR Benefits Boys & Girls Club and Kids Closet

Fall Fest Committee 2010 to current Bryant, AR Assist with planning, setup, and clean
up

Fall Fest Fishing Derby volunteer 2014 to current Bryant, AR Manage event

Bryant First United Methodist Church 2015 to current Volunteer youth leader

Habitat for Humanity 2015 Benton, AR Apostles Build

PROFESSIONAL CONFERENCES
National Council of Teachers of Mathematics national conference, April 2017, attended

UTeach Conference, May 2016, attended

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PERSONAL INTERESTS
Golf, fishing, hunting, softball, and bowling
Pi Sigma

REFERENCES
Mr. Anthony Owens, State Director of Computer Science, Arkansas Department of
Education
(phone number)
(email)

Mr. Shane Broadway, Vice President of University Relations, Arkansas State University
System
(phone number)
(email)

Mrs. Sandra Leiterman, Master Teacher, University of Arkansas at Little Rock

(phone number)
(email)

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References/Resources
Arkansas Department of Education. (2016). Algebra II Arkansas mathematics
standards. Retrieved from Arkansas Department of Education:
http://www.arkansased.gov/public/userfiles/Learning_Services/Curriculum
%20and%20Instruction/Frameworks/Math/Algebra_II_2016.pdf

Blumenfeld P., S. E. (1991). Motivating project-based learning: Sustaining the

doing, supporting the learning. Education Psychologist, 26 (3, 4), 369-398.

Boaler, J. (2002). Learning from teaching: Exploring the relationship between

reform curriculum and equity. Journal for Research in Mathmatics
Education 33 (4), 239-258.

Business Wales/Busnes Cymru. (2014). How to write a business plan. Retrieved

from YouTube: https://www.youtube.com/watch?v=PDWvcsTloJo

Cognition and Technology Group at Vanderbilt. (1992). The Jasper Series as an

example of anchored instruction: Theory, program description, and
assessment data. Educational Psychologist, 27 (3), 291-315.

David, J. L. (2008). What research says about.../project-based learning. Retrieved

from ASCD:
http://www.ascd.org/publications/educational_leadership/feb08/vol65/nu
m05/Project-Based_Learning.aspx

Hammett, D. (2014). Introduction to Statistics.

Housman, M. (2014). Selection bias: A real world example. Retrieved from

YouTube: https://www.youtube.com/watch?v=p52Nep7CBdQ

kgmathandstats. (2016). Parameter versus statistic. Retrieved from YouTube:

https://www.youtube.com/watch?v=Qqc9KU9oW9k

Lemelson-MIT. (2017). Retrieved from Lemelson-MIT:

https://lemelson.mit.edu/inventeams

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Lenz, B. (2010). Evidence that PBL works. Retrieved from Edutopia:
https://www.edutopia.org/blog/project-based-learning-findings-study-bob-
lenz

Loveridge. (2015). Surveys, experiements, & observational studies. Retrieved from

YouTube: https://www.youtube.com/watch?v=wbQBKZROcuo

Marx R. W., B. P. (1997). Enacting project-based science: Challenges for practice

and policy. Elementary School Journal, 97 (4), 341-358.

Math Meeting. (2013). Standard deviation - statistics. Retrieved from YouTube:

https://www.youtube.com/watch?v=3v6mYNPyDoY

MathPlayground. (2017). Spin the spinner and tally the results. Retrieved from
MathPlayground: http://www.mathplayground.com/probability.html

MyWhyU. (2013). Algebra 14 - scatter plots. Retrieved from YouTube:

https://www.youtube.com/watch?v=K79w3OpKako

patrickJMT. (2010). The normal distribution and the 68-95-99.7 rule. Retrieved
from YouTube: https://www.youtube.com/watch?v=cgxPcdPbujI

Statistics Learning Centre. (2012). Sampling: Simple random, convenience,

systematic, cluster, stratified - statistics help. Retrieved from YouTube:
https://www.youtube.com/watch?v=be9e-Q-jC-0

Stephens. (2017). Stephens. Retrieved from https://www.stephens.com/

TheAnimatedClassroom. (2012). The mean, median and mode toads. Retrieved

from YouTube: https://www.youtube.com/watch?v=5C9LBF3b65s

This is Statistics. (2015). Why you need to study statistics. Retrieved from
YouTube: https://www.youtube.com/watch?v=wV0Ks7aS7YI

Thomas, J. W. (2000). A review of research on project-based learning. San Rafael,

CA: Autodesk Foundation.

Waller, L. R. (2010). Statistics - 1 - terms - 2 - population and sample. Retrieved

from YouTube: https://www.youtube.com/watch?v=VtGYaYW-tAk

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