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Content Standards:
Students will demonstrate their ability to collect, organize, and display data
and will interpret information obtained from displays, (bar graphs, circle
graphs and line graphs). Students will model and find the measures of central
tendencies (mean, mode, median, and range). They will write reports based on
statistical information. Students will discuss common uses of technology in
daily life and the advantages and disadvantages those uses provide. They will
use general purpose productivity tools and peripherals to support personal
productivity, remediate skill deficits, and facilitate learning throughout
the curriculum. Students will use technology resources (e.g., calculators,
data collection probes, videos, educational software) for problem solving,
self-directed learning, and extended learning activities. They will determine
when technology is useful and select the appropriate tool(s) and technology
resources to address a variety of tasks and problems.
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Project Summary:
Using Mini-M&M’s students will collect, analyze and display data. They
will analyze the data using central tendencies, (range, mode, mean and mean).
Students will learn to use Microsoft Excel to create data tables, bar graphs,
circle graphs and line graphs of their data. Students will learn to make
connections as to when each of the graphs is appropriate for accurate
statistical display. Using Microsoft Word students will write reports based
on statistical information. Students will learn to print and save their work
to the file server. Information in The Candy Box PowerPoint Presentation is
explicitly stated because it will be used as an independent learning center.
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Objectives/Desired Results
Choices in data collection and representation affect their
interpretations and use.
Enduring Understanding:
Choices in data collection and
representation affect their interpretation and use. We can describe and
measure the same thing in different ways e.g. bar graphs, circle graphs.
Essential Questions:
Identify when a specific measure of
central tendency is most appropriate.
How do we show data?
How do we decide which graph to use?
Can statistics lie?
Plans for Facilitation:
Teachers:
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Will need to know Microsoft Excel.
·
Will need to know Microsoft PowerPoint
·
Will need to change title, labels, colors and font
sizes.
·
Will need to know how to setup electronic folders for
each student on the server.
·
Will need to practice time management skills.
Students:
·
Will need to know line plots, bar graphs, circle
graphs and line graphs manually.
·
Will need to know how to calculate central tendencies
(range, mode, median and mean).
·
Will learn Microsoft Excel, including the graphing
feature.
·
Will practice time management skills.
·
Will practice proper computer skills.
·
Will open and save work to their folder on the
server.
Active Learning:
Bar Graphs: (Day 1 &2)
- Present and discuss
the Candy Box PowerPoint Presentation.
- Present data table
and bar graph representing the teacher’s box of Mini-M&Ms with the
distribution of colors, and pose the question – "Does this
represent a typical box of Mini-M&Ms"?
- Introduce the
enduring understanding, essential questions and key vocabulary terms.
- Present concept
attainment lesson on central tendencies and their applications.
- Have students read
and discuss relevant selections from the math textbook.
- Review key
elements of graphs: line plots, bar graphs, circle graphs and line
graphs.
- Working in
cooperative groups, have each student collect, organize and display
data to create a data table and bar graph for a specific color of
Mini-M&Ms using the data they collect from the other members in
your group.
- Assess and give
feedback on the data tables and bar graphs; allow students to
self-assess and assess their peers. (See rubric)
- Have each student
choose which central tendency to use by analyzing the data table and
bar graph to accurately represent the data for his or her color on a
group data table and bar graph.
- Give feedback
regarding the data analysis.
- Working in
cooperative groups, create a data table and bar graph for the
"typical box" of Mini-M&M’s including every color,
within their group.
- Assess and give
feedback on the data tables and bar graphs; allow students to
self-assess and assess their peers.
- Discuss why bar
graphs were an accurate statistical display for this type of analysis.
- Have students
write their insights and reflections from the day’s activities.
Computer Lab: (Day 3)
- Using a computer
attached to a TV monitor, walk students step by step through how to
use Microsoft Excel to create a data table and bar graph for their
specific color of Mini-M&M.
- Assess and give
feedback on the data tables and bar graphs; allow students to
self-assess and assess their peers.
- Again, using
Microsoft Excel, have students create a data table and bar graph for
their group’s "typical box" of Mini-M&M’s.
- Assess and give
feedback.
- Have students
experiment with selecting the circle graph and the line graph option
using the bar graph data.
- Have students
interpret if the computer generated statistically correct displays.
Why or why not?
- Walk students step
by step through how to print and save work to their file on the server
after each graph is complete.
- Have students
write their insights and reflections of the day’s activities.
Circle Graphs: (Day 4)
- Present and
discuss the Candy Box PowerPoint Presentation.
- Present data
table and circle graph representing the teacher’s box of
Mini-M&M’s with the distribution of colors, and pose the
question-"Does this represent a typical box of
Mini-M&M’s"?
- Discuss the
enduring understanding, essential questions and key vocabulary terms.
(Specifically discuss with students why the circle graph option didn’t
work with the bar graph data table. Discuss how the two graphs are
inherently different and why.
- Ask students
"How might we alter the data to conform to the circle graph
requirements, while creating an accurate statistical display."
- Working
independently, have students analyze the data and create a new data
table converting the numerical data table for the bar graph into
percentages for the circle graph. (Each piece of a circle graph has a
relationship to the whole).
- Assess and give
feedback on the data tables; allow students to self-assess and assess
their peers. (See rubric.)
- Have students
write their insights and reflections from the day’s activities.
Computer Lab: (Day5)
- Using a computer
attached to a TV monitor, walk students step by step through how to
use Microsoft Excel to create a data table and circle graph for their
group’s "typical Box" of Mini-M&Ms.
- Observe and assess
the process of data organization and display.
- Walk students step
by step through how to print and save work to their file on the server
on an individual basis.
- Assess whether
students are interpreting data and making connections –(Based on the
data table, graphs and calculations is the teacher’s box of
Mini-M&M’s a "typical box" of Mini-M&M’s? Why or why
not? Why did the circle graph option work now and not before? Will the
line graph option work now with this data table and reflect an
accurate statistical display? Why or why not?)
- Have students
write their reflections and insights of the day’s activities.
Line Graphs: (Day 6)
- Present and
discuss the Candy Box PowerPoint Presentation.
- Review the
enduring understanding, essential questions, and key vocabulary terms.
- Have students
reflect-"When we clicked on the line graph icon in Excel, with
our bar graph data table did we create a display that was
statistically accurate?
- Have students
brainstorm: What does a line graph represent statistically? Or rather,
when do we use a line graph? Can bar graphs, circle graphs and line
graphs represent the same statistical data? Why or why not?
- Assess students’
ability to make connections. "If line graphs show increases or
decreases over time, can we use a line graph to represent the colors
in a "typical box" of Mini-M&M’s? Why or why not?
- Give students the
official suggested retail prices for the Mini-M&Ms Roll since its
introduction in 1996 through 2000, on a annual basis.
- Working
independently, have each student create a graph for the given
information.
- Observe if
students can readily create a line graph for this data. (See rubric.)
- Have the students
who understand the concepts, coach the others in their group to create
a line graph for this data.
- Assess student’s
level of understanding by posing the question: "What other
information could we analyze to display a trend using a line graph?
- Have students
write their reflections and insights regarding today’s activities.
Computer Lab: (Day 7)
- Using a computer
attached to a TV monitor, walk students step by step through how to
use Microsoft Excel to create a data table and line graph for the
suggested retail price for the Mini-M&M’s Roll from 1996-2000.
- Facilitate the
students’ ability to accomplish this task by walking around after the
demonstration asking questions, as well as, answering questions.
- Assess and give
feedback on the data tables and bar graphs; allow students to
self-assess and assess their peers.
- Have advanced
students discover if they can use the line graph data table to create
a bar graph or circle graph. Discover if it is statistically accurate.
- Have students
write their insights and reflections.
- Assessment: Given
that line graphs reflect trends in data can you predict what the suggested
retail price of a Mini-M&M Roll in 2001? MMARS just introduced the
Mini-M&M Mega Roll in 2000, with a suggested retail price of $0.89
can you predict what the price of the Mini-M&M Mega Roll will be
in 2001? Do you see a strategy behind their pricing?
Culminating Activity: (Day 8)
The enduring understanding through out this
project was Choices in data collection and representation affect their
interpretation and use. Have students reflect on the essential questions.
Have students answer the following questions in
light of the enduring understanding and the essential questions. (See
rubric.)
Did the teacher have the "typical box"
of Mini-M&Ms?
Did your group have the "typical box"
of Mini-M&Ms?
Is there such a thing as the "typical
box" of Mini-M&Ms? Why or why not? Explain the relevance of each
graph as it relates to the activity.
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Scoring tool to be used for evaluation.
Rubrics: Bar graph performance assessment.
Circle graph performance assessment.
Line graph performance assessment.
Letter to director of Sales at Mars Inc.
Quiz : Central tendencies – range mode median and mean.
Quiz : Definitions with examples of graphs: bar graphs, circle graphs and
line graphs.
Prompt: Describe two different situations where it would be best to use
either range, mode, median or mean?
Observations: While engaged in performance tasks.
Self-assessments:
1. Each graph.
- Whether student is
comfortable knowing when to use different graphs.
- The extent to
which you know which central tendency is best to use to represent the
data.
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