Presentation on theme: "21 st Century Lessons Statistical Questions and Representation Mrs. Thompson Level 1 1."— Presentation transcript:
21 st Century Lessons Statistical Questions and Representation Mrs. Thompson Level 1 1
2 Lesson Objective SWBAT understand the concept of a statistical question, and develop a method to collect data to answer a statistical question. Lesson Description The main idea of this lesson is to try and have students realize on their own what a statistical question is, and understand the need for methods to appropriately collect data. We begin by having the students explore a question that is certain to have variability, and have them organize the data on their own. The remainder of the lesson involves definitions and questions about ways to organize data, mainly revolving around histograms (or bar graphs), line plots. It also touches upon the difference between qualitative and quantitative data. Lesson Overview (1 of 3)
3 Lesson Vocabulary Statistical Question – A question whose answer may vary. Variability – The tendency of an answer to change. Data – The group of answers to a statistical questions Frequency – The amount of times a particular answer is collected in the data. Bar Graph– a graph that represents data using bars Line Plot– A graph that represents data using a line and tally marks. MaterialsGraph paper, Rulers, Classwork, Homework Scaffolding Throughout the Explore, Summary, and Practice portions of the lesson, a handout will be used by students to organize their notes. There is also a separate hand out on how to create bar graphs and line plots if the student needs more time to look this over. Enrichment Advanced Objective: SWBAT Organize statistical data in an appropriate method, and use this to answer typical question regarding sets of data. Online Resources for Absent Students Learn to construct Line PlotsLearn to construct Line Plots, Learn to Construct Bar Graphs Lesson Overview (2 of 3)
4 Lesson Overview (3 of 3) Common Core State Standard Grade 6: 6.SP Develop understanding of statistical variability. 1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. http://www.corestandards.org/ Before and After Before the students start this lesson, we will assume they have never seen any form of statistics before. (This will probably not be true) By the end of it they should understand the concept of a statistical question, data, and how to make a bar graph and line plot. Topic Background The idea of collecting data and using it for various methods is an ancient practice. Using ideas like a bar graph and line plot are relatively new ideas. Many sources credit William Playfair (circa 1780) with inventing the bar graph. In the last 20 or so years, these graphs have become much more accessible to people with the use of computers, and statistical questions can be answered as well as ever.
Warm Up Agenda 5 3) Based on the results from question 2, try to guess how many letters the next person has in their middle name. Explain why you guessed this! 1) How many letters are in your middle name? 2) Ask 5 class mates how many letters are in their middle names, and write them down. OBJECTIVE: SWBAT understand the concept of a statistical question, and develop a method to collect data to answer a statistical question.
Launch A 6 What is the definition of a statistical question? A statistical question is a question where the answer can change depending on who it is asked to, and when it is asked. This kind of change is called variability. Vocabulary Agenda
Launch B 7 Can you determine whether the following questions are statistical question or not? 1. What did everyone in the class eat for breakfast today? Statistical Question! …Why? 2. What did YOU eat for breakfast today? Not a statistical Question… Why? 3. How many people in the class ate breakfast today? Not a statistical Question…Why? 4. Who was the first president of the U.S.A.? Not a statistical Question… Why? 5. How many points does Lebron James have in each game? Statistical Question! … Why? (Wait time: 30 seconds for each question) Agenda
Launch B 8 Let’s go back to our warm up question: How many letters are in each students middle name? Answers: “I have no idea what all these numbers are saying! If only I could organize them better…” Agenda
Launch C 9 The answers for our statistical questions have a special name. They are called our data. Data: The counts, measurements, or opinions that are collected to answer a statistical question. Notice how some of the numbers in our data show up more than once. This has a special name as well: Frequency: The number of times an answer shows up in the data. Agenda
Summary 10 What are some differences between statistical questions and non statistical questions? 1) Statistical questions have more than one answer.. 2) Statistical questions vary according to who answers, where it is answered, and when it is answered. 3) The answer to statistical questions is in the form of data. 4) …and many more! Agenda
Summary – How to Make a Line Plot 11 A jogger wrote down how many miles he ran on ten different days. These were his results: 2, 3, 5, 2, 4, 4, 2, 7, 2, 3: We are going to create a visual representation of this data called a Line Plot. Copy this down in the space for problem 6. Agenda
Step 3. Title your number line, and create a key.Step 4. Put an “X” over each number to represent an item in your data. Step 2: Draw a number line that contains all the numbers in your data. Now you have made a Line Plot! Four runs were two miles long.Two runs were three miles long.Two runs were four miles long.One run was five miles long. Step 1: Organize the data. 2, 2, 2, 2, 3, 3, 4, 4, 5, 7 Miles: 1 2 3 4 5 6 7 8 Amount of Miles Run … and one run was seven miles long. Summary – How to Make a Line Plot 12 Key: X – one run XXXXXXXX XXXX XXXX XX 2, 3, 5, 2, 4, 4, 2, 7, 2, 3: Steps: 1. Organize 2. Draw 3. Title/Key 4. Put in X’s Agenda
Summary – How to Make a Bar Graph 13 Pizza hut surveyed 10 people to find out what kind of pizza they liked. Here were the results: Cheese, Pepperoni, Cheese, Mushroom, Pineapple, Cheese, Pepperoni, Chicken, Chicken, Pepperoni Let’s Make a Bar Graph to organize this to interpret this data better. Copy this down in the space for problem 7. Agenda
Three people prefer PepperoniTwo people prefer chicken Cheese – 2, Pepperoni – 3, Chicken – 2, Pineapple – 1, Mushroom – 1 Step 2. Create a graph with the choices on the bottom, and numbers on the left. Make sure these numbers cover your frequency. Step 3. Make sure you title and label your graph. One person prefers pineapple Cheese, Pepperoni, Cheese, Mushroom, Pineapple, Cheese, Pepperoni, Chicken, Chicken, Pepperoni Favorite Pizza: Cheese Pepperoni Chicken Pineapple Mushroom Types of Pizza Frequency Favorite Types of Pizza Step 4. Create a bar over the type of pizza to represent how many times it shows up in your data. … and one person prefers mushroom. You have now created a Bar Graph! Summary – How to Make a Bar Graph 14 Step 1. Organize the data. 4 3 2 1 Three people prefer Cheese Steps: 1. Organize 2. Create Graph 3. Title/Label 4. Create Bars Agenda
Task 2 1. You will find one current event. It must be an international current event within the last 90 days. 2. You will read the current event, copy and paste to a word document with the resources. 3. You will then summarize in your own words. 1 paragraph, 3-5 sentences. 4. You will create a statistical question for the event. 5. You will come up with 3-5 possible answers for your question. 6. You will create a line plot or bar graph to represent your data. All work for the task should be typed. Graphs can be created on excel or by hand. If by hand-they must be neat, USE A RULER!! 15