0 Up votes0 Down votes

16 views7 pagesApr 14, 2013

© Attribution Non-Commercial (BY-NC)

DOC, PDF, TXT or read online from Scribd

Attribution Non-Commercial (BY-NC)

16 views

Attribution Non-Commercial (BY-NC)

- Principles: Life and Work
- Grit: The Power of Passion and Perseverance
- On Writing Well, 30th Anniversary Edition: An Informal Guide to Writing Nonfiction
- Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values
- Unfu*k Yourself: Get out of your head and into your life
- Leonardo da Vinci
- What Every BODY is Saying: An Ex-FBI Agent's Guide to Speed-Reading People
- Rich Dad Poor Dad: What The Rich Teach Their Kids About Money - That the Poor and Middle Class Do Not!
- Barking Up the Wrong Tree: The Surprising Science Behind Why Everything You Know About Success is (Mostly) Wrong
- Erotic Stories for Punjabi Widows: A Novel
- The Law of The Big Mo: Lesson 16 from The 21 Irrefutable Laws of Leadership
- The Mind Illuminated: A Complete Meditation Guide Integrating Buddhist Wisdom and Brain Science for Greater Mindfulness
- Awaken the Giant Within: How to Take Immediate Control of Your Mental, Emotional, Physical and Financial
- Everybody Lies: Big Data, New Data, and What the Internet Can Tell Us About Who We Really Are
- The Effective Executive: The Definitive Guide to Getting the Right Things Done
- The Effective Executive: The Definitive Guide to Getting the Right Things Done
- The Effective Executive: The Definitive Guide to Getting the Right Things Done
- Love and Respect: The Love She Most Desires; The Respect He Desperately Needs

You are on page 1of 7

CCSS: S-ID.1 Represent data with plots on the real number line. S-ID.2 Use statistics appropriate to the shape of the data distribution to compare median and mean and inter quartile range and standard deviation. S-ID.3 Interpret differences in shape, center and spread in the context of the data sets, accounting for outliers. S-ID.4 Use the mean and standard deviation of a data set to fit it to a normal distribution.

Understandings

Overarching Understanding

Essential Questions

Overarching Topical

Interpret and analyze various sets of data. Graph data in appropriate graphical context. Using measures such as standard deviation, mean variance and z-scores. Analyze graphs and data with normal distribution.

Related Misconceptions

Students may confuse the definitions of mean, median and mode. There may trouble between distinguishing various data and graphs and analyzing new data. They may be confused between the usage of different measures of dispersion.

-Why is statistics an important part of math? -What ways and why is data represented? -What do different ways of analyzing data tell us? -How does analyzing data allow us to draw conclusions easier?

-Why do we use different measures of central tendency to describe data? -What does each data representation provide to the reader? -Why do we use variance, standard deviation, and zscores to look at data, and how is it different than other measures of central tendency?

Knowledge

Students will know

Objectives Skills

Students will be able to

-Definitions and usage of the measures of central tendency -Understand the usage of histograms, box-and-whisker plots, circle graphs and stem-and-leaf plots

-Determine the mean, median, and mode, and explain which is best fit for the data -Construct histograms, box-and-whisker plots, circle

-Definitions and usage of the information that creates histograms, box-and-whisker plots, circle graphs and stem-andleaf plots -Definitions of deviation from the mean, standard deviation, variance, and z-score -What the normal distribution curve represents

graphs and stem-and-leaf plots -Find the range, quartiles, and inner quartile range of box-and-whisker plots -Be able to discuss and analyze graphs and data sets and conclude what is being represented, and why it is presented in the manor it is. -Find the standard deviation, variance, and z-score of a normal distribution

Goal Role Audience Situation To assess student understand univariate data distribution by providing a unit test to look at which skills students are proficient in, and which skills are the lacking proficiency. To conclude the unit on Univariate Data and Distribution, and allow students to show their proficiency in the topics covered over the time span spent learning the subject material. Students will perform the tasks given on the unit test, and will be given to the teacher for grading. Hour long unit test given at the end of the unit where students will be working individually. Once completed students will turn in for credit. Unit Test on Univariate Data and Distribution. Students will complete a unit test for univariate data and distributions. Majority of the questions will be short answer responses asking to create graphs, or analyzing and interpreting data. Other questions will include calculating measures of central tendency and analyzing, finding range, inter quartile range, and quartiles. Some questions will be asking to find mean deviation, variance, and standard deviation and zscores. Other questions will ask students to analyze a normal distribution. CCSS: S-ID.1 Represent data with plots on the real number line. S-ID.2 Use statistics appropriate to the shape of the data distribution to compare median and mean and inter quartile range and standard deviation. S-ID.3 Interpret differences in shape, center and spread in the context of the data sets, accounting for outliers. S-ID.4 Use the mean and standard deviation of a data set to fit it to a normal distribution.

Product/Performance

Standards

Other Evidence

Students will be assessed throughout the unit with quizzes on each of the topics covered. These quizzes will allow students to see what they understand and what they are struggling with. Students will also complete a variety of homework assignments, and those will be turned in on quiz days for points.

Day in Unit

One

Lesson Topic

Measures of Central Tendency

Review of mean, median and mode from previous math classes.

This will provide the students the fundamentals needed to analyze and interpret data. Students will have to decide and describe which measure of central tendency is best fit. They will be revisiting definitions and applying them to analysis. This lesson will provide students with a deeper understanding of stem-andleaf, histograms and circle graphs. It will allow them to make connections with data and determine what we can learn from reading these graphs, and what will remain unknown.

Assessment activities

Pre-assessment given at the beginning of the hour to assess prior skills relating to measures of central tendency.

Two

Giving a review of the three forms of graphs, as well as introducing the purpose these graphs serve. Learning how to construct these graphs with select data, and reasoning behind these graphs.

At the beginning of the hour I will put a set of data of data on the board, and ask students what they see. From there I will introduce stemand-leaf plots, and create a stem-and-leaf plot from the data. The same thing will happen with histograms and circle graphs. The assessments students will be given is the in class work, and selected homework.

Three

Students will be able to look at different data representations and discuss what can be concluded. From analyzing graphs they will be able to conclude what they know and dont know about the original data. Students will then learn how to graph these in their n-spires.

After learning about how to construct graphs and plots, the students will know what labor goes into making them. Using math language students will describe how they read the graph and the conclusions that will be made. From there students will see a new visual way to construct and analyze these graphs and plots by graphing them in their nspires. For this lesson students will learn how to construct boxand-whisker plots. In order to make the box-and-whisker plots, students will need to know definitions of range, inter quartile range, and quartile range.

Four

Students will be reintroduced to the concept of range and what it tells us about our data. Students will then have an introduction to box-and-whisker plots. They will learn what quartile range is and what it tells us about data. From there inter quartile range is introduced to be able to construct boxand-whisker plots.

Five

This will serve as a review of the previous lesson. The objective for this lesson is for students to analyze and interpret box-and-whisker plots, and to make conclusions about the data.

The objectives students will reach are to use definitions to connect to deeper understanding, and to analyze and interpret graphs. Students will discuss the meaning behind the definitions given

We will begin by reviewing the homework on graphing data with the three ways learned the day before. We will take new sets of data, and make deeper connections asking questions like when are the graphs acceptable and why. After this I will introduce how to graph these graphs and plots into the n-spire calculators. A worksheet relating to the n-spires will be given to the students to assess their understanding. We will start the day off with a quiz on the previous topics to assess what they know up until this point. From there we will move forward and introduce box-and-whisker plots. I will facilitate a discussion to get students to come up with what they think this plot is. I will give them an example of one and have them discuss. After the discussion I will provide definitions and further examples. Students will have homework to assess their knowledge. We will start the day off with a homework review. From there a few examples of box-andwhisker plots will be presented on the board and the students will analyze the graph and determine the

Students will also learn how to create stem-and-leaf plots on their n-spires.

previously. They will also be able to explain what a boxand-whisker plot determines.

Six

Seven

The learning objectives of the lesson provide students to explore the graphs and plots they working with previously. Students will look at a set of data and create a graph or plot representing they data. From there they will analyze and critique other groups graphs and make any conclusions they can. The learning objectives for this lesson are to introduce the range in the context of measures of dispersion, and to also introduce the deviation from the mean. The students will need to have an understanding of why we find these values, and what they represent.

Eight

The objective is the introduce variance and standard deviation as more measures of dispersion. Students will be able to explain what they mean in relation to the data and the graphical

This lesson will make students who are confused about why analyzing data and creating graphical representations are important. They will recognize the skill that is required to create data representations, and the skill it takes as a reader to make conclusions about different graphs and data plots. This lesson will give students definitions and understanding of measures of dispersion. They will be able to make connections with previous definitions of range, and compare to how it is used in a different context. The students will compare the deviation from the mean with the mean, and justify the reasoning for finding the deviation. This will meet unit level objectives by providing students with definitions of variance, and standard deviation. Students will explore and discuss what they think the reasoning behind

range, quartile range, and inter quartile range. From there they will describe what the graph is concluding. Following this task, students will be introduced to the nspires and a new way to graph box-and-whisker plots. Students will be working in groups of three on a set of data. They will have to create a graph or data plot to represent the data. From there they will switch with a different group and analyze and make conclusions about what they see. They will decide if the group chose the best possible representation. We will spend the beginning of the hour correcting homework, and discussing any problems with collecting data. From there we will spend majority of the hour determining definitions of new material. After I will present two sets of similar data (sales being compared) and discuss why the deviation from the mean is important relative to finding the better offer. The class period will be spent with a lecture on variance and standard deviation. Students will work through various examples trying to calculate the variance and standard deviation. A homework set will

Nine

representations. We will work on how to find the variance and standard deviation given a set of data, or a graph. The lesson will talk about standard deviation and how it changes when the data is altered. They will make inferences on why they think the changes are happening.

variance and standard deviation is in relation to the data and the graphs. This relates to the unit goals because it allows students to use their reasoning skills and analyze why the standard deviation changes when the data is manipulated.

be provided for extra practice, along with an upcoming quiz on measures of dispersion. Students will work with a data set of 0, 5, 10, 15, 20. From there they will add constants, multiply by constants and divide by constants. From there they will make a conjecture about what is happening to the standard deviation each time a change is made. Students will first take a quiz on measures of dispersion. From there students will be given a normal distribution curve, and they take notes on the features. Students will have various examples of problems asking to calculate the z-scores and to find the probability of an event occurring. If time allows students will then analyze the graph of FHSs school rating. Homework will be given to assess student learning. Students will analyze and critique normal distribution graph at FHS about their school rating. They will discover what the z-scores are really telling about the high school. They will also learn how to calculate this information on the n-spires. Home will be given for

Ten

The lesson objective is to discuss the idea of normal distribution, along with the normal curve it creates. From there the properties of normal distribution will be introduced and if time permits z-scores will be introduced. Students will apply definitions to example problems and analyze graphs using z-scores and determine the probability an event occurs. On day two of this lesson we will review normal distribution, and either introduce or review z-scores. The objectives will to have students find the probability of an event happening with and without the use of calculators.

The unit objectives have students introduced to new vocabulary about normal distributions and z-scores. They will understand the purpose of a normal distribution along with a zscore. The students will analyze graphs while using zscores as proof.

Eleven

The unit objective is for the students to review and have a firm understanding of normal distributions and z-scores and their purpose in statistics. Students will have an understanding why z-scores exist in real-world situations.

Twelve

Students will receive a packet of review material to work as a whole group, individually and with a partner to clear up any questions. Students will test on all the topics covered in the past 12 class periods.

This meets the unit goals by giving a comprehensive review of all the topics covered in the past 12 days on univariate data and distribution. The test will contain questions on measures of central tendency, histograms, circle graphs, stem-and-leaf-plots, measures of dispersion and normal distribution, standard deviation and z-scores

Thirteen

Test Day

Students will have the entirety of the hour to work on their review packets and get any questions answered. The solutions to the packet questions will be given at the end of the hour. Students will have the entirety of the hour to complete the Unit test on Univariate Data and Distribution.

- Chap 007Uploaded bySilvi Surya
- Normal Distribution NotesUploaded byFolad109
- CNHS CAR EXAM 3rd Q. 2018-19 ans keyUploaded byJamaica Pondara
- Standard DeviationUploaded bypratikabhishek
- Probability and Statistics Teacher s Edition Solution KeyUploaded byDeron Zierer
- Lean Manufacturing Methodologi ShipyardUploaded byLukman Tarigan Sumatra
- MATH125_12.4_12.5_Review_Fall2016Uploaded byElizabeth
- AREAS-OF-NORMAL-CURVE.pptUploaded byJoyzmarv Aquino
- BRM_44[1]Uploaded byRAJA SHEKHAR
- 100764.pdfUploaded bycolivarescruz
- Lecture1 Mme3110 Sem1 1112-1 Introd to MetrologyUploaded byBeskal Baru
- 1.4 IQMUploaded byCollen Mahambo
- PQ1Uploaded bycocobacoco458
- Improving RetirementUploaded byAudrey Kristina Maypa
- Nuclear counting statistics and probabilityUploaded byAbdallah Ezat Fahmi
- ch6svol1.pdfUploaded byDivya Agrawal
- STA220_TT2_2009F.pdfUploaded byexamkiller
- probcUploaded byapi-3756871
- Cabtshsstat Prob Thez Scoresandproblemsinvolvingnormaldistributions 161003010218Uploaded byアンジェロドン
- Felix HeidenreichUploaded bybbricoleur1
- DERIVING THE NORMAL DENSITY AS A SOLUTION OF A DIFFERENTIAL EQUATIONUploaded byVivekPayasi
- TranslateUploaded bysaaabiil
- Yu Dagen StatUploaded bysausan
- Sampling Distributions and Hypothesis TestingUploaded bySaurabh Krishna Singh
- StatUploaded byCk Mac
- STATISTICSUploaded bySyedAsifMehdi
- Application of Statistical Concepts in the Determination of Weight Variation in SamplesUploaded byIan Paguigan
- Binomial Distribution - p(k larger or equal to a) - R.pdfUploaded byHuyen Tran
- Project_Management.pptxUploaded byAngela Lei SanJuan Bucad
- Rm 2004 Iss02 Ingram bUploaded byDiosel Lara

- cep reflection 1Uploaded byapi-239043781
- Coaching Teachers to Be Effective InstructorsUploaded byAlex Leong Jun Wei
- priscilla farinas resume portfolioUploaded byapi-240484114
- Personal and Professional Qualities of Effective English Teachers in the PhilippinesUploaded byMatt Chen
- Universiti Tunku Abdul Rahman (UTAR) Prospectus 2017/18Uploaded bycnvery
- Str11 TourismUploaded byjeyakar.mz8442
- Constructing Exam QuestionsUploaded byMARIE LAGUIT
- Grade 1 kids write to education minister to stop 'bullying'Uploaded byProvinceNewspaper
- Chemistry Teachers’ Perception of the Use of Simulation Games in Chemical Equations BalancingUploaded byInternational Journal of Innovative Science and Research Technology
- Education and CultureUploaded byGrace Huerta
- Teen Global Education Launches New Summer Enrichment Program in SpainUploaded byPR.com
- Syllabus math 110.docxUploaded byMike Amenti
- Da Changing RoleUploaded byVlatka Brežac
- chameleon elementary budgetUploaded byapi-247297951
- Making WordsUploaded byBo Bowen
- 7.Inplant Training 15ce67pUploaded byTony Sam
- Kids Countable Uncountable Wri(1)Uploaded byjjmalher
- Css Nc II Semi Detailed Lesson Plan Tle_iacss9-12iccs-Ia-e-28Uploaded byMark Leo Cortez Palafox
- bridgette price resumeUploaded byapi-267126989
- Likes and Dislikes Board GameUploaded bySyel Syela
- pre-ap english ii year-long planUploaded byapi-377399952
- Reyes-RA 9293-Report Presentation.pptUploaded bysharonreyes
- JISTE 15.2Uploaded bycontact7350
- Food Web LessonUploaded byStrizak04
- EquityUploaded byMrunal
- siopUploaded byapi-309982231
- Nature Masterclasses BrochureUploaded byErika Mae Adoja Espejo
- HandbookUploaded byltaylor7223
- 9851 3241 01_LUploaded bySANOU
- hsin-wei tang a research on a professor draft 2Uploaded byapi-385492058

## Much more than documents.

Discover everything Scribd has to offer, including books and audiobooks from major publishers.

Cancel anytime.