**Written by
Title: Data Interpretation Subject: Algebra Concepts
Topic: Statistics and Probability Grade: 8^{th} Designer(s): Lisa Parsons
Algebra Concepts (Variables
 Grade 5)
Stage 1 – Desired Results 

Established
Goals: (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, stemandleaf plots, boxandwhisker plots, and scatter
plots. 

Understandings: Students will understand that…

Essential
Questions:

Knowledge: Students will know…

Skills: Students will be able to… (VERBS)

Stage 2 –
Assessment Evidence 

Performance Tasks: 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 stemandleaf plot,
frequency table, histogram and boxandwhisker 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. 
Other Evidence: ·
Students
will complete various assignments from the text. ·
Students
will complete several worksheet puzzles from Prealgebra 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 WarmUp Activity using the overhead (Attachment 1) to introduce the measures of central tendency. 2. Use the results of the WarmUp 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 baldeagles counts
eggs in several nests. Five nests have
1 egg, 63 nests had 2 eggs, and 4 nests had 3 eggs. She concludes that baldeagles 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 6^{th} graders at Outer Space
Middle School using the data tables in Attachment 2. 7. Define:
StemandLeaf Plot, Frequency Table, Histogram, and BoxandWhisker
Plot and have students construct one of each for the weight of the 7^{th}
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 8^{th} graders at Outer Space Middle School
compares. Have students construct a
circle graph to show how the eye color of the 8^{th} graders at Outer
Space Middle School compares. ***EXTENSION: Intermath connection: 1. COCACOLA 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 threefourths of them
choose CocaCola as their favorite soft drink. This result makes the
CocaCola 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: 
Attachment
1
The following is the set of
test scores for 4^{th} Period’s Unit 2 Test Scores. Examine the scores and answer the questions
that follow.
QUESTIONS: 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 
Attachment
2
OUTER SPACE MIDDLE SHOOL DATA –Created by Lisa ParsonsHEIGHT IN INCHES
WEIGHT IN POUNDS
HAIR COLOR
EYE COLOR

Attachment
3
OUTER SPACE MIDDLE
SCHOOL PROJECT RUBRIC TABLE OF CONTENTS
Created by Lisa Parsons
