Ask students to pair up and discuss what they think each term means. In a similar fashion as in the Engage section above, ask students to think about the following terms: maximum, minimum, median, and quartile. They are going to do so as a whole class, but you will help guide them. You'll want to keep the momentum moving in this portion of the lesson in order to keep students focused and engaged.įirst, share with students that together they are going to construct a box and whiskers plot using statistical terminology. This exploration engages students in transforming their dot plot into a box and whiskers plot. Teacher's Note: Exploring As A Whole Class "What other ways could you imagine displaying our birthday data?" Again, ask students to think about their response independently for a moment, then pair up with a neighbor, and solicit a few responses from the class. Then, solicit a few responses from the class.Ģ. Next, have them talk to a peer about what they notice. "What do you notice about our dot plot?" Ask students to think for a moment about the way their data is displayed. Pose the following questions to the whole class (who are still lined up on their sticky notes):ġ. Next, students will engage with their peers to answer some simple questions about the dot plot. Now that everyone has found a space on the number line, it is time to do some statistical reasoning! Share with students that by lining up in front of the number line they have created something in statistics called a "dot plot." Ask whoever is oldest to be in the front, and the younger students can line up behind them. This is great news! Not only do you share a birthday, but you also share sticky note. Teacher's Note: What If We Have The Same Birthday? There's no need to worry about the month or year. They can even share their birthday with their neighbor.Īsk students to find the sticky note along the wall that corresponds to the day of the month on which they were born (1-31). This will serve as a large number line for students to complete the Engage portion of this lesson.īegin by asking students to recall their birthday. Evenly space each note on the floor along one side of your classroom. Each sticky note needs to contain one number, starting with 1 and continuing consecutively up to 31. To set up the lesson, you will first need 31 sticky notes. They also describe how data is displayed (quartiles) and what information can be easily gathered from a box and whisker plot (medians, minimum/maximum value, spread of the data, etc.). Students reflect and detail the key components of constructing a box and whisker plot. Some extra extensions are included to modify for 7th and 8th graders. Students construct their own box and whisker plots from different data sources (either provided by the teacher or researched by the student). Also, students describe how to construct box and whisker plots from a set of data. Students explain how the data is dispersed within the plot/graph. Student then draw and record the final result in their notebooks. Students discover the fundamentals of box and whisker plots through their active participation in creating a human box and whisker plot. Students learn how to transform data sets (their dot plot) into a new type of graph by applying knowledge of dot plots, minimum value, maximum value, and median. Students use their birthdays and a number line to construct a human dot plot by applying previous knowledge and then discuss other ways they could display their data from the dot plot.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |