Name 
Description 
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. 
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 followup questions.

Can You Walk In My Shoes?  Reallife data helps students gain a better understanding of creating dotplot and/or twoway 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 (twoway tables) or place on a number line (dotplot).
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 center, shape, and spread of the data. 
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 be able to identify which one should be used for a specified set of data. 
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. 
How long did you study?  Students will be presented with a set of data and guided notes to compare study time for the Algebra EOC for different classes. 
How many licks does it take to get to the center?  This lesson will have students collect data through an investigative manner and compile them into a larger spreadsheet. From there students will create different data displays and do a compare and contrast of the data sets to determine "Which one do you think takes the fewest amount of licks to get to the center: a Tootsie Pop, a Blow Pop, or a Dum Dum lollipop?" 
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 are asked to construct given data in a data plot to analyze and determine if the data is symmetric, skewed, or uniform with an appropriate explanation. Students will give a visual display of interpreted results. 
A Walk Down the Lane  Students will measure a predetermined distance between 2 points in a hallway, classroom, or courtyard using 2 different measures (strides or rulers and tailor tape measures.) Once data is collected, return to the classroom to compile data and create box plots. Students should make predictions of which measurement will be most accurate, and how they will determine accuracy. From the box plots created, students should discuss and create a summary of the data collected, median and quartiles, and what conclusions they were able to infer from their graphs about their predictions. 
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 handson activity applies the concepts of plot, center, and spread. 
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. 
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. 
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 take the data and create, explore, and compare the key components of a box plot. 
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.  "You are what you eat." In this lesson students will use box plots and double box plots to analyze 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.SID.1.1. 
Advantages and Disadvantages of Dot Plots, Histograms, and Box Plots  This lesson is intended to teach students to 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. Also, students will learn about the different advantages and disadvantages of dot plots, histograms, and box plots. After this lesson, students are expected to apply the information learned in a project that involves realworld issues and making an analysis based on data collected. 
Box and Whisker Plots  Introduction lesson on how to create and interpret box and whisker plots. 
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 realworld 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 modeleliciting 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. 