Introduction and Rationale
Statistics is a core topic for the Algebra 1 curriculum, but the topics often get skipped or rushed. This is often due to curriculum time constraints as well as a lack of student engagement. The goal of this unit is to generate a greater interest in the subject, by connecting it to a topic that is highly relatable to students as well as teachers.
The COVID-19 pandemic not only affected almost everyone, but it was recent enough that adults as well as students remember it well. Infectious respiratory diseases, like COVID-19, have long been a significant global health concern. During the pandemic, it became evident that the public often struggled to interpret the data presented in the news. This put a magnifying glass on the need to intentionally teach statistics in a way to better empower youth in the understanding of the world around them.
This curriculum unit plan for Algebra 1 is designed for a diverse student population, primarily consisting of high school freshmen and some sophomores who have completed a remedial Algebra course previously. This unit is intended to be taught during the statistics unit of the Algebra 1 curriculum. Connecting students to the questioning part of mathematics will be a primary theme throughout. Looking at the numbers involved in pandemics, students will better relate to the understanding of how data is used in the decision-making process during current and future pandemics as well as for the mitigation of disease spread in general. At an Algebra 1 level the most challenging part of learning is engaging kids in the questioning process. Most are comfortable following problem-solving procedures but are not confident in developing their own questions to solve. They are also, especially at this level, very uncomfortable coming up with answers to questions when a procedure is not explicitly laid out for them. This unit is designed to spark student’s curiosity through using the relatable topic of infectious diseases and the pandemics that they cause. The unit will delve into the history of pandemics, providing students with a foundational understanding of the severity of the pandemic, the origins of the disease, and the varying patterns of spread across different outbreaks. The primary focus will be on two significant global events: the 1918 H1N1 Pandemic and the 2020 SARS-CoV-2 Pandemic.
To facilitate data interpretation, students will actively learn to create various visual representations of datasets. This includes constructing boxplots and histograms. Through these visual tools, they will be equipped to examine statistical trends by analyzing measures of central tendency (mean and median), variance (Interquartile Range and Standard Deviation), and distribution (skewed vs normal). A significant component of the unit involves a comparative analysis of the data from both pandemics, enabling students to identify similarities and differences in patterns and outcomes. This comparative approach will encourage robust discussions about observed trends and their potential implications.
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