Algebra 1 Summer Institute 2014
The Question Formulation
Summary
Goals
Participant Handouts
This investigation provides
 Distinguish statistical
a framework for
questions from nonconstructing questions that
statistical ones
can be addressed through
 Identify population
the collection and analysis
 Identify data to be
of data. Participants will be
collected
encouraged to think about
 Develop intuitive
the population to be studied,
understanding of the
the variable to be measured,
expected variation in
and the variation that may
data
occur in the measurement of
that characteristic.
Participants will practice
with statistical questions at
levels A, B, and C
according to the GAISE
report.
Materials
Technology
Source
Poster paper
Markers
LCD Projector
Facilitator Laptop
1. The question
formulation statistical
questions levels A and B
2. The question
formulation assessment
Bridging the Gap
Annenberg Learner
website
Estimated Time
90 minutes
Mathematics Standards
Common Core State Standards for Mathematics
MAFS.6.SP.1: Develop understanding of statistical variability
1.1: Recognize that a statistics question as one that anticipates variability in the
data related to the question and accounts for it in the answers.
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
4. Model with mathematics
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Algebra 1 Summer Institute 2014
Instructional Plan:
1. Begin the session by asking participants what is statistics? Place your students in
groups of 4 and provide them with poster paper and markers so they can write
their answer and later share their thoughts with the rest of the class. Discuss some
of their answers. (Slides 2, 3, 4)
2. After the discussion, ask the participants what they would be interested in finding
out about the other participants in order to get to know them better. Write the
questions down and display them so all participants can see them. Some questions
might be interesting but may not be statistical questions. Some questions might be
too broad or specific. Discuss with them that a statistical question is one that can
be answered with data and that variability in the data is expected. A well-written
statistical question refers to a population of interest, a measurement of interest,
and anticipates answers that vary. (Slides 5, 6)
3. The participants are already in groups of four. Ask each group to think of a
general statistical question about all the participants that they would like to know.
Review the question decided by each group. After questions have been
determined to be good statistical questions ask each group to collect the data and
display it in some form so that they can later share it with the rest of the
participants. For example: how many years have they work outside of education?
How many years in education? What is their bachelor degree? How many math
courses did they take during their undergraduate education? The display form is
up to the participants. Provide graph paper, poster paper, rulers, and markers.
Give them time to collect the data and work on their display. When the displays
are finished, each group should present their information. Post the displays in the
room. Are there any visible connections between the data from the groups?
Discuss some of the results. For example, do all the participants that have a BA in
Ed worked 0 years outside of education? What are some of the possible
explanations?
4. The GAISE report provides a framework for statistical education over three
developmental levels: A, B, and C. These levels are based on development in
statistical literacy, not age. If a student does not have statistical experience at level
A, then it is not appropriate for that student to jump into level C. The learning is
more teacher-driven in level A, but becomes more student-driven at levels B and
C. (Slides 7, 8, 9)
Give each group the appropriate Level A and Level B list of questions. The levels
refer to the levels indicated by the GAISE report. For each question, the groups
should indicate whether the question is a statistical question or not and give
reasons for their answers. If it is not a statistical question, ask them to rewrite it so
it is a statistical question.
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Algebra 1 Summer Institute 2014
Distribute the Question formulation assessment handout. Ask participants to
discuss in their groups what is the difference between a level A and level B
question. Participants should rewrite three questions to conform to level C.
Groups share their thoughts and questions with the whole class. Display their
level C questions and discuss with the whole class their appropriateness as
statistical questions level C.
Process
Component
1. Formulate
questions
Example:
Level A
Level B
Level C
 Beginning
awareness of the
statistics
question
distinction
 Teachers pose
questions of
interest
 Questions
restricted to the
classroom
How long are the
words on this page?
 Increased awareness
of the statistics
question distinction
 Students begin to pose
their own questions of
interest
 Questions not
restricted to the
classroom
 Students can
make the
statistics question
distinction
 Students pose
their own
questions of
interest
 Questions seek
generalization
Are the words in a
chapter in a fifth-grade
book longer than the
words in a chapter of a
sixth-grade book?
Do sixth-grade books
use longer words
than a fifth-grade
book?
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