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Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| The Watergate Effect part 3: | Students will create a circle graph to display categorical data of the public presidential approval rates after the Supreme Court Case United States v. Nixon. Students will graph results independently and compare them to the circle graphs created during the Watergate Effect Part 1 Lesson (Resource ID#: 208926) and the Watergate Effect Part 2 Lesson (Resource ID#: 210122) to discuss the trend of the data over the entirety of the Supreme Court case. |
| The Watergate Effect part 2: | Students will create a circle graph to display categorical data of the public presidential approval rates during the Supreme Court Case United States v. Nixon. Students will graph results in pairs/groups and compare them to the circle graph created during the Watergate Effect Part 1 Lesson (Resource ID#: 208926). |
| A MEANingful Discussion about Central Tendency: | Using relatable scenarios, this lesson explores the mean and median of a data set and how an outlier affects each measure differently. |
| Create a Circle Graph to Represent Percentages: | Students will compare each region's percentage of seats in the U.S. House of Representatives to other regions and the whole. Students will calculate central angle degrees and create a circle graph to represent the percentages. The civics standard will be the real-world example used to apply the concept of displaying data to the Legislative Branch of government in this integrated lesson plan.
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| The Watergate Effect Part 1: | Students will create a circle graph to display categorical data of the public presidential approval rates of Richard Nixon before the Supreme Court Case United States v. Nixon. Students will calculate percentages and central angle degrees to graph results in pairs/groups and analyze the results in this integrated lesson plan.
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| Budgeting and Decision-Making: Integrating Math and Civics: | This lesson will help students understand the concept of percentages within the context of government budgets. Students will explore how percentages are used to allocate funds in government budgets and how they can be effectively communicated using graphs. The lesson will involve collaborative learning, discussions, and problem-solving to foster critical thinking and application of math concepts in a civics context.
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| Understanding Taxation and Civic Obligation: | Students will use their knowledge of percentages to calculate federal income tax and local sales tax. They will explore the obligation of citizens to pay taxes and how taxes fund public services. Students will evaluate different tax models by comparing percentages of income taxed at different income levels. |
| Use Circle Graphs to Analyze International Organizations: | Students will analyze international organizations using proportional reasoning to construct circle graphs while examining the purpose of international organizations and the United States’ participation in this integrated lesson plan. |
| Analyzing Government Spending: Integrating math & civics: | Students will practice their skills in interpreting data and creating graphical representations in this integrated civics lesson. Students will apply graphing skills to analyze government spending data and reflect on the importance of mathematics in communicating complex numerical information visually so the public can better stay informed. |
| Graphing Local Voting Data: | This is lesson 3 in a mini unit of 3 lessons. Students will analyze voting data from a Florida county. Students will use the given data to choose and create an appropriate graphical representation. |
| Graphing Data: | This is lesson 2 in a mini unit of 3 lessons. Students will analyze data collected from students, teachers, and principals to decide whether cell phone usage should be allowed in the classroom. They will be receiving data from fictional surveys of teachers and principals. Students will use the given data to choose and create an appropriate graphical representation. |
| Introduction to Voting and Graphing Data: | The students will vote on whether cell phones should be allowed in the classroom or not. They will use this data to select the appropriate way of graphing the results. The teacher will give sample data from other teachers and principals for students to review. The correlation will be relating students to local voting in this integrated lesson plan. |
| Foreign Trade Scenarios: | Students will utilize historical trade flow data (import and export) to interpret, create, and draw conclusions about foreign policy, specifically the World Trade Organization. Students will write a claim using the data to make suggestions regarding foreign trade import and export in this integrated lesson plan. |
| Clean the pier- To fish or not to fish?: | Students will examine the impact humans can have on the water quality at a popular public fishing pier and ways that citizens can interact with the government to address cleaning the pier in this integrated MEA. Students will analyze the revenue from the fishing pier, peak visiting times, and amounts of marine debris accumulated to determine the pros/cons of closing the fishing pier more frequently to clean the marine debris. Students will research which government agency must be contacted with a proposal.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Build a New School: | Students will calculate, interpret, and use measures of center and spread of different populations to determine in which city in Manatee County new schools should be built. Students will also use percentages to estimate the future population of school-aged children which will be used to determine where new schools should be built.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here: https://www.cpalms.org/cpalms/mea.aspx to learn more about MEAs and how they can transform your classroom.They resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. |
| Election Predictions : | Students will examine poll results from three cities to predict a voting outcome on a local level. They will make inferences about a population based on the poll results and develop a written statement to present their findings to the board of county election commissions. Students will then use the peojected election results to determine the impact of citizens in the community. |
| Measurement Data Error: | In this interdisciplinary lesson, students will practice the skill of data collection with a variety of tools and by statistically analyzing the class data sets will begin to understand that error is inherent in all data. |
| 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 follow-up questions.
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| 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 data's center, shape, and spread. |
| Bowling for Box Plots: | Students will learn about the effects of an outlier and interpret differences in shape, center, and spread using a bowling activity to gather data. The students will learn to score their games, report their scores, and collectively measure trends and spread by collaborating to create a box plot. They will analyze and compare box plots, and determine how much of an effect an extreme score (outlier) can have on the overall box plot of the data. |
| What's My Grade?: | "What's My Grade" is a lesson that will focus on a sample student's grades to demonstrate how a final grade is calculated as well as explore possible future grades. Students will create the distributions of each grade category using histograms. They will also analyze grades using mean and standard deviation. Students will use statistics to determine data distribution while comparing the center and spread of two or more different data sets. |
| How tall is an 8th grader?: | Ever wonder about the differences in heights between students in grade 8? In this lesson, students will use data they collect to create and analyze multiple box plots using 5-number summaries. Students will make inferences about how height and another category may or may not be related. |
| Plane Statistics: | This lesson starts with an activity to gather data using paper airplanes then progresses to using appropriate statistics to compare the center and spread of the data. Box plots are used in this application lesson of concepts and skills previously acquired. |
| 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 practice selecting the most appropriate graphical representation for a 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. |
| Which is Better? Using Data to Make Choices: | Students use technology to analyze measures of center and variability in data. Data displays such as box plots, line plots, and histograms are used. The effects of outliers are taken into consideration when drawing conclusions. Students will cite evidence from the data to support their conclusions. |
| How long did you study?: | Students will create and analyze histograms based on student study time when preparing for the Algebra EOC. Students will be given a set of data and guided notes |
| How many licks does it take to get to the center?: | Students will create different displays, line plots, histograms, and box plots from data collected about types of lollipops. The data will be analyzed and compared. Students will determine "Which lollipop takes the fewest number of licks to get to the center: a Tootsie Pop, a Blow Pop, or a Dum Dum?" |
| Birthday Party Decisions: | Students will create and compare four different boxplots to determine the best location for a birthday party. |
| Outliers in the Outfield – Dealing With Extreme Data Points: | Students will explore the effects outliers have on the mean and median values using the Major League Baseball (MLB) salary statistics. They will create and compare box plots and analyze measures of center and variability. They will also be given a set of three box plots and asked to identify and compare their measures of center and variablity. |
| Marshmallow Madness: | This lesson allows students to have a hands-on experience collecting real-world data, creating graphical representations, and analyzing their data. Students will make predictions as to the outcome of the data and compare their predictions to the actual outcome. Students will create and analyze line plots, histograms, and box plots. |
| 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 construct box plots and use the measure(s) of center and variability to make comparisons, interpret results, and draw conclusions about two populations. |
| A Walk Down the Lane: | Students will collect data, and create box plots. Students will make predictions about which measurement best describes the spread and center of the data. Students will use this information to make predictions. |
| How Old are the Players?: | For this lesson, students will research the ages of players on two basketball teams. They will find the five-number summary, the mean, and determine if there are outliers in the data set. Two box plots will be created and the measures of center and variation analyzed. |
| Centers, Spreads, and Outliers: | The students will compare the effects of outliers on measures of center and spread within dot plots and box plots. |
| 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 hands-on activity applies the concepts of plot, center, and spread. |
| Should Statistics be Shapely?: | Students will Interpret differences in shape, center, and spread of a variety of data displays, accounting for possible effects of extreme data points.
Students will create a Human Box Plot using their data to master the standard and learning objectives, then complete interactive notes with the classroom teacher, a formative assessment, and later a summative assessment to show mastery. |
| 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. |
| Is My Backpack Too Massive?: | This lesson combines many objectives for seventh grade students. Its goal is for students to create and carry out an investigation about student backpack mass. Students will develop a conclusion based on statistical and graphical analysis. |
| Cricket Songs: | Using a guided-inquiry model, students in a math or science class will use an experiment testing the effect of temperature on cricket chirping frequency to teach the concepts of representative vs random sampling, identifying directly proportional relationships, and highlight the differences between scientific theory and scientific law. |
| Sweet Statistics - A Candy Journey: | Students will sort pieces of candy by color and then calculate statistical information such as mean, median, mode, interquartile range, and standard deviation. They will also create an Excel spreadsheet with the candy data to generate pie charts and column charts. Finally, they will compare experimental data to theoretical data and explain the differences between the two. This is intended to be an exercise for an Algebra 1 class. Students will need at least 2 class periods to sort their candy, make the statistical calculations, and create the charts in Excel. |
| Exploring Box plots: | This lesson involves real-world data situations. Students will use the data to create, explore, and compare the key components of a box plot. |
| The Debate: Who is a Better Baller?: | In this activity the students will use NBA statistics on Lebron James and Tim Duncan who were key players in the 2014 NBA Finals, to calculate, compare, and discuss mean, median, interquartile range, variance, and standard deviation. They will also construct and discuss box plots. |
| 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.: | Students will create double box plots to compare nutritional data about popular food choices. |
| Is It a Guess or Statistics?: | This lesson teaches random sampling which leads to making inferences about a larger group or population. Students will determine the best measure of center to use for a data set. Students will collect data, select a data display and then analyze the data. |
| 5E Natural Selection Module: | This resource uses a variety of techniques to address the factors that contribute to natural selection. Included in the lesson is a hook to engage students, a weblab exercise, a poster activity for expression and a hands-on simulation. |
| Advantages and Disadvantages of Dot Plots, Histograms, and Box Plots: | Students will 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. Students will apply the information learned in a project that involves real-world issues and make an analysis based on the data collected. |
| Inferences: | This lesson shows students how to conduct a survey and display their results. The lesson takes the students through:
- What is a statistical question?
- General population versus sample population.
- What is a hypothesis?
- What is a survey?
- How to make inferences.
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| Box Plots: | An introduction lesson on creating and interpreting box plots. |
| Computer Simulated Experiments in Genetics: | A computer simulation package called "Star Genetics" is used to generate progeny for one or two additional generations. The distribution of the phenotypes of the progeny provide data from which the parental genotypes can be inferred. The number of progeny can be chosen by the student in order to increase the student's confidence in the inference. |
| Water Troubles: | This Model Eliciting Activity (MEA) presents students with the real-world problem of contaminated drinking water. Students are asked to provide recommendations for a non-profit organization working to help a small Romanian village acquire clean drinking water. They will work to develop the best temporary strategies for water treatment, including engineering the best filtering solution using local materials. Students will utilize measures of center and variation to compare data, assess proportional relationships to make decisions, and perform unit conversions across different measurement systems. |
| A MEANingful Discussion about Central Tendency: | Using relatable scenarios, this lesson explores the mean and median of a data set and how an outlier affects each measure differently. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
