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What’s your favorite?

What’s your favorite?. Interpreting & Creating data displays. Introduction to statistics. Students should have a basic understanding of statistics: collecting, organizing and displaying data on line plots and bar graphs.

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What’s your favorite?

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  1. What’s your favorite? Interpreting & Creating data displays

  2. Introduction to statistics • Students should have a basic understanding of statistics: collecting, organizing and displaying data on line plots and bar graphs. • You may want to teach/review mean, median and mode as this is not covered; however, my advanced classes have usually seen it. • Begin with the Enter ticket to check prior knowledge. • With those results you can guide the class discussion and clarify misconceptions. • The next slide includes sample graphs to show and use for discussion… these vary from hand made to interactive and fun to watch!

  3. Are these data displays? Name of graph? Name of graph? http://lucivps.securesites.net/surber/graphics0607/SportBarGraph.jpg http://upload.wikimedia.org/wikipedia/commons/e/e1/A_line_graph_showing_the_of_population_for_Thoralby.jpg

  4. Is this a data display? www.gapfinder.org

  5. Now we will discuss three new graphs and displays that YOU will create!

  6. Dot plot ENTER TICKET SCORES Test scores out of 100

  7. DOT PLOT RUBRIC: *Sample Scoring: A is 14.4+ points; B is 12.8-14.3 points; C is 11.2-12.7 points; D is 9.6-11.1 points; F is 9.5 and below. (Please adjust scoring as preferred.)

  8. box plot ENTER TICKET SCORES MAX Q3 MIN Q1 MEDIAN Test scores out of 100

  9. BOX PLOT RUBRIC: *Sample Scoring: A is 14.4+ points; B is 12.8-14.3 points; C is 11.2-12.7 points; D is 9.6-11.1 points; F is 9.5 and below. (Please adjust scoring as preferred.)

  10. histogram ENTER TICKET SCORES Number of Students Test scores out of 100

  11. Histogram RUBRIC: *Sample Scoring: A is 14.4+ points; B is 12.8-14.3 points; C is 11.2-12.7 points; D is 9.6-11.1 points; F is 9.5 and below. (Please adjust scoring as preferred.)

  12. Now show on the board the enter ticket grade data and have students copy the data down. • Let them begin to organize the data and work on their graphs. • This is where students are either working with graph paper, rulers and maybe markers to create their graphs or you can have students working with excel or geogebra to create… if available and you are comfortable with this technology. • Walk around facilitating discussions to be sure that students are adding all appropriate information and understand the data they are displaying. • The next part would be to turn in graphs and take the exit ticket. • A continuing point if time allows might be to compare the two sets of scores.

  13. SAMPLE DATA USED FOR SAMPLE GRAPHS, INCLUDING CALCULATIONS:

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