LESSON PLAN Date: 04/01/11
Teacher: Alana Heyligers
Grade Level: 9th and 10th
Course: Integrated Algebra
Anticipated Time: 1day
Mathematics: Analysis, Inquiry, and Design (1), Information Systems (2) Mathematics (3), Technology (5), Interdisciplinary Problem Solving (7)
English Language Arts: Language for Information and Understanding (1), Language for Social Interaction (4)
- Students will be able to define statistics as it relates to different groups of numerical data.
- Students will be able to evaluate which statistical graph should be used to display samples of data.
- Students will be able to construct statistical graphs based on their own experiences from everyday life.
Background Information/Prior Knowledge
Students have demonstrated competency in graphing coordinates in the Cartesian coordinate system. The students have located points on a plane and have drawn a coordinate grid separated by a horizontal number line (the x-axis) and a vertical number line (the y-axis). The statistical graphs that will be employed for this unit will also work with two-dimensional surfaces.
Preparation for Teaching:
- Do Now Questions and Answer
- Laptop Cart with individual laptops for student use
- Notebook Software
(1) Jefferson Math Project
(2) Barrons Regents Review
(3) Castle Learning
(4) Oswego Regents Prep
- Lesson Page handout
- Graph Paper, White Paper, Colored Paper
- Frequency Table and Frequency Histogram Example #1 (from website)
- Frequency Table and Frequency Histogram Example #2 (from website)
- Statistics Survey (Notebook)
- Bar Graph Example (from website)
- Regents Examples (from website)
- Homework from Castle Learning
This lesson will connect applications of statistics to events in the students’ everyday lives. Students will also be afforded the opportunity to produce graphs interactively which is an engaging activity.
From Module 8, Flashcard Exchange has been used to learn the vocabulary interactively.
1. Statistics – is the study of numerical data. These data are collections of related numerical information, such as sports scores and records, election results, real estate sales, and grades on Regents exams.
2. Stem-and-leaf plot – is a displays that shows each data value.
3. Frequency histogram – is used to display grouped data and is similar to a vertical bar graph. The widths of all the bars are equal and represent equal intervals. The frequency for each interval is represented by the height of its bar. Just as there are no gaps between intervals, there should be no gaps between bars.
4. Bar graph – looks like a histogram. However, the height or length of each bar represents an amount, or value, rather than a frequency. The greater the value, the longer or higher the bar. A bar graph can be vertical or horizontal.
5. Line graph – is used to describe a trend, or changes over time, for one particular item. The horizontal axis is a number line showing time. The vertical axis shows numeric amounts.
6. Scatter plot – relates tow sets of data. Usually, both the vertical axis and the horizontal axis show numeric amounts.
7. Circle graph – shows how percents or parts of a whole are distributed. The whole circle always represents 100% of the data.
How do we determine which statistical graph best fits our numerical data?
How do we construct the following statistical graphs: stem-and-leaf plots, frequency histograms, bar graphs, broken line graphs, scatter lots, circle graphs, and box-and-whisker plots?
How do we determine what data to extrapolate from statistical measures?
How do we present our statistical data so that meaningful conclusions can be drawn from them?
-The Do Now Questions will begin our discussion of data collection:
1. What size shoe do you wear?
2. How many different pants/shorts do you own?
3. Approximately how many hours a week, do you watch television?
Following the Do Now, the different types of statistical graphing will be previewed from the Oswego Regents Prep website.
-The demonstration will include the numerical data obtained from the survey
-A demonstration of the Frequency Table and the Frequency Histogram for shoe size is conducted using Notebook Software on the SmartBoard
-When moving from the listing of all different shoe sizes to shoe size interval, the concept of interval notation will be reviewed: Intervals – grouping the data into equal sized collections.
The students will now design their own Frequency Table and Frequency Histogram based on the data of pants/shorts ownership. The independent and dependent variable has been outlined on the histogram. Students will use their laptops to produce these histograms. A title will be included for this statistical graph.
-The teacher will model a bar graph from the data collected on weekly TV watching by young people using the Activity Toolkit from Notebook Software.
Students can summarize which statistical measures were reviewed today:
- the circle graph
- the line graph
- the frequency table
- the frequency histogram, and
- the bar graph.
Students can also discuss why one method was chosen in favor of another and the disadvantages of the various statistical measures.
The homework assignment will be reviewed which serves as a recap of the day’s lesson.
Formative: Students will be assessed informally through teacher observation and classroom discussion.
Summative: Students will be assessed by their frequency table and their frequency histogram as well as by answers given on the Interactive Worksheet using Sento where the teacher can quickly assess student
Barrons Regents Review - Assessment online
-The next lesson will review the line graph, the stem-and-leaf plot, and the box-and-whisker plot. Students will again be given the opportunity to design their own statistical graph.