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BOX PLOTS- HUMAN AND OTHERWISE. Jeanina Ice Diana Munza. Human Box Plot. Best done outside or in a gym or hallway. Place index cards or mark the floor at 1-foot intervals with the numbers 56 to 75 to represent the heights of the students in inches. .

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Box plots human and otherwise l.jpg
BOX PLOTS-HUMAN AND OTHERWISE

Jeanina Ice

Diana Munza


Human box plot l.jpg
Human Box Plot

Best done outside or in a gym or hallway. Place index cards or mark the floor at 1-foot intervals with the numbers 56 to 75 to represent the heights of the students in inches.

.

These numbers should be in a line parallel to the student line a few feet away. Have the students arrange themselves in a line according to their heights.


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Have the students find the median person and have that person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.


Have the first and last person in the line stand in front of their heights l.jpg
Have the first and last person in person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.the line stand in front of their heights.

You should have five people standing in a line

away from the group, as in the diagram below.


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Starting at one end, pass the clothesline from person person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

To person among the five students who are standing on the numbers, having them hold the line as shown.


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Discussion person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

Guide a discussion on how this graph was formed. Upon re-turning to the classroom, the students can write their height data on the board and re-create the box plot on paper or in a calculator.

Idea from: Advanced Algebra Through Data Exploration Key Curriculum Press


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PULSE RATES person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

Using Box Plots to compare two sets of measurements

Have students

measure and record

their resting pulse

rate for one minute


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GET THE HEART RATE UP person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

Exercise for two minutes by jumping

or running in place


Afterwards measure and record heart rate again l.jpg
Afterwards, measure and record person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.Heart rate again.

THEN…


Collect the data from each student in the class l.jpg
Collect the data from each person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.student in the class.

COLLECT DATA


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Insert Data into person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

Calculators

Make lists, then make a box and whisker plot

Use trace to

find quartiles


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. person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

ANALYZE DATA

Analyze, interpret, and compare the graph’s measures of central tendency, and measures of spread. Have students write a few sentences that summarize their data.


The statistics song l.jpg
The Statistics Song person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

Mean, median, and mode

Measures of central tendency

And if you didn’t know

Then you’re headed for a C-- minus

Chorus:

Statistics are some things

We live by every day

Study and earn your wings

Or watch your degree – fly away


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Measures of spread person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

Are range and IQR

If where you’re hurtin’ is

your head

You better –study your

worksheets hard

How do you find the mean?

Ha!ha! It’s easier than you think

Add up the numbers you know

Divide it by – how many are shown

Chorus

Statistics are some things

We live by every day

Study and earn your wings

Or watch your degree –

fly away


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Composed and person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

Preformed by:

A.J. R. and Paul K.


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  • BOX PLOTS person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

  • Abstract

  • The goal of this lesson is to introduce box plots and quartiles.

  • An activity and discussion with supplemental exercises help

  • students learn how data can be graphically represented.

  • Objectives

  • Upon completion of this lesson, students will:

  • have reviewed the concept of median

  • have learned how to calculate quartiles for any size data set

  • have learned how to build a box plot


Standards l.jpg
Standards person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

The activities and discussions in this lesson address the following NCTM standards

Algebra

Understand patterns, relations, and functions.

  • represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules;

    Use mathematical models to represent and understand quantitative relationships.

  • model and solve contextualized problems using various representations, such as graphs, tables, and equations.

    Data Analysis and Probability

    Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

  • select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots.

    Select and use appropriate statistical methods to analyze data.

  • discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatterplots


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Color Samples – Data Collection and Analysis person stand in front of the number that is his or her height. (If the median is between two people, chose one of them to stand in front of his height.) Then have the median student of each half of the split group stand in front of his or her height.

Group students in pairs.

Distribute a bag of candy

Per pair. Direct students

To sort the candy by

Color then count and record.

Have students complete the

Chart by determining the

Ratios and calculating percents.

Construct circle graph and bar

Graph from data. Discuss

Strengths of the two displays.


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Have students compute the class totals, the percents, and finally have them find the mean and mode of the data. Students should then construct both class graphs. They should make conclusions about their graphs and the class

graphs.


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Box and Whiskers Plot finally have them find the mean and mode of the data. Students should then construct both class graphs. They should make conclusions about their graphs and the class

  • Using the ordering sheet, direct students to determine the largest and smallest number (extremes) and the quarter dividers (quartiles) for each color.

  • Have students construct a box and whisker plot for each of the colors and the total candy package.


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Have students construct a box and whisker plot for each color using the graphing calculator. Students will be able to verify the accuracy of the box and whiskers, which they had previously constructed.


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Finally, have students complete the journal activity. color using the graphing calculator. Students will be able to verify the accuracy of the box and whiskers, which they had previously constructed

The purpose o f this activity is to introduce students to

some concepts and techniques of data analysis in which

they will:

1. discover the strengths and weaknesses of different displays

2.see the effects of using larger samples of data

3.learn to compare the range of different sets of data

4.learn how to use the graphing calculator to display the data


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Teacher Workshop color using the graphing calculator. Students will be able to verify the accuracy of the box and whiskers, which they had previously constructed


But we had to feed them pizza first l.jpg
But we had to feed them color using the graphing calculator. Students will be able to verify the accuracy of the box and whiskers, which they had previously constructedpizza first!! 

A good time was had by all


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