Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The student will be able to compare to compare two or more data sets using a Box and Whiskers plot, using range, 1st quartile, 3rd quartile, Upper and Lower Limits, and median.
Prior Knowledge: What prior knowledge should students have for this lesson?
Interquartile range and box and whisker plots are covered in the 6th grade according to
MAFS.6.SP.2.4 -Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
MAFS.6.SP.2.5-Summarize numerical data sets in relation to their context, such as by:
- Reporting the number of observations.
- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
- Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
Guiding Questions: What are the guiding questions for this lesson?
How can you compare two or more sets of data objectively?
Teaching Phase: How will the teacher present the concept or skill to students?
Watch the YouTube video Lebron James, "I'm The Best Player In The World" Stop It by user Erick Streit that shows James telling reporters he is the best player and Michael Jordan and Kobe Bryant laughing.
Ask the students if they agree. Did they recognize the other two players at the end? One was Michael Jordan.
Students will watch two video clips of the highlights of Michael Jordan and LeBron James from NBA.com/video
The students will then be asked to participate in a philosophical line up on who they believe is the better basketball player. The class will divide themselves into 3 groups, one group for James, one group for Jordan, and one group for undecided. Each group will be asked to speak to why they believe their choice, and asked to sway others to their side. As students speak to why their think their choice is correct, others may move to a new choice.
As the discussion continues, the teacher will make note of what arguments the students use to help guide their debate. The teacher should then lead the discussion as to how statistics are used to provide unbiased results for analysis. Specifically, students will be looking at the number of points earned during regular season games over the course of the two players' careers.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Based on prior standards, students should know how to complete a box and whisker plot, but teachers should review key terms before moving on. Students will complete a Box and Whisker plot from the points from a school basketball player. While the teacher is more than welcome to use an actual person and their actual scores, the time of year of this lesson may dictate otherwise.
Give students the following information:
George is a member of his school's basketball team. Over the season, he has played in all 11 games. His points for each game are 12, 6, 22, 18, 9, 15, 28, 32, 17, 18, 24.
The teacher will create a Box and Whisker plot of the data by asking students to describe the necessary steps. The teacher will follow the steps, filling in background or other information as needed.
Next, project Paul's Box and Whisker Plot next to George's. Paul's numbers include 23, 32, 28, 14, 24, 28, 18, 26, 32, 16, 26.
Show students how to do this on Geogebra with George Paul Sample Data file (attached). The teacher should highlight their selected columns, click on the lower right corner of the second menu square and select Multivariable Analysis. When data source box opens, have students click on the options (gear icon) and select "Use Header As Titles" and then click analyze. Show students how to select the Statistics options (statistics icon at top next to the hand) which shows the median and all of the other data. It should be noted that all of this data is in the graph, but if there is ever any doubt as to exact data, it can be found here.
Go through the two Box and Whisker Plots, comparing the two data sets. Students should discuss where the median lies on each data set (18 for George and 26 for Paul) and where 25% of the data lies (25% of Paul's data is equal to 50% of George's). Students should compare the range of each data (George has a much larger range, but both have a maximum value of 32) and which has a smaller Interquartile Range (George has an IQR of 12 while Paul has an IQR of 10). Paul's plot is skewed slightly to the left while George is symmetrical. Students can determine that based on the data presented, Paul has performed better than George.
Now add Ringo's Box and Whisker plot to the board.
Ask the students if they can compare three players using the same method (yes). Ask them to describe who had the widest spread (Ringo). Who had the smallest spread (Paul). Ask for other observations. (While both Paul and Ringo had 25% of their points above 28, Paul had 50% of his games over 26 while Ringo had 50% of his games over 22. Even though Ringo had some higher game averages, he also had more lower scoring games. George is symmetrical, while Paul is skewed to the left and Ringo to the right.
Next, teacher will project Geogebra raw data for James Jordan Points for Career (Attached).
Ask for any observations from the raw data. (Students should note that there are two years that Jordan scored fewer than 500 points and that James has played fewer total games).
Students will be paired with a partner, and each pair will compare one season per group. Since the men did not play during the same years, each group will compare season by season. Each group will work with a partner and then random groups will be selected to present their findings to the group, while their plots are displayed. The team will have to determine which player had a better season based on the data.
- Computers for Groups: If computers are available, the students will open the Geogebra file James Jordan Season Comparison and create a Box and Whisker plot from their selected year.
- No Computers for Groups: If computers are not available for individuals or groups, there are attached files with hard copies of each season's Box and Whisker plot.
As a group, the students will compare center, spread, and shape using Upper and Lower Extremes, 1st and 3rd Quartiles, Interquartile Range, and Medians.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will compare the final set of data, point totals for the career (including post season games) for each of the two players. The students will write a summary statement for each of the two sets of data which they will use as their exit ticket.
After the summary analysis, students will complete another Philosophical Line up justifying their answers on who they feel is the better player based on points. They will then return to their summary statement for one last review.
For homework, students will pick their own player from the NBA and create a Box and Whisker plot for that player. All point totals were recorded from www.basketball-reference.com and when looking up totals for a player of their choice, students can find the data here. If computers are not available for students, then the attached file Top 10 Players NBA has scores they may choose from. They should write a new summary statement concerning all three players.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will complete their summary statement for an exit ticket as they leave the room (see attachment). The sheet of paper will ask the student whom they think is the best basketball player according to the data presented in the Box and Whisker plot reviewed in class. As a reference to the theme, students should ball up their sheet and "shoot" their exit ticket into the basket before they leave the room. The teacher will review exit tickets to determine if further intervention or enrichment is appropriate. Students will then complete a new paper with the third player for homework.
Given two or more data sets, a student will compare them using Box and Whiskers plots. Students will be given box plots for season points for James and Jordan. They will briefly compare them, and then be asked to choose their own player for which they will create a box plot. They will then compare all three box plots.
If students do not have access to the website to gather season points, the Top Ten attachment can be used to pull data for another NBA player.
Students will work with partners to analyze one season from each player's career. They will discuss their results with a checklist to compare the two player's statistics.
Throughout the lesson, the teacher will monitor the student groups, listening to discussions and assisting with the comparisons of the box plots.
Feedback to Students
Students will be given peer feedback on if they have discussed each of the required elements of analysis for a box and whiskers plot. Pairs will then be randomly selected to present their analysis to the class who will be shown the projected plot, to see if class agrees with assessment of who had better season.