### Clarifications

In grades 6 – 8, students describe center and spread in a data distribution. Here they choose a summary statistic appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of extreme data points.**Subject Area:**Mathematics

**Grade:**912

**Domain-Subdomain:**Statistics & Probability: Interpreting Categorical & Quantitative Data

**Cluster:**Level 2: Basic Application of Skills & Concepts

**Cluster:**Summarize, represent, and interpret data on a single count or measurement variable. (Algebra 1 - Additional Cluster) (Algebra 2 - Additional Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Date Adopted or Revised:**02/14

**Date of Last Rating:**02/14

**Status:**State Board Approved

**Assessed:**Yes

**Assessment Limits :**None

**Calculator :**Neutral

**Clarification :**

Students will represent data using a dot plot, a histogram, or a box

plot.**Stimulus Attributes :**

Items should use real-world data and be set in a real-world context**Response Attributes :**

Items may require the student to apply the basic modeling cycle.Items may require the student to choose an appropriate level of

accuracy.Items may require the student to choose and interpret the scale in a

graph.Items may require the student to choose and interpret units.

**Test Item #:**Sample Item 1**Question:**Max collected data on the height of each of his 20 classmates. The box plot shown represents his data.

Click above the number line to complete the dot plot that could also represent these data.

**Difficulty:**N/A**Type:**GRID: Graphic Response Item Display

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Lesson Study Resource Kit

## Perspectives Video: Expert

## Perspectives Video: Professional/Enthusiast

## Problem-Solving Tasks

## Professional Development

## Teaching Ideas

## Unit/Lesson Sequence

## Virtual Manipulatives

## STEM Lessons - Model Eliciting Activity

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.

## MFAS Formative Assessments

Students are asked to determine whether each of two given dot plots are consistent with a given histogram.

## Student Resources

## Problem-Solving Tasks

The purpose of this task is to allow students to demonstrate an ability to construct boxplots and to use boxplots as the basis for comparing distributions.

Type: Problem-Solving Task

This problem could be used as an introductory lesson to introduce group comparisons and to engage students in a question they may find amusing and interesting.

Type: Problem-Solving Task

The task provides a context to calculate discrete probabilities and represent them on a bar graph.

Type: Problem-Solving Task

## Virtual Manipulatives

This simulation allows the student to create a box plot and a histogram for the same set of data and toggle between the two displays. Maximum, minimum, median and mean are shown for the data set. The student can change the cell width to explore how the histogram is affected.

Type: Virtual Manipulative

In this activity, students use preset data or enter in their own data to be represented in a box plot. This activity allows students to explore single as well as side-by-side box plots of different data. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

Type: Virtual Manipulative

This is an online graphing utility that can be used to create box plots, bubble graphs, scatterplots, histograms, and stem-and-leaf plots.

Type: Virtual Manipulative

This virtual manipulative histogram tool can aid in analyzing the distribution of a dataset. It has 6 preset datasets and a function to add your own data for analysis.

Type: Virtual Manipulative

In this activity, students can create and view a histogram using existing data sets or original data entered. Students can adjust the interval size using a slider bar, and they can also adjust the other scales on the graph. This activity allows students to explore histograms as a way to represent data as well as the concepts of mean, standard deviation, and scale. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Virtual Manipulative

## Parent Resources

## Problem-Solving Tasks

The purpose of this task is to allow students to demonstrate an ability to construct boxplots and to use boxplots as the basis for comparing distributions.

Type: Problem-Solving Task

This problem could be used as an introductory lesson to introduce group comparisons and to engage students in a question they may find amusing and interesting.

Type: Problem-Solving Task

The task provides a context to calculate discrete probabilities and represent them on a bar graph.

Type: Problem-Solving Task

## Virtual Manipulative

This simulation allows the student to create a box plot and a histogram for the same set of data and toggle between the two displays. Maximum, minimum, median and mean are shown for the data set. The student can change the cell width to explore how the histogram is affected.

Type: Virtual Manipulative