The Arizona STEM Acceleration Project

Human Dot Plots - Part 2

Human Dot Plot - Part 2

A 9 -12 grade STEM lesson

Laura Richmond

01/31/2024

Notes for teachers

This lesson is best taught with 20+ students to provide enough individual data points to discuss.

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Students will create another dot plot to represent today’s morning moods to compare with yesterday’s.

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They will first physically make the plot by using their bodies (and then paper plates) as the data points to understand each point represents an individual student’s response.

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They will share general observations about the class data based on where students are standing.

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Then, they will transfer that data to a paper version in their group. Finally, they will use GeoGebra to create a dot plot.

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Part 1- Click here

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List of Materials

• Painter’s Tape
• Pre-made numbered cards (1 - 10)
• Paper Plates
• Grid Chart Paper
• Rulers / Meter Sticks / Yard Sticks
• Markers
• Dot Stickers
• Student Computers w/ GeoGebra access

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Math Standards

A1.S-ID.A Summarize, represent, and interpret data on a single count or measurement variable.

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• A1.S-ID.A.1 Represent real-value data with plots for the purpose of comparing two or more data sets.

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Preparing students for:

• A1.S-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

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• A1.S-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of outliers if present.

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Technology Standards

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• 9-12.5.b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

Objectives:

• We will use graphing technology to represent two sets of classroom data.
• We will determine statistics for each data set and interpret their meaning in context.
• We will compare the two data sets using the dot plots and the statistics that summarize them.

Agenda

1. Student Dot Plot - New Day New Mood (5 minutes)
2. GeoGebra Dot Plot (10 minutes)
3. Data Comparison (10 minutes)
4. Class Discussion / Closure (5 minutes)
5. Assessment (15 minutes)

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Intro/Driving Question/Opening

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[Show yesterday’s dot plot representing student moods (rated 1 - 10) when they first woke up that morning]

Ask:

• What information does this dot plot tell you?
• What information does it leave out?
• How do data displays like this dot plot help us communicate information about a group of people?
• What might today’s class dot plot look like in comparison?
• What would be important to remember about creating a new data display if we wanted to compare yesterday’s with today’s data?

Hands-on Activity Instructions:

Human Dot Plot

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1. Ask students to rate their mood when they first woke up in the morning and write it on a paper plate along with their name.
2. Before creating another number line with painter’s tape and pre-made numbered cards, ask students what we should consider if we want to compare today’s dot plot with yesterday’s. (Focus on equal spacing, scale, etc).
3. Once another identical number line is made, instruct students to stand in line (with their plate) “above” the number that matches their response to the question.
4. With a partner nearby, have them share their observations. Then select a few to share as a class. Be sure to elicit discussion of and label mode, extremes (minimum and maximum), range, potential outliers, median, mean, and possible descriptions of the “shape” of the data.
5. Have students place their paper plate as a “dot” above the number line on the floor and encourage them to take a picture of the paper plate dot plot before returning to their seats.
6. Ask students how creating a new dot plot helps us compare today’s data with yesterday’s.

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1. Instruct students to work individually to create a dot plot for today’s data and calculate/interpret key statistics using GeoGebra (Upper Extreme, Lower Extreme, Range, Mode, Median, Mean). Provide class guidance about how to adjust the settings to allow for the same scale as the previous day.
2. Ask students to paste copies of yesterday’s dot plot and today’s dot plot on the same document (being mindful of sizing). Consider showing and discussing examples of what NOT to do when comparing two data displays.
3. Have students pair up to write statements to compare the following:
• Upper Extreme
• Lower Extreme
• Range
• Mode
• Median
• Mean
• BONUS: The shape, spread, and “center” of each distribution
4. Each pair of students will pair up with another duo to share their statements and make revisions.
5. Discuss as a class.

Hands-on Activity Instructions:

GeoGebra

Assessment

Provide two sets of class data (or something else relevant to compare such as average daily Phoenix temperatures in December from two separate years)

1. Make two dot plots using GeoGebra being mindful of keeping the settings and scale consistent for both.
2. Using the dot plots and the calculated statistics, compare each of the following and describe what it tells us about the data:
1. Upper Extreme
2. Lower Extreme
3. Range
4. Mode
5. Median
6. Mean
7. BONUS: The shape, spread, and “center” of each distribution
3. How do dot plot displays help us compare two sets of data?
4. What are the benefits of using GeoGebra to compare two sets of data?
5. Create your own question for which data would be represented well with a dot plot and could be used to make comparisons. Explain why.

Differentiation

Provide anchor charts with definitions/examples of range, median, etc. for students who need support with sharing observations.

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Allow students to make poster version of dot plot before transitioning into GeoGebra dot plot if struggling to make sense of statistics.

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For the GeoGebra dot plot, consider providing step-by-step instructions with screenshots to remind students of the process of creating a dot plot and calculating the statistics.

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Remediation

Extension/Enrichment

Ask students to use descriptive language to describe the shape each data distribution.

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If outliers are present, ask students to collaborate on a definition for what qualifies as an outlier and explain how their comparison statements would change if the outlier(s) was/were removed.

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Ask students which data set shows more “variation” and why.

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Ask students which data set has a greater “measure of center” why. Ask them to explain which statistic(s) they used to determine this.