This lesson went exactly as designed. It flowed well and moved along at an appropriate pace. The first hour covered types of data: quantitative, qualitative/categorical, discrete, and continuous. I used a small survey and asked the class to classify the data. We had a good discussion of what was meant by discrete versus continuous.
Then I had students respond to the question on eye color. I asked students what the frequency distribution for eye color was. Next, I asked about the relative frequency distribution. As I told the class, anytime they see the word "relative" they should think of percent.
The class then graphed this data using bar graphs and pie graphs. We shared some of the graphs and discussed distinguishing characteristics of the graphs.
I then asked students to respond to a question about how many siblings they had. We looked at creating stem and leaf graphs and dot plots for the data. Most students hadn't seen a stem and leaf plot since grade school, so we spent a little bit of time discussing how these are created.
We took a break before diving into histograms. We talked through how to create a histogram and then discussed the issue of class width/bin size. We used the sibling data and I showed how different bin sizes change the look of the distribution.
I picked one of the graphs and started working with the class to describe the distribution. We discussed symmetry and skewness, number of modes, and outliers and other unusual features. I shared common shaped graphs and had students describe these graphs.
We finished up by using two different data sets. Students created an appropriate graph and then described that graph. Overall, the class seemed to grasp these ideas fairly well. Next class will include a short quiz, so I'll better see how things went.
Below is the outline of today's lesson. Annotations appear between square brackets and are italicized, [like this].
Day
2—Organizing Data
·
Take a look at this survey
o
Which are quantitative variables
o
Which are qualitative variables
o
Which are discrete variables
o
Which are continuous variables
·
Ask students to respond to eye color question
and record counts using tally marks
·
What is the frequency distribution of eye color
in this class?
·
In statistics, any time you see relative it
means percent
o
What is the relative frequency distribution of
eye color in the class?
·
How can we graph this distribution?
o
Pie graph
o
Bar graph
·
Ask students to respond to number of siblings
o
Create frequency
and relative frequency for siblings
·
Ask students to respond to number of states
visited [did not use today, just worked with sibling data]
o
Create tally’s by values
·
How could we graph these data?
o
Histogram [saved this for last since needed to discuss issues with class width]
§
Grouping, class width, lower limit and upper
limit
o
Dot plot
o
Stem and leaf
§
Determining stems, split stems, leafs, and key
·
How would you describe the shape of the histogram?
o
Number of modes
o
Symmetry
o
Unusual features
§
Gaps, outliers, or other unusual characteristics
·
Show common distribution shapes
o
Discuss
·
Formative assessment
o
TV sets
o
Days to investment maturity
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