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Algebra I as written; could easily extend; like the vocab "quintiles" and ratio/percent
Use pie chart and stacked bar chart.
Covers shape and spread of one variable distributions

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Algebra 1

Scatterplots; take previous data to make a prediction in the future

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as is, easily used for algebra 1 ratios?

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Is this really climate change? It might be better to NOT refer to it as a "climate change activity." Instead, just use it as a prediction based on data activity, then a follow-up question might be to have them think about WHY the overall trend is downward.

The connection to social justice feels like a little bit of a stretch

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Not necessarily a good fit for Algebra 2 because of the focus on r, r^2, residuals, etc.

Maybe a fit for other courses if we can manipulate the raw data to suit our needs

If the data is in a raw, tabulated form, could increase statistical application through the different courses (slope in algebra I; correlation in algebra II;  and ?? at the stats level)

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Proportionality and expected values (implied)

The stats content seems pretty simplistic (proportional reasoning). This idea could be taken further using basic hypothesis testing.

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-I like how the students are able to discover with trials/make adjustments of their prediction and introduce expected values that way.

Nice hands on elements that help build intuition about how the sample relates to the population.

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-I think it sparks the conversation just on the numbers. I wonder how aligned the real-life data actually is on this one.

This is a good eye-opener for students who are unaware of the trends in incarceration rates.

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It is easy to run by a typical math teacher, not require lots of background knowledge or require someone to conduct the "mood" of a class while trying to figure out what to say at the right time.

The math in the lesson is pretty easy and the work is very hands on.

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-The only thing that one needs to prepare is two bags and bunch of cubes. But that shouldn't be an issue.

This lesson provides a good topic and basic hands on activity, but it could be easily expanded upon to include more complex ideas (both social justice ideas and statistical analysis).

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I think this is a good fit for dealing with scatterplots and associations

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The questions here are LOADED with accessibility and deep discussion for students; Desmos can handle the data/statistics component with ease; huge chance to pair this with students learning about systemic racism

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Maybe... At a freshman level maybe SAT/ACT isn't a worry; also more and more colleges are ignoring these scores, so is this data getting less relevant?

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I could see how some teachers might be afraid of how to ask and facilitate some of these questions

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Maybe in AP Stats with a chi-sq test (I think that is what it is called)

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Goes over basic probability, frequency tables

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-DON'T LEAD WITH THE VIDEO!
-Split worksheet in two
-Need to have a discussion in the beginning of class. This isn't about being against the police, this is about how we can learn from the data.
-Look up MORE data. This was centered around 1 month, of 1 year, in 1 city.

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-I liked it. Kiddos were engaged. Very relevant in 2020/2021

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I don't like the video it leads with. It was confusing at the start and it brings too much subjective tone into the lesson. I don't know how I would go about neutralizing all the arguments that could come out. I like to speak with numbers, not who is right/wrong.

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I am not sure how someone who is not confident with social/racial justice knowledge would be able to be comfortable keeping the focus on the content knowledge (stats).

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any level
stats not obvious in lesson as written but can pull data for a variety of analyses

I didn't see the connection being made between nonresponse bias and the proportion of immigrants in a population.

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This lesson uses a really cool website with a lot of data, but I couldn't figure out how to find the data needed to answer the questions! Maybe someone else can figure this one out but I got stuck.

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big topic right now; fits our population well; engaging ideas

The Census was recent (2020) and immigration is a relevant topic that is often in the news.

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not ready to use in terms of stats; mostly just questions to ponder and data to look at, but the questions and data have not been put together already

This one would require a lot of prep work on the part of the teacher to figure out how to use the website, as well as what to emphasize in terms of the stats content.

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I suspect there are easier ways to teach nonresponse bias and the importance of getting a representative sample.

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Launch - explore(with beans as counters) -  summarize; large emphasis on justification of choices/estimates
Reduce time for the lesson from 2 periods to 1 period.

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Compares wealth distributions (including US, Sweeden & another) and asks students to discuss equity and create their own "ideal" distribution.

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I think the content is easily accessible by "typical" teacher

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Can be adapted and shorted for descriptive stats lesson(pie charts and stacked bar charts) or as part of description of one variable data lesson.

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Unsure if odds are standard we need to teach... or if they are even important to understand necessarily

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Good chance to running analog or digital simulations; full of heavy and intriguing questions for students

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Equity in education is a excellent context!

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Maybe??? The question might be too heavy for some, but is a mild version of this activity worth doing then?

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I could see using the data to discuss conditional probability in Geo

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Geometry

Using tree diagrams and area models is exactly up their alley.

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Grounding the work in numbers (like 100,000) can help students to make sense of the situation and is accessible

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Good for motivating why we care about probability

Focus on ethics, which connects to social justice

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Might need to help students really understand a false positive versus a true negative

A teacher might say that there isn't enough time to do day 2 of the lesson, but a different teacher might claim it is the MOST IMPORTANT part of the lesson. How do these two (who might be on the same planning team) find a common ground?

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A2T or Applied could run simulations using the probabilities to determine whether is seems reasonable for x number of false negatives to occur from n number of tests.

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Algebra 2

Sampling and confidence intervals

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Can do simulation, which could make this more meaningful. Create confidence intervals AND interpret what they mean removed from the situation.

Many students don't know much about hurricanes so there would have to be an intro before lower level students could think about  ways in which to look at the outcomes (like the census?; fires in this area)

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How are sampling methods "good" or "bad" depending on sectors of the population? How do these methods impact consequences?

What do people think about being on the lower end or higher end?

News clips suggested in the lesson could help to provide some background information to students

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Google sheets can help with the simulation

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Can be toned down for Alg 1 with no confidence interval