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Unit Title: Interpreting Data

Grade level: High School Statistics


Length of unit: 4 Weeks
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:
The way data is collected, organized, and displayed influences
data interpretation
Within mathematics there exists a variety of methods to
display and organize data.
The same set of data can be used to tell multiple stories, even
contrasting ones.

Essential Questions:

How do data collection, organization, and display influence data


interpretation?
How much information is needed in order to understand the
entire picture?
What is the most appropriate way of communicating a
mathematical idea in a particular situation?

Knowledge & Skills Acquisition


Learning Goals: (e.g., Iowa/Common Core standards.)
HSS.ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two
or more different data sets.

HSS.ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
HSS.ID.A.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets
for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

Students will know

Measures of Center (mean v median v mode)


Shape (symmetry, peaks, skew)
Spread (range, standard deviation)
Charts and Graphs (scatter plots, histograms, box and
whisker plots, bar charts, pie charts)
Sourcing and Bias

Students will be able to

Read and interpret data given a particular data set and provide
justification for their interpretations
Determine an appropriate and effective way to present
information given an audience and stance.
Analyze the source of an article and determine possible bias.
Student will be able to justify their answers.

Resources/Materials:
Fathom, Tinkerplots, or another type of data manipulative program
Access to computers/internet for fact checking
Posters, markers, color printers, printer paper
Stage 2 Evidence (Assessment)
Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam,
discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance
Assessment (role-play, Simulation, labs, dramatization)
Pre-assessment:

The pre-assessment will consist of a group activity involving data interpretation. There will be three different pairs of
articles. Note that each article pair will be based on the same data set but will be presenting opposing or contrasting views.
Students will work in groups of four and be given both an article and corresponding data set. They will be asked to pull out
the important information and create an informal presentation. Class time will be given for the opposing groups to present
their information to one another. Students will try to persuade their peers to change their position based on the data they
present. A class discussion and activity debriefing will follow this activity. The instructor will pull information from the small
group discussions and the large group discussions to help assess the classs understanding. Special note will be given to the
vocab used and whether or not students accurately use them, the type of data they pull from the articles, the justification
they provide for their position statement.
Questions to help guide the large group discussion:
o What when well?
o What was challenging about the activity?
o Was anyone persuaded to change? Why or why not?
o What are the most important items to consider when interpreting data?

o Do you think some hold more weight than others?


A short quiz will be given at the end of the activity. The quiz will list a number of important vocabulary words and
concepts (mean, median, skew, IQR, lurking variables, bias, etc). Students will rank on a scale of 1-4 their comfort level for
each of the words/concepts.
Formative Assessment:
Fathom Labs/Student Work
Class Discussions
Small Group Discussions
Exit Slips
What to look for:
Procedural mathematical knowledge
How to apply that knowledge to a given data set
Ability to interpret and analyze/critique the information provided
Summative Assessment:
Group Assessment:
Students will be divided into groups of eight and be given a topic based on their interest. (election information, sports, community
project, new school policy, etc.). Each topic will have its own data set. Each group will then be divided into two subgroups.
Subgroups will be assigned the same audience but differing companies/groups/organizations and opposing position statements. Each
subgroup will create a visualization (poster, one-sheet, brochure, pamphlet) with the goal of distributing information related to
their position statement. Every subgroup will write a group paper describing their process and justifying their information and data
choice. Class time will be set-aside for each group to present their information and for a short discussion/question session after
each presentation. Note that each group presentation will contain two mini-presentations from subgroups with opposing or
contrasting position statements.
The group will be assessed on:
o Accuracy of mathematics
o Organization of information
o Justification Paper
o Peer and Self -assessment

Individual Assessment:
Essay exam
o How does data organization and presentation influence the way it is interpreted? Justify your answer by drawing on the
work of your peers. Be as specific as you can.
o Your18th birthday is just around the corner and you are thinking about purchasing a firearm. How would the info graphic
below affect your decision to buy a gun? Justify your answer.
Individual will be assess on:
o Mechanics
o Content
o Justification
Note: This is an open note/book/fathom lab/student work/calculator assessment. All students will have the option of typing their
exam or writing it by hand it. Depending on the needs of the students, the same assessment may be administered orally or extra
time may be given to complete it. Students will be given the first question ahead of time. Students will also be given a version of the
second question prior to the exam so that they can familiarize themselves with the type of question.

Katherine Grasso
Unit Plan
Summative Assessment
Essay Exam
Name: __________________________
Interpreting Data Essay Exam
This is an open resource exam. Feel free to use your notes, class labs, articles and/or handouts. Using complete sentences, answer the two essay questions below. Be sure to
relate your responses back to the small group explorations, class lectures, and final student presentations.

o How does data organization and presentation influence the way it is interpreted? Justify your answer by drawing on the work of your peers during final
presentations. Be specific.

o Your18th birthday is just around the corner and you are thinking about purchasing a firearm. How would the info graphic below affect your decision to buy a gun?
Justify your answer.

Katherine Grasso
Unit Plan
Summative Assessment
Essay Exam
Name: __________________________
Interpreting Data Essay Exam Rubric (fill out for both essays)
Criteria
Content (x2)

Justification (x2)

Mechanics (x1)

COMMENTS:

Proficient (10-7)
Responds to the prompt clearly,
directly, and fully
Includes and correctly applies
mathematical vocab and concepts
throughout (ex. center, shape,
spread, bar chart, bias)
Appropriate and accurate examples
are cited and explained
Justifies response using evidence
from class lectures, handouts,
explorations, and peer presentations
Justification supports the students
claim
Addresses audience, source, and
data organization
Written in a way that is clear and
well-organized
Has no grammatical and/or
mechanical errors

Partially Proficient (6-4)


Responds to the prompt but does
not answer it fully and specifically
Shows a good, but general, grasp of
the information
Few examples are used. Some
might not be explained fully
Includes and correctly applies a
few vocab words and concepts
Provides some justification
Addresses 1-2 of the following
concepts: audience, source, and
data organization
Includes some examples from
class, but their relationship to claim
is not clearly stated
May have a few grammatical
and/or mechanical errors
Written in a way that is uneven in
development with lapses in
organization and clarity

Unsatisfactory (3-0)
Fails in some important way to
fulfill the demands of the prompt or
does not address the question at all.
Does not include mathematical
vocab and concepts, or includes
them but fails to do so correctly
Does not use specific examples.
Very general in nature
Provides no support for response
Does not address audience, source,
and data organization

Is unclear, poorly written, and/or


unacceptably brief
Grammatical and/or mechanical
errors are numerous and distracting

UbD Pacing Calendar

Monday

Tuesday

Wednesday

Thursday

Friday

Unit Introduction

Unit Introduction

Interpreting Data

Interpreting Data

Interpreting Data

Unit Launch: Position


Development

Unit Launch: Group Presentations

Fathom Tutorial

Measures of Center: Mean,


Median, and Mode

Measures of Center: Mean,


Median, and Mode

*Lecture: Review/Introduce
students to the three measures of
center. How are the measures of
center computed? What do they
tell us?

*Lecture: Histograms, and scatter


plots.

*Group Work: There will be 3


different pairs of articles and/or
data sheets. Each article supports
a particular position using
statistics. Students will work in
groups of 4 to pull out the
important information and put
together an informal position
presentation supporting their
article.
*DI: Consider reading levels and
personal interest when assigning
individuals articles

*Group Work: A short amount of


class time is allotted so groups
can review their position
presentations before delivery
*Group Work: Groups are paired
based on the topic of their
position. Each group delivers
their presentation and tries to
persuade the other to change
positions based on the
information from their article.
*Class Discussion: Large group
discussion debriefing the activity
(What when well? What was
challenging about the activity?
Was anyone persuaded to
change? Why or why not? What
are the most important items to
consider when interpreting data?
Do some hold more weight than
others?
*Lecture: Give students a quick
snapshot of the unit plan.

*Exploration: Begin class with a


fathom tutorial. Give students an
opportunity to explore fathom on
their own with one of the preset
data files.
*Fathom Lab: Students will
examine and compare three
different data sets. The purpose of
this lab is to get students familiar
with Fathom and find out the
learners starting point with
respect to interpreting data.
*FA: Collect labs and note the
observations made by students
about the data. Look out for
possible misconceptions related
to interpreting data.
*DI: During the exploration phase,
have available a worksheet that
guides students through a
structured exploration. This will
assist students who desire a more
systemized approach or have

*Work time: Students practice


finding the mean, median, and
mode by hand for a particular
data set. They will use Fathom to
check their work. With any
remaining time, students will
represent their data using
histograms and scatter plots and
write down any observations.
*FA: Collet student work.

* Fathom Lab: Students will


create histograms, and scatter
plots. Using a structured lab and a
given data set(s), they will
compare and contrast mean,
median, and mode. They will also
be asked to make conclusions
regarding the effectiveness of the
measures of centers and state
which one they prefer to use.
*FA: Collect Fathom Lab and look
through students responses
regarding the effectiveness and
their measure of center
preference.

*HW: Students will analyze the
two articles from the launch
activity with respect to the
measures of center. They must
think about why the article may

trouble staying on task. Students


may choose to work individually
or in groups.

*FA: Exit slip. Give students a list


of terms (mean, median, mode,
IQR, skew) and ask them to rate
their comfort level.

have elected to use the particular


measures of center that they did.

Interpreting Data

Interpreting Data

Interpreting Data

Interpreting Data

Interpreting Data

Measures of Center: Mean,


Median, and Mode

Shape

Spread

Spread

Spread

*Lecture: Finish up lecture on


shape (symmetry, peaks,
unimodal, bimodal, skew). Make
explicit what shape tells us about
distribution.

*Lecture: This lesson will focus on


standard deviation and range.
What is standard deviation? How
does it relate to the mean? What
does it tell us about the
distribution?

*Class Discussion: Students will


share out their conclusions from
Fridays lab and their analysis of
their two articles with respect to
measures of center. The following
ideas and questions should be
addressed:
-mode relates to frequency
-median is the number in the
middle and is not affected by
outliers
-mean is the average and is
affected by outliers
- what do the different measures
of center tell you about the data
distribution?
-what are the limitations of mean,
median, and mode?
*Lecture: Introduce shape
(symmetry, peaks, unimodal,
bimodal, skew)

*Fathom Lab: Students will


complete a lab on sampling
distributions. The lab has
students comparing and
contrasting distributions with
different shapes. Attention will be
drawn back to the measures of
center and how the different
measures of center relate to the
varying shapes.

*Math Lab: Understanding the


Standard Deviation
(https://www.illustrative
mathematics.org/
illustrations/1886)
*Class Discussion: Discussion
based on the SD lab.

*Group Work: Students will


practice both finding the standard
-What does it mean for the SD to
deviation and interpreting the
be zero?
standard deviation for various
-When comparing to data sets,
data sets.
how do you know which one has
*FA: Exit slip. Give students a list
the greater SD?
of terms (SD, variance, IQR,
-What would happen if you add n
outlier) and ask them to rate
to each of the data?
their comfort level.

*Class Discussion: Shape and


measures of center.

-How would this change the


variability of the data?

-what were the different types of


shape you noticed?

*Review: The last few minutes of


the class period will be set aside
to answer students questions
about the material covered by the
quiz.

-how did the relationship


between the mean and median
change based on the shape of the
distribution?

*Quiz: Center, Shape and Spread


Assess student understanding of:
-three different measures of
center, how to find them, and the
similarities/differences
-different types of shape
-SD and variance

*FA: Consider student responses


during the class discussion and
labs. Decide whether to move on
or provide additional support
regarding measures of center.

*DI: Provide graphic organizer for


students who need help taking
and collecting notes.

Visualizations

Visualizations

Bar Charts and Pie Charts

Bar Charts and Pie Charts

Audience

*Lab: This lab has students


comparing several different types
of bar charts and pie charts side
by side. Students will be given a
data set and a statement. Students
will create and examine the
different charts in Fathom, Excel,
or another program of their
choice. They will chose the
representation they believe fits
the data set and statement best
and justify their answer.

*Lecture: Define the different


types of bar charts and pie charts.
Explain their purpose and go over
the benefits and constraints for
each. Be sure to relate the lecture
back to the student discoveries in
the lab and during the class
discussion. Also refer back to
past lesson on scatter plots and
box plots.

*Lecture/Class Discussion:
Lecture and class discussion on
why specifying an audience is
important. A number of different
websites, pamphlets, commercials
will be shown. Students will gain
exposure to several different
mediums for presenting
information. They will also see
how the target audience
influences the way information is
presented and structured.

Class Discussion: Students will


share out their findings. What
different charts did you try? Why
did you pick the one you did?
Why did you elect not to use
others?
DI: Extend the activity to explore
sources of information relevant to
their interest areas. Also allow
students to choice the
program/method they use to
create charts.

*Group Work: Give students a list


of websites to check out. These
websites all utilize bar charts, pie
carts, scatter plots, and/or
histograms. Instruct them to
discuss with their group members
whether or not they believe the
source used the appropriate type
of visualization.
FA: Exit Slip. Students will be
given two data sets. What type of
chart would you use to depict the
following information? Justify
your answer.

*Summative assessment and


small group work: The instructor
will explain the summative
assessment and provide time for
groups to meet to work on their
projects.


Sourcing and Bias
*Lab: Evaluating credibility of
sources expedited lesson
(https://docs.google.com/
document/d/11eawh-
joTCvNt5GFffH-
0WPN54we8fNChMev
FvLb9nw/edit)
*Class Discussion: The focus will
be on creating a list of items to
look out for when evaluating a
source.
-How does funding affect the
presentation of data?
-Why is examining the data
source important?
-What should we consider when
evaluating a data source?
*Group Work: Students will spend
the remaining class time working
in their summative assessment
groups.

Group Work Day


*This day has been set aside to
allow students to meet with their
group members and work on
their final project. Part of this day
can also be used to revisit
concepts as needed.

Presentations

Presentations

Unit Test

*Student presentations and


discussion/question sessions

*Student presentations and


discussion/question sessions

*Students will complete the unit


essay exam.

D Differentiated Instruction
FA Formative Assessment
HW - Homework

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