Lesson Plan

Surveys and Data Analysis

Students will apply data analysis skills through designing, conducting, and analyzing surveys
Lindsey B.
Technology coordinator
Campbell Middle School
Campbell, United States
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My Grades 5, 6, 7, 8
My Subjects Math

Students will be able to (SWBAT) write survey questions that represent both numerical and categorical data.

SWBAT use appropriate tools strategically to design and conduct surveys.

SWBAT calculate for various measures of central tendency and describe when one is best used to describe what is typical.

SWBAT analyze data and construct viable arguments about what their data represents. 





Grades 6
All Notes
Teacher Notes
Student Notes

1 Hook

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  • Prior to class, create a survey in Google Forms. Post the link to the survey in Google Classroom for students to access. Survey questions should reflect both categorical and numerical data (i.e. gender for categorical, age for numerical).
  • Tell the students you would like to learn more about them, and would like for them to take a quick survey to help you gain more insight into who we are as a class. What makes us unique? What makes us the same?
  • Have students take the survey, and share data by projecting the "Summary of Responses" to the screen.
  • Engage in discussion on what the students notice about the data.

2 Direct Instruction

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  • Have students use Padlet to brainstorm other examples of categorical verses numerical data. 
  • Following discussion on the differences between the two types of data, look back at the data you gathered from the students. Choose a piece of numerical data (i.e. age, number of siblings) and model analyzing the data by solving for the mean, median, and mode. 
  • Engage in a class discussion about what the three different mearures of central tendency might tell us, and which one we think is best for describing what is "typical" in our class. 
  • Model creating a bio on the homepage of your own Weebly site comparing yourself to the data you collected from the class (What makes you unique? What makes us all the same?). 

3 Guided Practice

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  • Students work in table groups to create an original survey to administer to their classmates. Their survey should contain both numerical and categorical data.
  • Students post the link to their survey in Google Classroom and groups are allowed time to take each other's surveys.
  • As a team, students analyze and discuss the results of the survey, calculating for mean, median, and mode when appropriate.

4 Independent Practice

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  • Students compare themself to the results of the survey data, and design a personal profile on their Weebly site. What makes them unique from the class? What are common characteristics or interests that they share with their classmates?

5 Wrap-up

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  • Students present their homepages to the class, sharing what they discovered about themself in relation to the class data.
  • The teacher will monitor a side conversation on Todaysmeet, where students will be able to ask each other additional questions either about the results of their data, or about the unique facts they learned about each other.
  • The lesson concludes with Kahoot for a game-based formative assessment. The teacher will design a Kahoot in advance with questions that ask students to distinguish between categorical and numerical data, and to solve for mean, median, and mode and determine when each is appropriate as a measure of central tendency.