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Ariel GaneshBox-PlotsHigh School Math (Statistics): Grades 9-12No Specified time interval but I will choose to allot three sessions for this lesson.
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StandardsStrategies Technologies
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S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).Remind students (with question and answer sheets) about the definition and purpose of mean, median, and mode. [Teacher Centered]Hints at using a histogram activity page but it does not directly support the teacher's lesson or teaching strategy.
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S-ID.3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).Have students interpret their data by answering questions and in the closure activity, discuss them. [Student Centered]Use the Box-Plot Activity to input the data they collected and interpret it. This Activity also supports the students' learning but can be better preserved with the TI-83 and a Google Spreadsheet.
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 Lead a discussion and walk students through the construction of quartiles, the five-number summary and box plot construction.[Teacher Centered]Hints at using mostly a verbal discussion of the terminology and providing a few constructions of box-plots via the internet. It supports the teacher's lesson but does not allow for manipulation of the Box-Plot.
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Provide graphs on a Smartboard and have students notice the changes in the plots as the shape, not the data, is altered and raise a discussion. This helps identify purpose of the Box-plot. [Equally Teacher and Student Centered]Use a Smartboard to display a figure of a box-plot. From the figure, identify, along with the students, the regions where the quartiles, outliers, median, and range are. Gradually alter the data and compare the differences with the graphs together.
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NETS-S.6. Technology Operations and ConceptsShow students how to use the box-plot exercise or TI-83 and have them experiment with it so they can understand, use, and troubleshoot it. [Student Centered]Box-plot activity, Graphing Calculator
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S-ID.2. Use statistics appropriate to the shape of the data distribution to compare center and spread of two or more different data sets.
With Guided Practice, have students individually refer to and experiment with the built in data sets in the Box-Plot activity to answer questions from a worksheet. Then use an independent activity to gather data and plot them using a box-plot. [Student Centered]Use the online Box-Plot Activity to experiment with the given data sets. The students are only using it as a visual to answer questions. The Box-Plot Activity supports the students' understanding of the lesson but can be difficult to learn.
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NETS-S.1,2,3,4For the independent activity, I will have students develop their own plan of investigation and present solutions. This investigation will be to collect data from a sample of 30 students to address any issue they want such as school funding for extra curricular activities, or ratio of boys to girls. Something where they can identify a global issue that they can relate to. Spreadsheets, Powerpoint, Twitter, Facebook,
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NETS-S.3,6Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. This tool will be used to record data and organize it. [Student Centered]Various technologies of their choice.
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With this guided practice, I would have students work in groups to exchange ideas or collaborate to interpret the given data. [Student Centered] If I were to use the provided Box-Plot Activity, even as an introductory activity, I will allow the students to alter the data and interpret their findings based on their initial assumptions. However as a more efficient alternative, I would have students use a TI-83 calculator because it is more easily accessible and the data input format is much easier to learn and use. I will use a Projector or SmartBoard to input data from an example to provide a clear visual of outliers, mean, median, range, and mode.
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NETS-S.5 Digital CitizenshipCreate a Twitter account to share and collect data from their peers [Student Centered]Twitter
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NETS-S.2 Communication and ColloborationStudents use the twitter account to communicate and work collaboratively while contributing to the project and respecting others views. [Student Centered]
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I would have students share their answers in their groups and compare data. Although all the collected data should be similar, or if not the same, initially comparing results and the constructed box-plot will help students notice flaws or inaccuracies. [Student Centered]I would have students input their data in Google Spreadsheets to initially create formulas and calculate, mean, median, range, and mode. Then with this data, they will be able to graph the box-plot using the TI-83 or Box-Plot Activity Page. Keeping this data in Google Spreadsheets or the TI-83 will help shift to the next sections: Linear Regression and Bell Curves.
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NETS-S.3. Research and Information FluencyStudents locate, organize, and analyze their data and results as a group and collaboratively. [Student Centered]Excel, Google Spreadsheets, Powerpoint
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NETS-S 1. Creativity and InnovationHave students identify trends in the data and make predictions on these trends. [Student Centered]
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Shodor: http://www.shodor.org/interactivate/lessons/BoxPlots/
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