This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| A MEANingful Discussion about Central Tendency: | Using relatable scenarios, this lesson explores the mean and median of a data set and how an outlier affects each measure differently. |
| Who's Better?--Using Data to Determine: | This lesson is intended for use after students are able to construct data plots (histograms, line plots, box plots). Students are tasked with not only constructing data plots, but also matching data plots to data sets. In the summative assessment, students are given two data sets and asked to select which of three data plots (histogram, line plot, or box plot) would best be used to compare the data. After choosing and constructing their plot, students are then tasked with forming a conclusion based on the plots they have constructed. |
| Sea Ice Analysis Algebra: | The changing climate is an important topic for both scientific analysis and worldly knowledge. This lesson uses data collected by the National Snow and Ice Data Center to create and use statistical analysis as a tool to evaluate the sea ice loss. Students will use technology to quickly generate graphs for each month looking for trends, patterns, or deviations over time. |
| Sensoring Data: | In this follow up lesson, students will explore data collection using the weather station sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation of their own. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a personally meaningful way. |
| Sea Ice Analysis: | The changing climate is an important topic for both scientific analysis and worldly knowledge. This lesson uses data collected by the National Snow and Ice Data Center to create and use statistical analysis as a tool to evaluate the sea ice loss. Students will use technology to quickly generate graphs for each month looking for trends, patterns or deviations over time. |
| Show Me the Money! Selecting Student Athletes for Scholarships: | Students will use data to decide the ideal candidate for a college scholarship by computing the mean and the standard deviation. The student will present the data using the normal distribution and make recommendations based on the findings. Students will recognize that not all data can be presented in this format. 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. |
| Analyzing Box Plots: | This lesson is designed for students to demonstrate their knowledge of box plots.
- Students will need to create four box plots from given data.
- Students will need to analyze the data displayed on the box plots by comparing similarities and differences.
- Students will work with a partner to complete the displays and the follow-up questions.
|
| Texting and Standard Deviation: | This lesson uses texting to teach statistics. In the lesson, students will calculate the mean, median, and standard deviation. They will create a normal distribution using the mean and standard deviation and estimate population percentages. They will construct and interpret dot plots based on the data they collected. Students will also use similarities and differences in shape, center, and spread to determine who is better at texting, boys, or girls. |
| Can You Walk in My Shoes?: | Students use real-life data to create dot-plots and two-way tables. Students will collect data at the beginning of the lesson and use that data to create double dot plots and frequency tables, finding and interpreting relative frequencies.
The assignment allows students to work collaboratively and cooperatively in groups. They will communicate within groups to compare shoes sizes and ages to acquire their data. From the collection of data they should be able to predict, analyze and organize the data into categories (two-way tables) or place on a number line (dot-plot).
As the class assignment concludes, a discussion of the final class display should take place about the purchasing of shoes versus ages and the relationship that either exists or doesn't exist. |
| Exercise Your Brain, Analyze Your Heart Rate: | Students will compile the data gathered from measuring their resting heart rates and heart rates after exercising into box plots. Using these displays, they will analyze the data's center, shape, and spread. |
| Comparing Standard Deviation: | Students will predict and compare standard deviation from a dot plot. Each data set is very different, with a small variation vs. a larger variation. The students are asked to interpret the standard deviation after calculating the range and mean of the each data set. |
| Close to the Crossbar with Standard Deviation: | The lesson will connect student's prior knowledge of measures of central tendency to standard deviation and variance. Students will learn how to calculate and analyze variance and standard deviation. With a partner, students will collect data from kicking a ball into a goal mark. Students will collect data and find the mean, then calculate standard deviation and variance, and compare the data between boys and girls. They will analyze the data distribution in terms of how many students are within certain numbers of standard deviations from the mean. |
| Bowling for Box Plots: | Students will learn about the effects of an outlier and interpret differences in shape, center, and spread using a bowling activity to gather data. The students will learn to score their games, report their scores, and collectively measure trends and spread by collaborating to create a box plot. They will analyze and compare box plots, and determine how much of an effect an extreme score (outlier) can have on the overall box plot of the data. |
| What's My Grade?: | "What's My Grade" is a lesson that will focus on a sample student's grades to demonstrate how a final grade is calculated as well as explore possible future grades. Students will create the distributions of each grade category using histograms. They will also analyze grades using mean and standard deviation. Students will use statistics to determine data distribution while comparing the center and spread of two or more different data sets. |
| College Freshman Entrance Data: | An introduction to classifying data as normally distributed, skewed left, or skewed right, Technology is used to calculate the mean, median, and standard deviation. Data listing ranking, acceptance rates, average GPA, SAT and ACT scores, and tuition rates from 36 Universities are used. |
| How tall is an 8th grader?: | Ever wonder about the differences in heights between students in grade 8? In this lesson, students will use data they collect to create and analyze multiple box plots using 5-number summaries. Students will make inferences about how height and another category may or may not be related. |
| Plane Statistics: | This lesson starts with an activity to gather data using paper airplanes then progresses to using appropriate statistics to compare the center and spread of the data. Box plots are used in this application lesson of concepts and skills previously acquired. |
| Standard Deviation and the Normal Curve in Kahoot!: | In this three-day lesson, students learn about standard deviation, the normal curve, and how they are applied. Your students will be engaged and learning when they collect and analyze data using a free Kahoot! quiz. |
| Which One: Box plot, Dot Plot, or Histogram?: | Students will be asked to obtain data and create a human box plot, which will be analyzed and explained using statistical terms. Students will then understand the differences and advantages to using the box plot, histogram, and dot plot. Students will also practice selecting the most appropriate graphical representation for a set of data. |
| Picturing the Normal World: | This is an introductory lesson on normally distributed data. Students will calculate the standard deviation and use the Empirical Rule. |
| What's Your Tendency?: | This resource can be used to teach students how to create and compare box plots. After completing this lesson, students should be able to answer questions in both familiar and unfamiliar situations. |
| The Distance a Coin Will Travel: | This lesson is a hands-on activity that will allow students to collect and display data about how far different coins will travel. The data collected is then used to construct double dot plots and double box plots. This activity helps to facilitate the statistical implications of data collection and the application of central tendency and variability in data collection. |
| Which is Better? Using Data to Make Choices: | Students use technology to analyze measures of center and variability in data. Data displays such as box plots, line plots, and histograms are used. The effects of outliers are taken into consideration when drawing conclusions. Students will cite evidence from the data to support their conclusions. |
| How long did you study?: | Students will create and analyze histograms based on student study time when preparing for the Algebra EOC. Students will be given a set of data and guided notes |
| How many licks does it take to get to the center?: | Students will create different displays, line plots, histograms, and box plots from data collected about types of lollipops. The data will be analyzed and compared. Students will determine "Which lollipop takes the fewest number of licks to get to the center: a Tootsie Pop, a Blow Pop, or a Dum Dum?" |
| Birthday Party Decisions: | Students will create and compare four different boxplots to determine the best location for a birthday party. |
| Outliers in the Outfield – Dealing With Extreme Data Points: | Students will explore the effects outliers have on the mean and median values using the Major League Baseball (MLB) salary statistics. They will create and compare box plots and analyze measures of center and variability. They will also be given a set of three box plots and asked to identify and compare their measures of center and variablity. |
| In terms of soccer: Nike or Adidas?: | In this lesson, students calculate and interpret the standard deviation for two data sets. They will measure the air pressure for two types of soccer balls. This lesson can be used as a hands-on activity or completed without measuring using sample data. |
| Marshmallow Madness: | This lesson allows students to have a hands-on experience collecting real-world data, creating graphical representations, and analyzing their data. Students will make predictions as to the outcome of the data and compare their predictions to the actual outcome. Students will create and analyze line plots, histograms, and box plots. |
| Comparing Data Using Box Plots: | Students will use box plots to compare two or more sets of data. They will analyze data in context by comparing the box plots of two or more data sets. |
| Digging the Plots: | Students construct box plots and use the measure(s) of center and variability to make comparisons, interpret results, and draw conclusions about two populations. |
| A Walk Down the Lane: | Students will collect data, and create box plots. Students will make predictions about which measurement best describes the spread and center of the data. Students will use this information to make predictions. |
| How do we measure success?: | Students will use the normal distribution to estimate population percentages and calculate the values that fall within one, two, and three standard deviations of the mean. Students use statistics and a normal distribution to determine how well a participant performed in a math competition. |
| How Old are the Players?: | For this lesson, students will research the ages of players on two basketball teams. They will find the five-number summary, the mean, and determine if there are outliers in the data set. Two box plots will be created and the measures of center and variation analyzed. |
| Who is the world's best ball player?: | Students will use box and whisker plots to determine who is the better basketball player, Lebron James or Michael Jordan. |
| If The Shoe Fits – A "Normal" Cinderella Story: | Using a normal distribution manipulative and a calculator, students will explore the normal distribution curve to determine the area between each standard deviation from the mean using the empirical rule. Students will use the mean and standard deviation to predict outcomes in real-world situations and finally answer the age old question: What size was Cinderella's glass slipper? |
| Centers, Spreads, and Outliers: | The students will compare the effects of outliers on measures of center and spread within dot plots and box plots. |
| Baking Soda and Vinegar: A statistical approach to a chemical reaction.: | Students experiment with baking soda and vinegar and use statistics to determine which ratio of ingredients creates the most carbon dioxide. This hands-on activity applies the concepts of plot, center, and spread. |
| Should Statistics be Shapely?: | Students will Interpret differences in shape, center, and spread of a variety of data displays, accounting for possible effects of extreme data points.
Students will create a Human Box Plot using their data to master the standard and learning objectives, then complete interactive notes with the classroom teacher, a formative assessment, and later a summative assessment to show mastery. |
| Sensoring Data: | In this follow up lesson, students will explore data collection using the weather station sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation of their own. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a personally meaningful way. |
| Hot Coffee Coming Through: | In this lesson, students will explore data collection using the temperature probe sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation to determine which coffee mug is the best. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a problem based STEM challenge. Due to the multiple skills there are many standards that are covered.
There are two options for this lab. The first student handout is for students at an average high school statistics level (Algebra 1) and will allow for standard deviation and graphical analyses of the data. The second option is for advanced students that have been exposed to hypothesis testing of claims (Algebra 2 or AP Stats). |
| Grapevine Fabrication Part 2: | This lesson is a Follow Up Activity to the Algebra Institute and allows students to collect data to perform basic statistical operations to analyze and make comparisons on variability within a certain brand of raisins. Part 1 must be completed prior to starting Part 2. This investigation can elicit discussion about manufacturing and quality control. |
| Bubble Gum Bubbles Lab: | This lesson is a Follow Up Activity to the Algebra Institute and allows students to collect data by blowing bubble gum bubbles and perform statistical analysis, including standard deviation. This lesson provides students an applied setting to use their previously acquired statistical skills. |
| Grapevine Fabrication Part 1: | This lesson is a Follow Up Activity to the Algebra Institute and allows students to collect data to perform basic statistical operations to analyze and make comparisons on variability within a certain brand of raisins. Part 1 may be completed without Part 2. This investigation can elicit discussion about manufacturing and quality control. |
| ENSO: Friend or Foe?: | In this activity students will compare El Nino / La Nina Anomaly data and compare the data to hurricane frequency in the Atlantic Basin. The ENSO Anomaly Data has been provided. Students will then research hurricane frequency and compare both data sets. To close the activity, students will need to apply the knowledge learned in the lesson to synthesize and make a prediction in a writing prompt. |
| Homework or Play?: | Students will be given data and then plot the data using a graphical method of choice (dot plot, bar graph, box plot, etc.) The students will work in groups and then analyze and summarize the data. |
| Sweet Statistics - A Candy Journey: | Students will sort pieces of candy by color and then calculate statistical information such as mean, median, mode, interquartile range, and standard deviation. They will also create an Excel spreadsheet with the candy data to generate pie charts and column charts. Finally, they will compare experimental data to theoretical data and explain the differences between the two. This is intended to be an exercise for an Algebra 1 class. Students will need at least 2 class periods to sort their candy, make the statistical calculations, and create the charts in Excel. |
| Interpreting Box Plots: | Students will analyze various real world scenario data sets and create, analyze, and interpret the components of the box plots. Students will use data from morning routines, track times, ages, etc. Lesson includes a PowerPoint, homework, and assessments. |
| Exploring Box plots: | This lesson involves real-world data situations. Students will use the data to create, explore, and compare the key components of a box plot. |
| The Debate: Who is a Better Baller?: | In this activity the students will use NBA statistics on Lebron James and Tim Duncan who were key players in the 2014 NBA Finals, to calculate, compare, and discuss mean, median, interquartile range, variance, and standard deviation. They will also construct and discuss box plots. |
| Who's Better?--Using Data to Determine: | This lesson is intended for use after students are able to construct data plots (histograms, line plots, box plots). Students are tasked with not only constructing data plots, but also matching data plots to data sets. In the summative assessment, students are given two data sets and asked to select which of three data plots (histogram, line plot, or box plot) would best be used to compare the data. After choosing and constructing their plot, students are then tasked with forming a conclusion based on the plots they have constructed. |
| Burgers to Smoothies.: | Students will create double box plots to compare nutritional data about popular food choices. |
| Florida's Manatee Population: | Students will use box plots to identify data on the past and present manatee populations on both coasts of Florida during the winter months, January through March. This lesson is designed to use technology to create box plots and analyze data. As an alternate lesson without technology, the manatee data in this lesson can be used to create box plots with graph paper and pencils. Students will use data about the past and current manatee populations in Florida and display and analyze the data using Excel and Geogebra.
This lesson is intended to be an enrichment experience and should be used after students have mastered box plots as described in the standard MAFS.912.S-ID.1.1. |
| Advantages and Disadvantages of Dot Plots, Histograms, and Box Plots: | Students will compare the advantages and disadvantages of dot plots, histograms, and box plots. During this lesson, students will review the statistical process and learn the characteristics of a statistical question; whether it be numerical or categorical. Students will apply the information learned in a project that involves real-world issues and make an analysis based on the data collected. |
| Box Plots: | An introduction lesson on creating and interpreting box plots. |
| House Hunting!: | Students will use criteria such as median home price, neighborhood safety, and likelihood of evacuation during a hurricane to rank a list of neighborhoods in which to shop for a home. 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. |
| Where Should I Go to College? : | Students will create and use data displays to determine which college is the right fit for him or her / for hypothetical students. They will justify the data displays they selected, present this information to classmates and write an essay justifying their choice. 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. |
| Representing Data 1: Using Frequency Graphs: | This lesson unit is intended to help you assess how well students are able to use frequency graphs to identify a range of measures, make sense of this data in a real-world context, and understand that a large number of data points allow a frequency graph to be approximated by a continuous distribution. |
| Representing Data 2: Using Box Plots: | This lesson unit is intended to help you assess how well students are
able to interpret data using frequency graphs and box plots. In
particular, this unit aims to identify and help students who have
difficulty figuring out the data points and spread of data from
frequency graphs and box plots. It is advisable to use the first lesson in the unit, Representing Data 1: Frequency Graphs (32498), before this one. |
| CollegeReview.com: | This is a model-eliciting activity where students have been asked by a new website, CollegeReview.com, to come up with a system to rank various colleges based on five categories; tuition cost, social life, athletics, education, city population and starting salary upon graduation. 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. |
| A MEANingful Discussion about Central Tendency: | Using relatable scenarios, this lesson explores the mean and median of a data set and how an outlier affects each measure differently. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
