Basic Productivity Tools (BPT)

Lesson Idea Name: Statistical Data

Content Area: Mathematics
Grade Level(s): 6-8
Content Standard Addressed:
MGSE6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution
which can be described by its center, spread, and overall shape.
MGSE6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values
with a single number, while a measure of variation describes how its values vary with a single
number.
MGSE6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and
box plots.

Technology Standard Addressed: 6a. Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

Selected Technology Tool: Microsoft Excel

URL(s) to support the lesson (if applicable):

../Documents/MAT Assignments/Nutritional Data-Statistical Analysis.pdf
Bloom’s Digital Taxonomy Level(s):
☐ Remembering ☐ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): The activity planned for my students is one where they have the
autonomy. I have given them a general layout of instructions and they are allowed the option of choosing
their topic. Once they have their topic the students are to collect data about a specific nutritional fact. Once
they collect data, they will use Microsoft Excel to input their data and make graphs to compare data. Excel is a
great tool for statistical analysis because it allows for the student to collect their own data, store it, then
analyze it by creating their own graph. For this activity, students are allowed one partner, or they may work
alone. This allows for students to see multiple different data representations, because not every group will be
collecting data from the same restaurant. The students will be required to make a graph using Excel and then
another kind of plot on paper. This is also allowing for students who do not do well with Excel, succeed in
other places.

Lesson idea implementation:

The lesson will be introduced with a video about nutrition. There will be a question presented to the class
about how much the students consume in one day. Then, they will get to collect data through the web about

SBooker, 2022
 Basic Productivity Tools (BPT)
one restaurant, ice-cream shop, etc. that they go to on a consistent basis. From there, the students will use
Excel to input their data and create graphs to analyze the data. Students will complete a worksheet that helps
them analyze statistical data with the center, spread, and shape components. This is how they will show their
understanding of the standards. The teacher will help students with navigating the technology tool when
necessary and ask probing questions throughout the lesson. This lesson should take no more than two class
periods.

For an extension the students will have the choice of presenting their findings in a PowerPoint, on a poster, or
creating a video. The students can use the data we created in class, or they can create another data set. They
can choose the types of graphs or visual representations of their choice if it justifies or supports their analysis.

Reflective Practice:
After designing this lesson, I feel as though this technology tool could help students apply statistical analysis
to everyday experiences. Nutrition is a big part of every person’s life, so why shouldn’t we analyze the things
we are consuming? I think that the students could implement many different technology tools in this lesson
as an extension for presenting data.

SBooker, 2022