
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to collect, represent and interpret data in single and double box plots and dot plots. Students will compare the results of data collected (distance each coin traveled) and calculate/interpret measures of variability (range, interquartile range, and standard deviation) and measures of central tendency (mean and median).

Prior Knowledge: What prior knowledge should students have for this lesson?
Prior to this lesson, students show know how to:
 Use a ruler, yard stick and/or measuring tape
 Read measures in inches and/or centimeters
 Construct dot plots (single)
 Construct box plots (single)
 Calculate mean, median, mode and range

Guiding Questions: What are the guiding questions for this lesson?
 Do the characteristics of a coin (penny and dime) determine how far it will slide?
 How can data help support a claim?

Teaching Phase: How will the teacher present the concept or skill to students?
Jason has a new hockey puck and wanted to know how far it would "slide" on a surface other than ice. The ice rink is temporarily closed. He decided to use coins to model the possibility of different coins sliding across a surface.
The teacher opens the lesson with the discussion of the possible differences between pennies and dimes, and how their "sliding" across a surface relates to certain sports and activities.
The teacher will ask, "Why is it necessary to display/compare data? How can we display multiple results of data?"
The teacher will go through the PowerPoint; reviewing measures of central tendency, how to construct a dot plot and box plot, and how to calculate the five number summary.
The teacher will teach the students additional measures of variation; explaining what interquartile range and introduce standard deviation. Do some examples of each one.
After students show that they are beginning to grasp the new concepts, the teacher will go over the instructions and procedures for the activity.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
Before students complete the activity, the teacher is to model the activity by using a flat surface: table top, portable student white board, or cardboard cutout. Using a ruler or measuring tape, the teacher will use his/her fingers to "flick" the coin past a predetermined starting line and measure how far it traveled. This is to be done on several predetermined number of trials. The results will be noted or projected and then translated into a dot plot and box plot.
 After the teacher has modeled the activity, the students are to then proceed and do the same with their coins.
 Students will work in pairs or small groups with each student having a role: data gatherer, data recorder, and visualizer/time keeper (validating data collected).
 Break students into small groups of 24.
 Students can decide on a sliding medium, or the teacher can decide prior to the lesson (i.e. poster board, white board, floor, cardboard).
 Tell the students to draw a starting line approximately 1 inch in from the edge of the paper. This is the point of origin for everyone.
 Instruct the students "flick" the coin with their index finger.
 Measure the distance the coin traveled, (decide on units of measure  inches or centimeters).
 Students will collect the data and record it on their worksheet.
 They will then record their data on a dot plot and answer the questions about the dot plot.
 With the same results, the students will construct a box plot and identify the five number summary, as well as various measures of central tendency and variation. They will answer the questions on the worksheet that will require them to analyze different data displays.
 Each group will be provided poster board to construct their graphs upon completing the worksheet. These will be displayed in the "student work center" of the classroom.
 The teacher will lead a discussion about the results and what could have caused the results.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will complete the summative assessment worksheet that will require them to create and analyze a double dot plot and a double box plot. (Can either be classwork or homework.)

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Once all students have recorded their results there will be a discussion period.
While looking at the graphs that are displayed, the class will have a discussion guided by the following questions:
 Were there any similarities in the results between the pennies and dimes?
 Were there any distinguishing "outliers" in either of the data sets? What could be the cause of these extreme points?
 How are these methods of displaying data results useful?
 When and where would you use them again?
 Can we draw any conclusions about which coin slides farther?
Justify your answers!
Similarities in distance traveled can be attributed to the force with which the coin was "flicked" or the smoothness of the surface being used to slide across.
Differences can be attributed to the coins weight and size, the surface covered, the speed/force with which it was "flicked."
The dot plot displays all data points collected where in contrast, the box plot displays how the data is spaced out and divided into quarters, without being able to see each individual value.

Summative Assessment
Students will compare dot plots and box plots based on central tendency and variation using a set of given data.
Use the attached summative assessment worksheet.

Formative Assessment
 Modeling instruction and expectations followed by Q/A on the "how to do" of the activity:
 What is data?
Answer: facts and statistics collected together for reference or analysis
 How is data collected?
Answer: collecting the measures of the distance the coins travel on a surface
 Why do we collect data?
Answer: data is collected, displayed, and analyzed to describe social or physical occurrences in the world around us, to answer particular questions, or as a way to identify questions for further investigation.
 What ways can data be represented?
Answer: tables, charts, bar graphs, line graphs, pictographs, circle graphs, line plots, histograms, boxandwhiskerplots, scatter plots, and stemandleaf plots
 Questions are asked intermittently during lesson explanation, reinforcing key concepts.
 Teacher observation and feedback on activity
 Students will complete the guided practice worksheet during the activity.
 After the activity, students will display each groups' graphs and plots discuss:
 Were there any similarities in the results noted?
 Were there any distinguishing "outliers" in the data collected?
 What could be the cause of an outlier being present or not present?
 How are these methods of displaying data results useful?

Feedback to Students
Suggested feedback during teaching phase:
 A dot plot is a graphic display. A dot plot is useful for relatively small sets of data. Dot plots clearly display clusters/gaps of data and outliers, by using dots and a simple scale to compare the frequency within categories or groups.
 The box plot is a standardized way of displaying the distribution of data based on the minimum, first quartile, median, third quartile, and maximum of the data set.
 A box plot is a good way to summarize large amounts of data.
 It displays the range and distribution of data along a number line.
 Box plots provide some indication of the data’s symmetry and skewness.
 Box plots show outliers.
 Original data is not clearly shown in the box plot; also, mean and mode cannot be identified in a box plot.
 They can be used only with numerical data.
 A box plot is a good way to summarize large amounts of data.
 It displays the range and distribution of data along a number line.
 Box plots provide some indication of the data’s symmetry and skewness.
 Box plots show outliers.
 Original data is not clearly shown in the box plot; also, mean and mode cannot be identified in a box plot.
 Box plots and dot plots can be used only with numerical data.
Suggested feedback during final discussion:
 When and where would you use them again?
 Outliers are extreme data points that are much smaller or larger than most of the other values in a set of data.
 Outliers may have resulted due to inconsistent force when sliding the coin.
 There were no outliers because the force was consistent for each slide.
 These methods of displaying data allow you to visualize and analyze the data.