|Lesson Plan ID:
Interpreting and Displaying Sets of Data
The students will be able to take a set of given data and interpret the data into quartiles. Students should then be able to determine the parameters for a box and whisker plot by identifying outliers, interquartile range, and the five number summary. Students will determine the best method for displaying data whether it be line plot, scatterplot, box and whisker plot, etc.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
|MA2015(8) ||25. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. [8-SP1] |
|MA2015(9-12) Algebra||41. Represent data with plots on the real number line (dot plots, histograms, and box plots). [S-ID1] |
Alabama High School Graduation Exam Objective VII Standard 5 Determine measures of cental tendency.
|Primary Learning Objective(s):
Students will be able to calculate the five number summary along with the measures of central tendencies to create a box and whisker display. Students will be able to take two sets of data and create a double stem and leaf chart.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Unifix cubes, post it notes, large white display paper, markers, yardsticks, math journals
|Technology Resources Needed:
Smartboard, PowerPoint as guide to lesson, (alternative launch -United Streaming Video-Math Monsters - Taking a Survey), graphing calculators, LCD, TI-83 Smartview, overhead graphing calculator
Students should be able to find the measures of central tendencies (mode, mean, median, and range).
1.)Launch: Students will form a line. The teacher should have a bucket of Unifix cubes. Each student will take as many cubes as they can hold in one hand. They will: go back to their seat, put the Unifix cubes together, count how many they have, write that number on their post it note, and then order themselves from least to greatest according to how many Unifix cubes they have.
Teacher will then lead discussion on the vocabulary review of mean, median, mode and range. Students will identify which person(s) has the corresponding numbers to these values. Once those have been determined, the teacher will introduce the Measures of Variation and students will learn how to divide the data into quartiles and to find the five number summary with teacher driven instruction and definition of new terms.
2.)Explore: The teacher will have the beginnings of a line plot on the white board. Students will determine the lowest and highest number necessary to put on the number line in order to form a line plot with their post it notes. After the line is finished students will take turns sticking their post it number in the correct position. When all students have placed their post it numbers on the board they will be able to see the beginnings of a line plot. Students can then use this information to review the answers that they derived as the five number summary and the measures of central tendencies.
3.)Explore: After verifying the computation of the five number summary and the measures of central tendencies, the line plot will be interpreted into a large stem and leaf plot. Stem and leaf plots will be reviewed and discussion on how to read the chart will follow. Afterwards, students will retrieve their post it notes and divide their data into two groups, male and female. Students will then be asked to create a double stem and leaf plot as groups.
4.)Extend: "Taking a Survey" will review the various ways to interpret and graph data. It will help to explain how graphs can be hard to read or misleading if not used in a standard format.
Students will write in their math journals the important facts that they have learned in this lesson. They will write about how and why graphs are used as a way to display a large quantity of data and how reading a graph correctly is important in research and data findings.
(United Streaming Video-Math Monsters: Data Collection
5.)Extend: Students will be introduced to a box and whisker plot using the Original five number summary calculated from the class as a whole. Students will then create a sample box and whisker plot from a given set of data. After the students have had time to create the plot in their journal. Teacher will have various students come to the board and plot one piece of the 5 number summary until the maximum, minimum, and quartiles are identified. Then, a student will come to the board and draw the box and extend the whiskers for the line plot. When everyone has checked his/her plot, as a group, students will make a double box and whisker plot, on large graph paper, of their double stem and leaf plot made previously in this lesson.
6.)Extend: Students will be taught how to show data on box and whisker plot by using the overhead graphing calculator or the TI-Smartview. As students are graphing independently, teacher will review and monitor progress. Once permission is given, students may start working on their homework assignment.
7.)Evaluate: In the next lesson, students will be asked to create stem and leaf plots and box and whisker plots for given data.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Students will be asked to take a given set of data and create a stem and leaf plot, calculate the five number summary, and create a box and whisker plot.
Students who already know how to complete all of the given objectives will be able to peer teach students who may be having difficulty with either entering data on the graphing calculator, or help them in calculating the five number summary.
Group work will be reviewed by all members of the group and explanations be given by a group member or by the teacher to help students grasp the new objectives.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: