Varty Yeremian and Meredith Scheiner

Unit Topic: Using Graphs to Analyze Data Date: 1/23/13 Grade level: 8th

Stage 1 Desired Results Content Standard/Established Goals(s): (old state standards which our school uses) 2.6.8.B. Organize and display one-variable data using appropriate data display, such as stem and-leaf and box-and whisker plots, and two variable data with scatterplots. 2.6.8.C. Calculate quartiles for one-variable data and describe the correlation coefficient for two-variable data displayed in a scatterplot. 2.6.8.D. Compare data sets graphically using double-bar and double line graphs and numerically using mean, median, mode, range, and quartiles. 2.6.8.E. Determine the effect of extreme values on numerical summaries and calculate estimates based on survey results or graphs. (7th grade standards because our students are behind) 2.6.7.B. Organize and display data using an appropriate data display, such as circle graphs, histograms, line graphs, double bar graphs, and stem and-leaf plots, Venn diagrams, tables, and charts. 2.6.7.C. Use numerical summaries to describe different sets of data. 2.6.7.D. Use measures of central tendency and spread to compare data sets. 2.6.7.E. Interpret trends and make predictions based on data displayed in a graph. Understanding(s) Students will understand that: -different types of graphs represent data in different ways -data can be represented in different ways depending on its purpose -predictions can be made using trends in scatter plots -mathematical correlations dont mean causation -numbers dont lie, people do Essential Question(s): -How can organizing data help us understand the world around us? -What are different ways to make sense of information/data? -How do we know which data representation to use in different situations? -Can data be deceptive? Do numbers lie? -How do scientists interpret their data?

Student objectives (outcomes): Students will be able to -read graphs critically and choose an appropriate graph to display the given data -describe data using mean, median, mode, and range -choose an appropriate measure of central tendency to describe data -use line plots, frequency tables, histograms, Venn diagrams, stem-and-leaf plots, box-and-whisker plots, and circle graphs to interpret, represent, and describe relationships between data -recognize misleading graphs -choose appropriate scales or graphs -make predictions and inferences based on scatter plots and trends in graphs Students will know -Data and graphs can be manipulated to serve the purpose of its presenters -outliers do not greatly affect the mode or the median, but they make the mean a less effective way to represent the central tendency -the definitions and use for the following words: measures of central tendency, mean, median, mode, range, outlier, frequency, frequency table, line-plot, Venn diagrams, stem-and-leaf plot, box-and-whisker plot, scatter plot, histogram, and circle graph -when you present data, the type of data and your presentation purpose influence the type of graph you choose Stage 2 Assessment Evidence Performance Task(s): Other Evidence: -Students research the frequency of natural disasters in -exit ticket before they leave class (2-3 questions based on certain geographic areas and make a frequency table to what they learned in class and tying in science topics) present the data. From this table students will then make -homework from the math workbook corresponding to the unit predictions for insurance costs. covered in class -Students are given data relating to the mineral -do nows asking 5 questions from the lesson covered the composition of different rocks. Students need to find the day before central tendencies of the data and from that, they will - multiple choice tests for the end of the unit (mandatory) create histograms comparing different samples of different rocks. -Students gather their own data through either a class survey or research on a particular subject. Students then

Varty Yeremian and Meredith Scheiner

make a visual representation of their data using the graph they think represents their purpose best. All students display their information for the class to discuss its effectiveness.

Stage 3 Learning Plan Learning Activities: -Participation in data collection at the start of every class (different question each day) and use data collected as an example of the type of central tendency/ graph we are teaching that day. -Students are given different graphic representations of the same data and as a group explain how the graphs convey the information differently

Comments: Varty and I have the same one on purpose :)

MEREDITH SCHEINER, Jan 23 at 3:54pm

i can't comment in the document for some reason. overall it looks very good. i know we've been back and forth on this, but i do think you can add a line or two in the understandings that address the content you will be focusing on (earlthquakes) - something about how math can behelpful in real life. assessments look good. the next step is the start to sequence and make sure that you have activities and assessments that address each of the understandings. that work happens on the curriculum tables
Christopher Pupik Dean, Jan 30 at 11:14am