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LESSON PLAN EXAMPLE: AP Statistics, 12th Grade

Date:

4/3/2016

Teacher Name:

Yasemin YILMAZ

Grade:

11 and 12 Grade

Lesson:

Chi- Square Test

Content Area:

Mathematics AP

Lesson Plan Type:


My lesson plan is daily lesson plan that includes the
following components: anticipatory set, instruction, guided practice, closure or
assessment and independent practice. I think I can also say it is inquiry-based
lesson plan because of the activities.
AP Course Objective:
Statistical inference guides the selection of appropriate
models. Models and data interact in statistical work: models are used to draw
conclusions from data, while the data are allowed to criticize and even falsify the
model through inferential and diagnostic methods. Inference from data can be
thought of as the process of selecting a reasonable model, including a statement in
probability language, of how confident one can be about the selection.
Lesson Objectives:
Students will be able to learn how to use a chi square test and data to evaluate
and perform calculations for fit of a hypothesized distribution and test of
independence from contingency table.
Students will be able to identify the conditions which must be satisfied when
using the chi-square test and they will evaluate and make decisions according to
chi-square hypothesis test calculation results for goodness-of-fit and test of
independence.

Timeline of Lesson: Two 45-minute periods or one 90-minute period. Additional


time will be needed if you have students present their work.
Introduction:
In previous lessons, we learned that there are several different tests that we can
use to analyze data and test hypotheses. The type of test that we choose depends
on the data available and what question we are trying to answer. We analyze simple
descriptive statistics, such as the mean, median, mode, and standard deviation to
give us an idea of the distribution and to remove outliers, if necessary. We calculate
probabilities to determine the likelihood of something happening. Then we state our
conclusion if there is sufficient evidence or not to support our hypothesis test.

Sometimes we often have some data to make coclution. How could you evaluate the
data you collect to see if it supports this hypothesis?
The difference between a chi-square test and the tests we have worked with before
is that chi square tests are for used for categorical data which means in chi-square
test we use counts do calculation. The chi-square test can be used to estimate how
closely the distribution of a categorical variable matches an expected distribution
(the goodness-of-fit test), or to estimate whether two categorical variables are
independent of one another (the test of independence). The chi square test of
independence is a natural extension of what we did earlier with contingency tables
to examine whether or not two variables appeared to be independent of each other.
After this short information we will start our class with Pennies Activity to create a
data to see the counts of each number. Students will be put in groups of 4 and I will
distribute 50 pennies to each group after the instruction given about the activity.
Each group will count flip their pennies and count how many heads and tails
they get after their experiment and fill the table.

Heads

Tails

#
Observ
ed
Expect
ed
After students fill the chart we will discuss if there is any difference between
observed counts and expected counts. Then they will answer this question:
Is there sufficient evidence that these pennies are fair. The students will be asked
to discuss which hypothesis test will be used to solve this question that we have
learned. After their discussion I will explain that we will use a new hypothesis test
which is chi-square test.
Then we will take notes from slide 1 to 10 which we will discuss assumptions,
hypothesis, and calculation. After these information students will be asked to

calculate their
to use calculating their p-value. Students are familiar to state
their conclusion about hypothesis test so they will be ask to discuss about the
conclusion for this questions. Then I will explain the calculation and conclusion to
make clear if any students has problem to understand.
Then students will be asked to work together to answer questions that are on the
power point(slides 11-16) which is given to the students as hard copy. After they
work they will able to check their work if they get them correct or not and I will
teach and explain if they need help on any part of the questions.

After this information we will discuss if there are two or more variables we have

what we will to calculate our


before we decide our decision. Then students will
be asked to work on Dominant Eye activity to collect data.

Eye Dominance Activity


(Adapted from Statistics in Action, Watkins, Scheaffer, & Cobb, p. 416)

1) Determine which eye is your dominate eye by following these instructions:

Hold the paper (with 1 inch square hole in the middle) at arms length.

Look through the square at a relatively small object across the room.

Without changing your position, close your right eye.

If you can still see the object, your left eye is your dominate eye.

If not, your right eye is your dominate eye.

2) Record the following information:

Dominate eye

Dominate hand

Gender

3) On the big poster paper, record your data by putting a tally mark in the correct
box.

Dominate Eye

Gender
Male
Right
Eye

Female

Dominate Hand
Right
Hand

Dominate Eye

Left Eye

Left Hand

Right
Eye

Left Eye

Does the
there is an association between gender and eye?

evidence suggest that

Does the evidence suggest that there is an association between hand dominance
and eye dominance?

After they collect their data we will discuss the differences between Pennies
activity and Dominant Eye activity. Then I will use the power point again to explain
what test of independence means. (Slide 17-19)
Then students will be asked to work on Dominant Eye activity to make a
statement about each part. I will encourage my students to use correct terminology
while they are discussing in groups. After 15 minutes we will discuss about their
results and I will help groups or students if needed.
Students will be asked to work on questions (slide 20-21) in their groups and they
will check their answers from power point.
Students will work on question 1 and 2 individually on

-worksheet.

1) Polly and Pete go through one page from a telephone book and write down the last digit of 50
telephone numbers. Could the last digit from the phone numbers on this page be used as
random digits?
Digit:
0
1
2
3
4
5
6
7
8
9
Freq:
7
6
3
2
5
7
2
10
8
0

2) The counseling unit of Woodrock College is interested in the relationship between anxiety level
and the need to succeed. A random sample of 200 college freshmen was taken. The freshmen were
given tests to measure their anxiety level and their need to succeed. Is there evidence that
anxiety level and need to succeed are dependent?
Anxiety Level
Need
High
Medium
Low
High
30
40
5
Medium
17
50
33
Low
3
10
12

And I will walk around to check if everyone understands the topic or not. I will do
informal evaluation and ask some questions to each students to see if they are
using correct terminology and hypothesis test to solve problems. Also last ten
minutes of class I will give one question pop quiz to check if each student can
perform and calculate hypothesis test that they have learned.

POP QUIZ QUESTION: Suppose, in a random sample of 75 peanut M&Ms, you get the distribution
of colors as shown below. Is the distribution of peanut M&Ms different from the distribution of
plain M&Ms? The distribution for plain M&Ms is 13% red, 14% yellow, 16% green, 20% orange, 13%
brown, and 24% blue.
Color

Number of M&Ms
Red
11
Yellow
16
Green
8
Orange
5
Brown
17
Blue
18

Resources:
College Board. (n.d.). Retrieved April 03, 2016, from
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2151.html?
excmpid=MTG243-PR-20-cd

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