Georgia 7.PAR.4.11
The Standard
Analyze sampling methods and conclude that random sampling produces and supports valid inferences.
Georgia's K-12 Mathematics Standards · Recognize proportional relationships in relevant, mathematical problems; represent, solve, and explain these relationships with tables, graphs, and equations.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students examine how a sample was selected and decide whether it fairly represents a larger population. They use the sampling method to judge whether a conclusion is reasonable.
What Mastery Looks Like
- Students identify the population, sample, and selection method in a scenario. They explain whether bias is likely and whether the sample supports a claim about the population.
Common Misconceptions
- Students may think random means choosing people without a clear plan. They may assume a large sample is always fair. They may also treat convenience or voluntary response samples as representative.
How to Assess It
- Exit ticket: A coach surveys the first 20 students entering school about a new lunch menu. Ask whether the results represent the whole school and how to improve the sample.
Lesson moves
Ways to Teach It
Place colored counters in a bag, draw a random sample, and compare its color proportions with the full bag.
Discuss: Would surveying only basketball players fairly measure student support for a longer lunch period? Explain your answer.
Sort scenario cards into random, biased, or unclear samples, then earn points by defending each choice.
Plan a schoolwide survey about homework time, including a specific method for randomly selecting students from all grade levels.
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Printable 7.PAR.4.11 Worksheet
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