Understanding By Design Unit Template

Statistics and Probability 9

Title of Unit Grade Level
Mathematics 14 lessons
Subject Time Frame
Hillary Fast
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

Developing Lifelong Learners – Students who are engaged in applying mathematical knowledge when conducting research and applying it to
society, will be able to relate their findings to real life learning. Students will also develop understandings of mathematics that will support
further learning in new mathematical concepts that relate to personal interests. They will do this by designing their own project plan that
allows students to discover new knowledge that they could build on and gain a deeper understanding of. Students will use the technological
knowledge gained in future classes, as well as later in life.

Developing a Sense of Self and Community – This unit allows students to work together to share and evaluate their ideas and strategies when
working in pairs and groups, and while designing a research project. Students can develop a deeper understanding by learning from their peers
and seeing different cultural perspectives through the use of technology for research.

Developing Engaged Citizens – Students will learn more about their classmates as they work in pairs and groups, discuss concepts in class,
and develop and perform surveys. They will become engaged citizens as they analyze the social impact of colonization on Indigenous society.
They will use technology to look at trends within their classroom and connect them to society. They will develop a greater respect for
differing opinions as they discuss concepts within class.

Cross curricular Competencies

How will this unit promote the CCC?

Developing thinking – Students are challenged to think critically and creatively when developing their project plans. They will use inquiry by
asking their classmates questions to create discussion. They will experience mathematics in a real-world situation by asking relatable
questions for their project plan design, and will use mathematical and statistical concepts, as well as Excel to analyze their data. They will
reflect, discuss, and resolve any potential problems with their project plan. They will also develop their thinking by working through jigsaws
and worksheets.

Developing Identity and Interdependence – All the ideas and abilities of students will be valued. Students will have interactions and
discussions with their classmates and give constructive feedback to one another. Students will develop a responsibility for their own design
projects. Students will also look at potential problems in the design plan to make sure they are being appropriate and respectful. They will be
responsible for their own learning by completing their assignments to further their learning, as well as keeping on track with their work
through an online checklist.

Developing Literacies – Students will engage in developing their understandings of language in mathematics and their ability to use it when
they develop their research. They will make sense of this language through practical application. They will also develop their Excel skills and
create visuals by using graphs. They will develop a sense of cultural and digital literacy through their research in their statistical analysis
project.

Developing Social Responsibility – Students will respectfully work together as a class with the teacher, as well as in small groups. They will
construct ideas and strategies together. Students will allow for different opinions and perspectives when asking each other questions. They
learn about and understand the impacts of colonization on indigenous peoples and how they compare to other cultures in Canada through
online research.

Social Studies:
- DR9.1 Examine the challenges involved in obtaining information about societies of the past
- DR9.2 Synthesize the significance of key historical events in societies studied.
- PA9.2 Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups in the societies
studied.
Treaty Education:
- TPP9.4 – Examine the effectiveness of treaty making in addressing the circumstances of Indigenous peoples.
o Analyze the cause and effect of the implementation of treaties on the population and culture of Indigenous peoples.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
SP9.1 – Demonstrate understanding of the effect of:
 bias
 use of language
 ethics
 cost
 time and timing
 privacy
 cultural sensitivity and
 population or sample
on data collection.
SP9.2 – Demonstrate an understanding of the collection, display, and analysis of data through a project.
SP9.3 – Demonstrate an understanding of the role of probability in society.
SP9.4 – Research and present how First Nations and Métis peoples, past and present, envision, represent, and make use of probability and
statistics.
Enduring Understandings
What understandings about the big ideas are desired? (what you want
students to understand & be able to use several years from now)
What misunderstandings are predictable?
Students will understand that...
- The way data is collected, organized, and displayed influences
interpretation.
- Data collection helps formulate relevant questions that be
answered using mathematical tools.
- Selection of the appropriate statistical method to analyze data
will progress students toward solutions and subsequent
inferences.
- The study of probability helps illuminate the randomness of our
everyday world.
Related misconceptions…
- Probability is not significant in the real-world.
- Mathematics only includes numbers.
- Mathematics can only be used practically.
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this unit.
Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked to
the content of the enduring understanding)
Content specific….
- How can probability be used in society?
- How is data effectively collected and analyzed?
- Why is data collected and analyzed?
- How can predictions be made based on data?
- What types of questions can be answered by analyzing data?
FNMI, multicultural, cross-curricular…
- How have historically significant events (ie. colonization)
affected Indigenous peoples and their culture?
- In what ways have Indigenous peoples been affected by
colonization?
- What is the cause (colonization) and effect of these issues?
- Do the statistics for each area differ from different cultures?
- Have these issues improved or declined over the years (i.e.
since the truth and reconciliation movement)?
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will know... Students will be able to…

- Theoretical and experimental probability
- Subjective judgement
- Potential problems with collecting data (bias, use of language,
timing, privacy, cultural sensitivity, ethics, cost, time)
- Differences between samples and population
- How a census works
- Different types of samples
- Steps to design project plans for data collection
- Different types of graphs available on Excel
- How to input data, make a line graph, and analyze their data
using Excel
- How colonization has impacted indigenous culture and people
- Provide an example of a situation in which a population may
be used to answer a question, and justify the choice.
- Provide an example of a question where a limitation
precludes the use of a population and describe the
limitations.
- Know the importance of protocols for respectful data
collection and information sharing.
- Provide examples to illustrate how bias, use of language,
ethics, cost, time and timing, privacy, or cultural sensitivity
may influence the data collected.
- Devise a project plan related to a situation relevant to self,
family, or community.
- Complete the project according to the plan, draw
conclusions, and communicate findings to an audience
- Explain how decisions based on probability may be a
combination of theoretical probability, experimental
probability, and subjective judgement.
- Analyze the meaningfulness of a probability against the
limitations of assumptions associated with that probability.
- Develop graphs using Excel by inputting data.

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning
activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to
demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal The goal is to create a deeper understanding of probability in society and a richer thinking about the
What should students accomplish effects of Western civilization on Indigenous peoples in comparison to other cultures. The students will
by completing this task? take on the role of individuals who appreciate how probability can be useful and effective in society.
R – Role The target audiences are the students and myself (the teacher). By presenting their online research
What role (perspective) will your findings of statistical data on Indigenous culture to the class, all students and myself will gain new
students be taking? knowledge or add to existing knowledge. Students are encouraged to discuss topics in class and with
A – Audience their peers. By doing this and working on assignments, students will understand their areas of strength
Who is the relevant audience? and weakness. The challenge in this unit for the students is creating a project plan to collect data on
S – Situation colonization effects on Indigenous peoples and culture, which can create complex questions and results.
The context or challenge provided The students will create a research project to collect, record, and analyze data using technology, and
to the student. present their findings. They will apply the concepts from lessons and their new knowledge to a final unit
P – Product, Performance test which compliments the statistical analysis project.
What product/performance will the
student create?
S – Standards & Criteria for See attached rubric and checklist for these assessment pieces.
Success
Create the rubric for the
performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, quizzes, How will students reflect upon or self-assess their learning?
tests, journals or other means) will students demonstrate achievement
of the desired results? Formative and summative assessments used
throughout the unit to arrive at the outcomes.

Formative: - Assigned questions – students can reflect on their

- Pre-assessment understanding of the assignments and ask questions
- Assigned questions accordingly
- Group tasks - Statistical analysis project self-evaluation
- Observations - Mid-unit and unit reviews
- Informal questioning - Online checklist of progress for project (google doc)
- Interactive games
- Online checklist of progress for project (google doc)

Summative:
- Statistical analysis project
- Self-assessment on project
- Unit exam

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
  equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
The students are headed towards an understanding of the role of probability in society. They will develop surface knowledge on the statistical
effects of colonization on Indigenous peoples and cultures. Students have been introduced to probability in previous grades, will bring that
knowledge into their learning, and will build on it. Students will know where they are going by providing an overview of what the unit will
consist of at the beginning of the unit.
Students have not been part of the planning of this unit, but the results of the pre-assessment will determine how I will proceed with my
lessons. Individual needs will be addressed, and lessons will be modified accordingly. Students will move locations in the room while working
with pairs and groups, and will spend time working in the school computer lab. An encouraging environment is important for students to be
successful as discussion is important for many of the lesson concepts.

How will you engage students at the beginning of the unit? (motivational set)

I will start with a brain teaser, The Monty Hall Problem, that was made famous by “Let’s Make a Deal” gameshow. We will have a mini game
show and test out the problem as a class before coming to the conclusion. It will introduce probability to the students.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Pre- - A pre-assessment will be given to gauge knowledge of previous learning for me and the DT Math
assessment & students Makes
Review of o Assessment will be formative Sense 7 & 8
Statistics - When finished, students can play Histogram Battleships game textbooks
- If entire class finishes, we will start on lesson 2
2 Introduction - Introduction into Statistics and Probability – The Monty Hall Problem DT, DII Math
& Review of (https://www.youtube.com/watch?v=o_djTy3G0pg) Makes
Statistics o Explain rules Sense 7 & 8
o Ask what students predict will happen textbooks,
o Have students work through problem in pairs with cards (2 black, 1 red) https://www
 Attached “Let’s Make a Deal!” handout .youtube.co
o Combine trials from entire class and analyze m/watch?
v=o_djTy3
- Give students a preview of what they will learn and how they will be assessed.
G0pg ,
- Review of prior knowledge (based off of pre-assessment):
http://web.u
o Mean, median, mode
vic.ca/~tpel
o Range ton/fn-
o Outliers
 o Ratios math/
o Types of graphs – bar graph, pictograph, double bar graph, circle graph (pie
chart), line graph, histograms
o Bias
o Misinterpretation of data
o Probability of independent events, simple events, and opposite, mutually
exclusive, and overlapping events
o Creating and solving problems related to independent events, probabilities
of independent events, and decision making
o Tree diagram – probability of each event
- Activity – First Nations’ Games of Chance
o 4 Stick Game
o http://web.uvic.ca/~tpelton/fn-math/

Goal of learning:
- For students to become excited about statistics, recall information they have learned
previously, and to understand how we will proceed in this lesson.

PGP’s:
- 2.4 ability to use technologies readily, strategically and appropriately
- 4. 1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education
3 Probability in - Why are probability and statistics important? DT, DII, Math
Society o Brainstorm with a partner, 4 examples of when probability is used in real DL, DSR Makes
life Sense 9
- Probability: textbook,
o Probability, sample space, and events http://www.
o Ways that probability can be written – fraction, decimal, percent createdream
o Lies between 0 and 1 explore.co
o Predictions based on probabilities and judgements m/2017/02/t
ired-of-
o Theoretical Probability – result based on mathematics derived from all
same-ol-
given equally favourable outcomes
graphing-
 Ex. There is a 5 out of 26 chance that a randomly chosen letter is a questions.ht
vowel ml
o Experimental Probability – review the Monty Hall Problem
 Probability which results from a given experiment or past
experience
 Ex. Weather forecast says there is a 60% chance of snow
o Subjective judgment – The way you may strongly feel despite given
 probability
 A hunch or feeling
 Ex. Buying a lottery ticket because you feel lucky
 How do assumptions affect probability?
- Activity – Bottle Flipping Prediction game
o http://www.createdreamexplore.com/2017/02/tired-of-same-ol-graphing-
questions.html
- Discuss Math Link (p. 429)
- Assignment – p. 427-429, #5, 6, 8, 9, 11, 14, 17
o Extra – #7, 10, 14
o Formative assessment on completion and understanding of content

Goal of learning:
- For students to understand how probability is used in society and learn the difference
between theoretical probability, experimental probability, and subjective judgment.

PGP:
- 3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings
4 Potential - Potential Problems – bias, use of language, timing, privacy, cultural sensitivity, ethics, cost, DII, DL Math
Problems with time Makes
Collecting o Discussion about problems while collecting data for questionnaire Sense 9
Data o Fill in attached worksheet individually textbook,
o Will go through the worksheet as a class after IXL
- Analyze data collection for problems – case studies as partners (https://ca.i
- Assignment – pg. 435-436, # 5, 6, 8, 10-12 xl.com/mat
o Extra - #16 h/grade-9),
worksheet
o Formative assessment on completion and understanding of content

Goal of learning:
- For students to understand the potential problems that can occur when collecting data.

PGP:
- 2.6 ability to strive for/pursue new knowledge
5 Using - Identifying the population of a survey DII, DL, Math
Samples and o Population – group of people about which you are collecting data DSR Makes
Populations to - Deciding whether to use a census or a sample Sense 9
Collect Data o Census – collect data from population textbook,
Statistics
 o Sample – representative portion of a population Canada,
- Types of Sampling: worksheet
o Jigsaw activity with attached handout – each group is assigned a type of
sampling, define it, brainstorm 4 examples, and share with the class
- Identifying and critiquing the use of samples – identify if data is selected from a sample or
population
- Use technology (computers, ipads, etc) to explore Statistics Canada Census at School
Program
(http://www12.statcan.ca/census-recensement/index-eng.cfm)
- Assignment – pg. 440-441, #1, 3, 5-7, 10
o Extra - #13
o Formative assessment on completion and understanding of content

Goal of learning:
- For students to be able to identify and know when to use a population or sample. They will
also explore the Census at School program to understand the use of a census.

PGP’s:
- 2.4 ability to use technologies readily, strategically and appropriately
- 4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings
learner needs, subject matter, and contextual variables together in developmentally
6 Mid Unit - Review concepts from each lesson – any questions DII Math
Review - Any extra questions students have about the unit so far Makes
- Worksheet with questions from each lesson Sense 9
- Check in on how students are understanding the concepts – formative assessment textbook,
worksheet
Goal for learning:
- For students to ask questions on concepts they do not understand and to catch up on any
work they are behind on or missed.

PGP:
- 1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all
learners
7 Selecting a - How to choose and identify an appropriate sample – simple random sampling, systematic DT, DII Math
Sample sampling, cluster sampling, self-selected sampling, convenience sampling, stratified Makes
random sampling Sense 9
- Work in pairs on case study worksheet identifying the sampling method textbook,
- Assignment – pg. 448-449, #3, 5, 7, 8, 10 worksheet
o Extra - #12
o Formative assessment on completion and understanding of content
 Goal for learning:
- Students will learn how to work together to choose and identify which type of sample to
use.

PGP:
- 2.2 proficiency in the Language of Instruction
8 Designing a - “Worst Questionnaire” video (https://www.youtube.com/watch?v=10xflBGhQPM) DT, DII, Math
Project Plan - Explain 5 possible steps for creating a design plan for data collection – prepare a question, DL, DSR Makes
identify the population and choose a sample, collect the data, analyze and display the data, Sense 9
evaluate your plan textbook,
o Attached handouts https://www
- Design a sample mini project plan together as a class – favourite radio stations .youtube.co
- Design a project plan in groups of 3-4 – make up own topic m/watch?
o Formative assessment – hand in project plan v=10xflBG
hQPM,
- Have students think about what they want to research for Statistical Analysis Project
worksheet
Goal for learning:
- Students will learn to create project plans in preparation for the next 3 lessons.

PGP’s:
- 1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
- 4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings
learner needs, subject matter, and contextual variables together in developmentally
9 Introduction - Show video - https://www.youtube.com/watch?v=ioT0C8smgHI DT, DII,
into Statistical o Discuss how we will be looking at a lot of negativity in the lives of DL, DSR https://www
Analysis indigenous peoples because of colonization, however there are many .youtube.co
Project indigenous peoples who have overcome these negatives. m/watch?
- Introduce Statistical Analysis Project (~10 minutes) v=ioT0C8sm
o Topic – how colonization (resulting in treaties, residential schools, gHI
oppression, etc.) has affected Indigenous culture and peoples Statistics
o Statistical analysis of areas with the most obvious effects (i.e. education, Canada,
judicial system, health (subtopics – mental, physical, diseases, epidemics, http://www.
etc.), economics (poverty rates, etc.), etc. fsin.com/ab
o Brainstorm with students if they have more ideas out/,
o Split/assign groups of 3-4 – can double up on topics computers/
o Students compare trends between Indigenous cultures and other cultures lab
present in Canada
 Are there similarities?
  Look over multiple years if possible – have the trends improved or
declined? Stayed the same?
 Is there a difference between genders?
o Use designing a project plan lesson steps as a guide from last class to
develop a plan for your research
o Use technology in class or go to the computer lab
- Students start researching ~40 min
- Book computer lab for research

**Goal of learning – students will learn to research using statistics to analyze the effects of
indigenous cultures and peoples in comparison to other cultures in Canadian society.

PGP’s:
- 1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all
learners
- 2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western
Canada
- 4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and
perspective into all teaching areas
10 Statistical - Book computer lab for input of data DT, DII, Statistics
Analysis - Students have more time to research DL, DSR Canada,
Project o Teach about information literacy http://www.
Research o Teach ethical use of digital resources fsin.com/ab
- Last half of class will be teaching students how to input data to make Excel line graphs out/ ,
o Teach about proper digital etiquette computers/
lab, Excel
Goal for learning: handout
- Students will learn how to use Excel and input data to create graphs. They will also learn
how to properly research information on their topic through teaching of digital literacy.

PGP’s:
- 2.2 proficiency in the Language of Instruction
- 2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties,
Residential School, Scrip and Worldview)
- 2.4 ability to use technologies readily, strategically and appropriately
- 3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings
11 Statistical - Allow for more time to work on project if needed DT, DII, Statistics
Analysis - Students present their analysis of information to the class in a 3-5 minute presentation DL, DSR Canada,
 Project - Assessment will be shown through attached rubric http://www.
Presentations fsin.com/ab
Goal for learning: out/ ,
- Students will be able to present their findings orally to their class and classmates will learn computers/
about areas that differ from their own. lab

PGP:
- 1.4 a commitment to service and the capacity to be a reflective, lifelong learner and
inquirer
12 Unit Review - Review of all concepts DT, DII Math
day 1 - Vocabulary from previous lessons Makes
- Students make ½ page study/cheat sheets with formulas, etc. for unit test Sense 9
- Questions that students have textbook,
- Work through practice test – pg. 460, #1-6 IXL
(https://ca.i
Goal for learning: xl.com/mat
- For students to ask questions on concepts they do not understand and to catch up on any h/grade-9)
work they are behind on or missed.

PGP’s:
- 1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all
learners
13 Unit Review - Continuation of previous lesson DT, DII Math
day 2 Makes
Sense 9
textbook,
IXL
(https://ca.i
xl.com/mat
h/grade-9)
14 Unit Test - See attached examination DT
- Entire class time allowance for exam
- Students can work on other homework when they complete the test

Goal for learning:

- For students to apply and showcase their knowledge on concepts taught throughout the
unit.

Assess and Reflect (Stage 4)

Considerations
Required Areas of Study:
Is there alignment between outcomes, performance
assessment and learning experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources on an
ongoing basis?
Comments
The assessment and learning experiences in this unit all students to achieve the
outcomes, as well as be creators of their own knowledge through individual,
partner, group, and class work. Lessons 1 to 7, as well as 12 to 14, focus on
learning outcomes SP9.1 and SP9.3. The remainder of the lessons, which are
mostly made up of the statistical analysis project, incorporate all four outcomes of
this unit, but mainly focuses on SP9.2 and SP9.4. The project assesses these two
outcomes, and the unit test assesses the other two. Students will learn the concepts
in these outcomes through assignments, activities, worksheets, and projects.
For struggling students:
- Extended and tiered instruction could be incorporated for those who need extra
help.
- Partner with students that will be able to assist in instruction and/or
assignments.
- Provide more time to complete tasks.
- Provide same assignments, but change length or difficulty.
- Provide pre-done or partly done assignments.
- Use of technology.
- Provide resources for students (EA, scribe, technology, etc.)
For students who need a challenge:
- Extended and tiered instruction could be incorporated for those who need an
extra challenge.
- Plan extra activities for students who finish early.
- Challenge students to use critical thinking skills.
- Ask students to share their knowledge with students who may be struggling.
My lessons involve both student centered and teacher directed approaches. They
also incorporate activities, worksheets, visuals, and discussion. Traditional use of
the textbook is also incorporated to supplement students’ learning and to facilitate
learners who are successful from this approach to teaching. Students will work
individually, in pairs, groups, and as a class throughout the unit. I also use
technology, visuals, and paper worksheets.
Students can use the resource center, EA’s, calculators, study sheets, and
technology, as well as the textbook and their classmates to achieve success.
Students will have handouts and worksheets to guide their learning and they can
reference to remember concepts and vocabulary. I will also provide extra work
periods outside of class time for students who need extra help or for students who
need extra work time. In my resources, I also included a website which can help
 students practice concepts at home (IXL https://ca.ixl.com/math/grade-9).

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education: Students will learn about FNIM perspectives through their research, as well as
Have I nurtured and promoted diversity while honoring other cultures, and will look for differences among genders if possible. An open
each child’s identity? and encouraging environment also allows them to be able to express their ideas.
This unit allows for students to make connections between their communities and
topics they learn in class.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)