Title: Data Interpretation Subject: Algebra Concepts
Topic: Statistics and Probability Grade: 8th Designer(s): Lisa Parsons
Algebra Concepts (Variables - Grade 5)
Stage 1 – Desired Results
(QCC 43) Students will collect and organize data, determine appropriate method and scale to display data, and construct frequency distributions; bar, line, and circle graphs; tables and charts; line plots, stem-and-leaf plots, box-and-whisker plots, and scatter plots.
Students will understand that…
Students will know…
Students will be able to… (VERBS)
Stage 2 – Assessment Evidence
1. Students complete Outer Space Middle School Project by determining the measures of central tendency for the height and weight of the middle school students at Outer Space Middle School.
2. Students construct stem-and-leaf plot, frequency table, histogram and box-and-whisker plots for each set of data involving height and weight.
3. Students construct a scatter plot for height and weight of the middle school students to look for a correlation between height and age and weight and age.
4. Students will answer questions about the hair and eye color of the students at Outer Space Middle School.
5. Students will construct bar graphs to show
how the eye colors of the students from each grade level at
6. Students will construct circle graphs to show the percentages of the student from Outer Space Middle School who have various hair colors.
· Students will complete various assignments from the text.
· Students will complete several worksheet puzzles from Pre-algebra With Pizzazz!
· Teacher observation of students working on tasks.
· Assessment of student work.
· Orally review vocabulary words.
· Oral discussion and written response to Essential Questions.
· Performance task rubric for Outer Space Middle School Project. (Attachment 3)
Stage 3 – Learning Plan
1. Begin with the Warm-Up Activity using the overhead (Attachment 1) to introduce the measures of central tendency.
2. Use the results of the Warm-Up Activity to define: mean, median, mode and range and explain how the mean, median, mode and range can be used look for trends in the population.
3. Ask students to anonymously write down their test score and the amount of time they studied. Define: scatter plot and use the data to show what type of correlation exists (if any) between study time and test score.
4. Have students determine the mean, median, mode and range for the following sets of data:
a. (12, 12, 11, 9, 10, 20, 18, 11, 9) b. (2, 2, 1, 9, 1, 2, 8, 1, 9, 2, 1, 7, 5, 6) c. (127, 312, 191, 99, 160, 210, 178, 116, 119, 172).
5. Have students answer the following question about measures of central tendency. Biology: A biologist studying bald-eagles counts eggs in several nests. Five nests have 1 egg, 63 nests had 2 eggs, and 4 nests had 3 eggs. She concludes that bald-eagles usually have 2 eggs at a time in a nest. What measure of central tendency did the biologist most likely use?
6. Have students determine the measures of central tendency for the height of the 6th graders at Outer Space Middle School using the data tables in Attachment 2.
7. Define: Stem-and-Leaf Plot, Frequency Table, Histogram, and Box-and-Whisker Plot and have students construct one of each for the weight of the 7th graders at Outer Space Middle School using the data tables found in Attachment 2.
8. Define: Line graph, bar graph and circle graph. Review the definition of scatter plot and have students construct a line graph to show how the average height and weight of the students at Outer Space Middle School Changes over time. Have students construct a bar graph to show how the hair color of the 8th graders at Outer Space Middle School compares. Have students construct a circle graph to show how the eye color of the 8th graders at Outer Space Middle School compares.
1. COCA-COLA POPULARITY
A pie graph has four unequal
slices representing a sample of n people taste testing their favorite
soft drink. Eight more people join the sample and three-fourths of them
choose Coca-Cola as their favorite soft drink. This result makes the
Coca-Cola slice increase to exactly 54% of the total graph. How many people
were initially in the sample? Explain your solution.
2. JOHN’S WAY OF FINDING AVERAGES
John claims he has found an
easier way of finding the average (mean) of a set of numbers when you only
need an estimate. It's easier because you work with smaller numbers. To
illustrate his method, let's use these numbers:
The following is the set of test scores for 4th Period’s Unit 2 Test Scores. Examine the scores and answer the questions that follow.
1. What was the class average?
2. Which score was scored most often?
3. What was the lowest score?
4. What was the highest score?
5. Are there more A’s, B’s, C’s, D’s or F’s?
Created by Lisa Parsons
OUTER SPACE MIDDLE SHOOL DATA –Created by Lisa Parsons
HEIGHT IN INCHES
WEIGHT IN POUNDS
OUTER SPACE MIDDLE SCHOOL PROJECT RUBRIC TABLE OF CONTENTS
Created by Lisa Parsons