Mission Possible - overcoming the fear of failure Make a Copy

Link to lesson
Tags

boxandwhiskerplots

Description

 

Objectives

Subarea II.7 – Data Analysis

B. Read, analyze, interpret, and draw conclusions from data.

1. Understand the relevance and importance of reliable data sampling techniques to ensure more

accurate statistical results.

2. Use and understand the meaning of representative and non-representative samples.

3. Understand and use descriptions of center, spread, and shape to summarize and compare data sets.

4. Make predictions and draw inferences using summary statistics.

5. Analyze data sets using graphs and summary statistics.

6. Analyze relationships between paired data using spreadsheets, graphing calculators, or software.

C. Determine and use probability to solve problems.

1. Understand probability in real-world situations.

2. Understand the influence of independence and dependence of events and variables.

 

Specific lesson objective: 

 

  • Students will be calculate, mean, median, mode, and range.

  • Students will be able to find Lower Extremes, Lower Quartiles, Medians, Upper Quartile, Upper Extremes, Outliers, and the Interquartile Range on a box plot.

  • Students will be able to interpret a data set based on a box plot.

 

Supplies

  • Formative Clone Code: KBZYXQ or link

             https://goformative.com/clone/KBZYXQ


 

 

Time-length for Instruction

ASE class - about 2 classes or 4 hours in total

ABE class - depends on the class, but I would think no more than 4 classes at the most

 

Warm-up/Engage

  • Students complete Formative activity on Mean, Median, Mode, and Range (Formative Clone Code: KBZYXQ or link

             https://goformative.com/clone/KBZYXQ)

 

  • After students do the warm-up, we go through that section to ensure that they understand mean, median, mode, and range. I model as we go to fill in any gaps. Students are given additional practice with the option of a worksheet. (This part kind of overlaps with present/explain section for those students who do not remember m,m,m, & r)
     

  • We do a Plickers activity to assess understanding before moving on the box and whisker plots

 

Introduce/Explore

 

 

  • Students go  to the Quizlet Flashcards and familiarize themselves with the box and whisker plot vocabulary.
     

  • Students and teacher go through the Explore section of the HyperDoc where they have an opportunity to demonstrate what they learned.
     

  • Teacher reviews flashcards on overhead with the class.
     

Present/Explain

  • Students and teacher go through the Explain section of the HyperDoc
     

  • Class runs through the scenarios to understand what each box plot means.
     

  • At first, students receive guidance, then they work independently with assistance from the teacher
     

  • Plickers Activity 2: How well do you know box and whisker plots? to assess understanding

     

Independent Practice/Apply

 

Assess

How will you know they’ve “got it”?

Plickers assessments, HyperDoc activities, and Formatives

Student Reflection Activity

Exit ticket: Student share what they learned on a notecard at the end of the lesson.

Before you teach:

How did you connect this lesson to real life? Sample box plots/graphs
How did you differentiate the activity for higher and lower-level students? Offered additional practice, let them work at own pace
How did you plan to strengthen classroom connections/culture?: Students connected by helping each other, recognizing not everyone is at the same knowledge or skill level
How did you integrate technology into your lesson plan? Plickers, Formative, HyperDoc

 

Teacher Reflection

How did the lesson go? Excellent - I have done this topic a few other times with some success, but I observed a deeper understanding this time. I thought the lesson would take several weeks, but it only took about  2 class sessions in total.

What was the highlight? After weeks of testing, test strategy activities, and goal-setting, it was nice to TEACH again.Students appreciation of a relevant HSE/GED subject matter, and the Plickers activities are a always a fun, engaging activity that help me quickly assess areas of struggle and understanding within moments.
.What would you do differently next time? I am looking into the idea of having students either create their own graphs or find an OER version of a graph that they can revise or remix to really deepen their understanding and learning experience. In doing so, I would be able to teach them valuable skills they could use outside of the classroom. Making their own graphs using Google Sheets or an Excel Spreadsheet would teach them how to create graphs, a skill that might deem useful in future jobs and/or college. Likewise, finding an OER to revise or remix would give me an opportunity to teach them about how to be good digital citizens (how to find open/free resources and not violate copyright as well as how to revise and remix an open resource and credit the source), which is another skill employers and colleges  seek from 21st century workers and students.