MA.912.DP.5.11

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Evaluate reports based on data from diverse media, print and digital resources by interpreting graphs and tables; evaluating data-based arguments; determining whether a valid sampling method was used; or interpreting provided statistics.

Examples

Example: A local news station changes the y-axis on a data display from 0 to 10,000 to include data only within the range 7,000 to 10,000. Depending on the purpose, this could emphasize differences in data values in a misleading way.

Clarifications

Clarification 1: Instruction includes determining whether or not data displays could be misleading.
General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: 912
Strand: Data Analysis and Probability
Standard: Determine methods of data collection and make inferences from collected data.
Date Adopted or Revised: 08/20
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • Data 
  • Measures of center 
  • Measures of variability 
  • Population 
  • Random sampling

 

Vertical Alignment

Previous Benchmarks

Next Benchmarks

 

Purpose and Instructional Strategies

In middle grades and Algebra I, students created and analyzed student gathered data or data from outside sources for various situations. In Math for Data and Financial Literacy, students continue this exploration by analyzing different media resources and determine whether data representation from the source is misleading. 
  • Instruction includes the use of various media resources such as newspapers, magazines, internet, etc. Students should be able to identify whether a valid sampling method was used to collect data. Students do need to identify the type of sampling method, only if it is valid or if it creates bias. 
    • For example, if a sample is collected through a voluntary process, the sample is likely to contain more emotional or extreme responses. Participants who are not as passionate about the topic, are not as likely to take the time to respond. This could lead to a biased sample. 
  • Instruction includes the exploration of misleading graphs and why they are misleading. Some types of misleading graphs are those that use a vertical axis that does not start at 0, uses inconsistent scales, uses different shapes or images instead of bars in bar charts, etc. Students should also discuss what the impact misleading graphs and data may have on society when they are allowed to be published as fact. 
  • When looking at graphs that are misleading, students should have experience in deciding what can be done, if anything, to correct the presentation of the graph so that it is more accurate.

 

Common Misconceptions or Errors

  • Students may not understand that there are alternative interpretations of data and statistics and that some may be biased. 
  • Students may not be able to recognize survey questions that push participants towards a certain answer.

 

Instructional Tasks

Instructional Task 1 
  • The manager of the Riverside Center is concerned about visitor numbers. He is certain the Center’s popularity has been badly affected by an increase in river pollution. He feels the local environmental agency should do something about it. To support his argument, he measured the chemical concentration in the river each month. He also counted the number of people visiting the Center over several months. He used the results to draw this chart. 
    Resource: Interpreting Data: Muddying the Waters 2015, MARS, Shell Center, University of Nottingham.
    Graph
  • At the same time the manager asked 18 visitors this question: ‘The odor you can smell originates from the pollution in the river. Is it spoiling your enjoyment of the Center?’ He displayed the results as a pie chart. 

  • The Center Manager writes to the Environmental Officer to try to get something done about the river pollution:

    • Part A. Describe in detail what you think the two charts show. 
    • Part B. Do you think the Riverside Center Manager’s argument is fair? Explain your reasoning.

 

Instructional Items

Instructional Item 1 
  • A local newspaper editor wants to determine the proportion of its readers who favor paying for improving local schools by increasing the property tax. Which technique would likely provide the most accurate, unbiased sample?
    a. The newspaper sends surveys to 1,000 subscribers at random.
    b. A reporter interviews 1,000 people walking along the street near the newspaper offices.
    c. Readers are asked to email the newspaper and express their opinion; 1,000 of these responses are selected at random.
    d. The editor selects 1,000 phone numbers at random from the phone directory covering the area. Each number is called and the respondents are interviewed.

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.

Related Courses

This benchmark is part of these courses.
1210300: Probability and Statistics Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
1210305: Mathematics for College Statistics (Specifically in versions: 2022 and beyond (current))
1200388: Mathematics for Data and Financial Literacy Honors (Specifically in versions: 2022 and beyond (current))
1200384: Mathematics for Data and Financial Literacy (Specifically in versions: 2022 and beyond (current))
7912120: Access Mathematics for Data and Financial Literacy (Specifically in versions: 2022 - 2023, 2023 and beyond (current))
1209315: Mathematics for ACT and SAT (Specifically in versions: 2022 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
MA.912.DP.5.AP.11: Given a graph representing data, select whether the graph is misleading or not (i.e., scale on x and y axis not consistent, circle graph does not add up to 100%; missing title or title doesn’t represent data; or bar widths on bar graph are inconsistent).

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plan

Corn Conundrum:

The Corn Conundrum MEA provides students with an agricultural problem in which they must work as a team to develop a procedure to select the best variety of corn to grow under drier conditions predicted by models of global climate change. Students must determine the most important factors that make planting crops sustainable in restricted climate conditions for the client. The main focus of this MEA is manipulating factors relating to plant biology, including transpiration and photosynthesis.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

STEM Lessons - Model Eliciting Activity

Corn Conundrum:

The Corn Conundrum MEA provides students with an agricultural problem in which they must work as a team to develop a procedure to select the best variety of corn to grow under drier conditions predicted by models of global climate change. Students must determine the most important factors that make planting crops sustainable in restricted climate conditions for the client. The main focus of this MEA is manipulating factors relating to plant biology, including transpiration and photosynthesis.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.