ALEX Classroom Resource

  

Double-Line Graph StudyJam

  Classroom Resource Information  

Title:

Double-Line Graph StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/math/data-analysis/double-line-graphs.htm

Content Source:

Other
http://studyjams.scholastic.com/
Type: Interactive/Game

Overview:

In this interactive activity, students will be led through steps to interpret data shown in double-line graphs. There are teaching activities as well as practice activities available. A handout that reviews the strategies taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

Content Standard(s):
Mathematics
MA2015 (2016)
Grade: 5
23 ) Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). [5-G1]


NAEP Framework
NAEP Statement::
4A2c: Graph or interpret points with whole number or letter coordinates on grids or in the first quadrant of the coordinate plane.

NAEP Statement::
4G4a: Describe relative positions of points and lines using the geometric ideas of parallelism or perpendicularity.



Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.5.23- Identify quadrant 1 and the origin on a coordinate system grid.


Mathematics
MA2019 (2019)
Grade: 6
24. Represent numerical data graphically, using dot plots, line plots, histograms, stem and leaf plots, and box plots.

a. Analyze the graphical representation of data by describing the center, spread, shape (including approximately symmetric or skewed), and unusual features (including gaps, peaks, clusters, and extreme values).

b. Use graphical representations of real-world data to describe the context from which they were collected.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given a set of numerical data,
  • Analyze graphical representation of data by describing the center, spread, and shape including approx. symmetric or skewed.
  • Reporting significant features in the shape of data including striking deviations, (e.g., extreme values, outliers, gaps, and clusters).
  • Organize and display the data using plots on line plots, dot plots, stem and leaf plots, histograms, and box plots.
Teacher Vocabulary:
  • Dot plots
  • Histograms
  • Box plots
  • Stem and leaf plots
  • Line plots
  • Extreme values
  • Outliers
  • Gaps
  • Clusters
  • Symmetric
  • Skewed
  • Center
  • Spread
  • peaks
  • 5 number summary
  • Minimum
  • Maximum
  • Median
  • lower quartile
  • Upper quartile
Knowledge:
Students know:
  • How to use graphical representations of real-world data to describe context, center, spread and shape from which they were collected.
  • Techniques for constructing line plots, stem and leaf plots, dot plots, histograms, and box plots.
Skills:
Students are able to:
  • Organize and display data using dot plots, line plots, stem and leaf plots, histograms, and box plots.
  • Describe the nature of the attribute under investigation including how it was measured and its unit of measure using the context in which the data were collected.
  • Describe the shape of numerical data distribution including patterns and extreme values.
  • Use graphical representations of real-world data to describe and summarize the context from which they were collected.
Understanding:
Students understand that:
  • Sets of data can be organized and displayed in a variety of ways, each of which provides unique perspectives of the data set.
  • Data displays help in conceptualizing ideas and in solving problems.
  • The overall shape and other significant features of a set of data, (e.g., gaps, peaks, clusters and extreme values) are important in summarizing numerical data sets.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.6.24.1: Define dot plots, line plot, stem and leaf plots, upper quartile, lower quartile, median, histograms, and box plots.
M.6.24.2: Recall how to read a graph or table.
M.6.24.3: Calculate upper quartile median, lower quartile median, overall median, greatest value, and lowest value.
M.6.24.4: Create box plot using calculations.
M.6.24.5: Plot data on dot plots and histograms.
M.6.24.6: Construct and label the display.
M.6.24.7: Recognize the different types of displays.
M.6.24.8: Define distribution and skew.
M.6.24.9: Describe the shape of a set of data in a given distribution.
M.6.24.10: Describe the spread of a set of data in a given distribution.
M.6.24.11: Describe the center of a set of data in a given distribution.

Prior Knowledge Skills:
  • Identify different types of graphs.
  • Create a bar graph and box plot.
  • Organize data in an ordered list.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.6.24 Interpret graphical representations of a data set (e.g. line plot, dot plots, bar graphs, stem and leaf plots, or line graphs).


Tags: data analysis, data set, double line graph
License Type: Custom Permission Type
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AccessibilityText Resources: Content is organized under headings and subheadings
Comments

The quiz may be completed as a whole group or independently on student devices.

Scholastic StudyJams is a free resource for teachers.  Teachers do not need to create an account to access the resources available.

  This resource provided by:  
Author: Hannah Bradley