Date: Week 1/Friday
Period/Class Title: Advanced Statistics and Probability
Name: Annie Mehalchick
# of students: 30
OBJECTIVE:
Students will review and better understand hypothesis testing and evaluation of probability distributions.
MATERIALS:
Notes, Journals, pencils and paper
Data collected from http://www.billboard.com/bb/charts/hot100.jsp, the HOT 100 chart of the week (to be accessed through the Hip Hop Circuit Website: http://online.sfsu.edu/~jcooks/hiphopcircuit/frontup.html).
NOTES:
Remember to move around the classroom as students work on activity. Encourage students to ask questions and be involved in the discovery process. Pay attention to students who might be struggling with understanding the new terms learned yesterday.
STEPS:
ANTICIPATORY SET (5 minutes): Ask students what music is most popular right now. Do they think everybody listens to what they like most? Begin to formulate a hypothesis of what they believe are the most played songs of the moment.
1. Students form a null hypothesis about how many hip-hop singles are in the top ten singles of the moment and an alternative hypothesis. What is the binomial random variable? What is n? What is p? (To be presented by a student, then open to discussion of whether the answer is correct, and why). (7 minutes)
2. Students develop an acceptance region and rejection region for their test. They should use the opening discussion to formulate these regions as to make their analysis as accurate as possible. This will also be answered by a student and discussed as above. (7 minutes)
3. Students then calculate and record the probability distribution using binomial coefficients. (20 minutes)
4. Discussion of discoveries and probability distribution. (15 minutes)
5. Students are then given the HOT 100 chart for the week and are asked to compare their data and distribution with the data. (6 minutes)
FOLLOW-UP ACTIVITY:
For homework, the students are asked to evaluate their class work in relation to the actual data. What factors might have contributed to any discord in the analysis? The students should also find the type I error and type II error and the level of significance. Write in journals about what they learned today, what
questions they have, and any other thoughts related to
the class.
ASSESSMENT:
Assessment will take place during discussion and class work, as I move around the room in order to help those who need it. Contributions will be rewarded as well as questions about the material. Journals are reviewed once a week and contribute to the student's grade, depending on the level of engagement the student has or is trying to make with the material.
LITERACY ASPECT:
Students will record data, calculate in mathematical language, and discuss their discoveries in statistical terms. They will also write hypotheses about the activity in their journals.
REFLECTION/RESPONSE:
I hope the lesson goes well. I am concerned with those students who may not have a grasp on the terms learned yesterday and hope that this exercise will
reinforce their meanings.
Notes for following lesson: Begin with discussion about the probability distribution- use this data for input into the computer for graphing lesson.