Title:

What is the best way to represent data?

Alex Eads, Alisha Hochstetler, Taylor Miller

Grade: 12 (Probability and Statistics)

Overall Goal:
Each student will be in charge of their own project with a personalized topic. Students will
be coming up with their own question and with that question they will be surveying their peers in
order to gather data. Using this data, students will choose the most appropriate graph in order to
display their data.
The overall goal for the students is to have them engaged and understanding of the
purpose of gathering numerical data and creating a way to express it. The hope is that giving
students the option to choose the data they would like to collect and how to express it, that this
will help to keep the students interested in the unit.
For the beginning of the lesson, the teacher will start with a demonstration of using data
to create a graph. From there the students will analyze the results. This will help the students gain
a better understanding of the type of projects they should be pursuing.
Over the course of the lesson, students will be collecting data in either a survey or
something else of their choosing. While they are collecting data, the students will need to start
thinking or researching the best ways to show and explain their data. It is during this time of the
lesson when the Whiteboard video, as well as the Edpuzzle video will be assigned as homework
as a way to start giving students ideas as to which graph would be the most effective.
By the end of the lesson, the students will have each picked the way they think is the best
to show their data. So, some may have picked pie charts, while others may have picked bar
graphs. It is during this time that the iMovie video will be shown in order to give the students one
idea of the different and unique way in which they could present the data they have collected.
During their presentation, the students will have to be able to explain to the class what
their data is and why they picked the certain graph in order to analyze their data. During this time
the students will have a chance to present an additional way to represent their data in fun and
unique ways, like the iMovie represented in the artifacts section.

Standards Learning Objective Assessment

PS.DA.1: Create, compare, and Students will be able to create a The students will
evaluate different graphic displays graph to represent the data that graph their data
of the same data, using they have collected. samples and explain
histograms, frequency polygons, their findings.
cumulative frequency distribution
 functions, pie charts, scatter plots,
stem-and-leaf plots, and box-and-
whisker plots. Draw these with
and without technology.

PS.ED.1: Formulate questions that (1) Students will be able to develop The students will
can be addressed with data. data driven survey questions. create a graph that
Collect, organize, and display (2) Students will be able to organize effectively shows
relevant data to answer the their data collected, so that it can be data. (See Rubric)
questions formulated. presented.

PS.ED.7: Understand and apply Students will be able to explain and Students will show
basic ideas related to the design, discuss different data collection their findings
analysis, and interpretation of methods. through random
surveys and sampling, such as sampling.
background information, random
sampling, causality and bias.

Key Terms & Definitions:

Data: facts and statistics collected together for reference or analysis
Measure: a standard unit used to express the size, amount, or degree of something
Scatter Plot: a graph in which the values of two variable are plotted along two axes, the
pattern of the resulting points revealing any correlation present
Bar Graph: a diagram in which the numerical values of variables are represented by the
height or length of lines or rectangles of equal width.
Pie Chart: graph in which a circle is divided into sectors that each represent a proportion
of the whole
Line Graph: graph in which points representing values of a variable for suitable values of
an independent variable are connected by a broken line
Data Set: the number of data items and groups of items you wish to include.
Positive Correlation: a scatter plot pattern in which the dots slope from lower left to upper
right
Negative Correlation: a scatter plot pattern in which the dots slope from upper left to
upper right
Line of Best Fit: a straight line that best represents the dtaa on a scatter plot. This line may
pass through some of the points, none of the points, or all of the points.

Lesson Introduction (Hook, Grabber): (10 min)

The instructor begins by surveying the class on which cities they had been to Indiana. The
instructor picks 5 or so cities to ask the class if they had been to. After collecting the data, the
instructor plots the data on a bar graph using sticky notes or something to represent each
student's information.

Then, the instructor points out how to analyze the graph. Whichever cities are more popular will
have more sticky notes, while those that arent as popular will have less sticky notes. It will be
very easy for the students to see and visualize the information.

After that, the instructor uses the same topic of what cities kids have been to. Instead this time
the instructor uses the chalkboard to draw a x,y coordinate with cities on the x and number of
people that have visited there on the y. The instructor puts dots at each city corresponding to the
number. This would be an example of a scatterplot.

The students can then vote which graph was more clear and effective. This is a very effective
way to introduce the topic because the students will be interested and engaged, and they will be
able to process the information very easily. Also, they will be able to see the differences in using
different graphs, and how picking the graph will change how information is presented.

After the instructor goes through this graph, they should ask other engaging questions like:
1. What other topics would be good to analyze with a graph?
2. What would be the best way to graph this?

Lesson Main: 2 weeks - 6 classes (50 min)

Day 1 - 2
Introduce the central question (15 min): After discussing the graph at the beginning of the
lecture, the instructor should start to shift to the driving question. The instructors should ask the
class, So, what is the best way to analyze data then? Students may look a little confused, as this
is more of a rhetorical question. The instructor then goes on to describe multiple graphs such as
a pie graph, bar graph, scatter plot, line graph and etc.

Brief content lecture: Day 1 - (20 min), Beginning of Day 2 - (20 min) After discussing the types
of graphs and ways to analyze, the instructor should start showing how to construct each one
properly. They should use the artifacts created, such as the iMovie and whiteboard. Also, they
can bring in examples from the internet and make graphs in front of the class. After showing the
students how to make multiple graphs, the instructor should explain the positive and negatives of
using the different graphs. All of this information can be found by completing the webquest which
is linked below.
Day 2 - 4
Individual Research: (All of class) After receiving this information the instructor should start to
shift the focus onto the students. They should do this by making each student pick a topic they
want to research and analyze. Because the research project is very opened ended, the students
will be given a lot of freedom to analyze whatever subject the student may choose. Each topic
should relate to the students or the school as a whole, something that they can collect a lot of
data with. In addition, they will be guided by the instructor to pick something they are interested
in. This can be one of the more difficult parts for the students, so each topic and correlating
graph needs to be approved by the instructor first before the students can start. Students should
be encouraged to be creative and use any other graph they are familiar with. Once their topic has
been approved they should begin collecting data. Students then should be left on their own to
get the data for their projects. The instructor will give the students space to work, but also be
walking around and readily available for questions the students may have. This will take 2-3
class periods may even go into work outside the classroom.

Day 5
Create a Presentation: (50 min) After returning to class and finishing up their research, students
will be asked to put their information to a presentation. They can present in a variety of ways as
long as it shows their graph, successfully presents the data, and can explain what they have
learned from it. Students should use the rest of this class to come up with a method of
presentation and be ready at the start of next class to present.

Lesson Ending: Day 6 (50 min)

Students will explain and display their graph and findings in a presentation given in front of the
class. Presentations should be between 2-3 minutes in order to get presentations done in an
orderly fashion. Each student will be graded using the rubric provided on their overall completed
product in addition to their in-class presentation.

Assessment Rubric:
Great-5 Average-3 Poor-1

Title Title is creative and A title is presented a Title is not present.

clearly relates to the the top of the graph.
problem being graphed Clearly states
(includes dependent and problem being
independent variable). graphed.

Accuracy of All points are plotted Some/ most points Points are not plotted
Graph correctly and are easy to are plotted correctly. correctly.
see.

Labeling of the X The X-axis has a clear,
axis neat label that describes
the units used for the
independent variable (e.d.
Days, months, numbers)
The X-axis has a clear The X-axis is not
label that describes labeled.
the unites for the
independent variable

Labeling of the Y The Y-axis has a clear,
axis neat label that describes
the units for the
dependent variable (e.g.
% of dog food eaten)
The Y-axis has a clear The Y-axis is not
label that describes labeled.
the unites for the
dependent variable

Overall The presentation is The presentation is The presentation is

Presentation exceptionally attractive in
terms of design, layout,
and neatness.
Explanation of graph and
project process is
rehearsed and well
presented.
acceptably attractive distractingly messy or
though it may be a bit very poorly designed.
messy. Explanation It is not attractive.
of graph and project Explanation of graph
process is semi and project process is
rehearsed and well not rehearsed and is
presented. not well presented.

Neatness and Exceptionally well Neat and relatively Poor color and font
Attractiveness designed, neat, and attractive. choices make graph
attractive. Colors go well difficult to read.
together and are used to
make the graph easier to
read.

Resources / Artifacts:
Taylor - EDpuzzle
https://edpuzzle.com/media/59c9b6d5e3e3c840a7e91496
https://docs.google.com/document/d/1JbgsqEeGOuXXYbfbJB4Vvjgde8wRLvrLMY41YgLRohI/edit
?usp=sharing

Alisha - iMovie
https://www.youtube.com/watch?v=09fRenqjFnM

Alex - Whiteboard/Scatterplot
https://youtu.be/1_G0vPLxJTo
Differentiation:

1. Differentiation for ability levels

High ability learners, low ability learners
High Ability Learners: If they were to finish early, allow for them to continue
creating different types of graphs and have them compare and contrast the
multiple graphs.
Low Ability Learners: Data can be given to the students and they can create a
graph online. The graphs can also be turned into the teacher, rather than
presenting in front of the class if the students has trouble presenting.

2. Differentiation for demographics

Gender, race, culture, and/or sexual identity
Not applicable

3. Differentiation for languages

ENL, ESL, and Hearing Impaired
Students learning English or with hearing impairments can create online surveys
for others to participate in. Also, they can present their data with a partner or the
teacher can help. They just need to show they have collected data and used a
graph to evaluate.

4. Differentiation for access & resources

No Internet or computer access
For those students with a lack of resources they can get all of their information
and data by hand. If they want to present on a computer then we can give them
ample time in the computer lab to put everything on a powerpoint, but they should
have the graph and data already collected.

Anticipated Difficulties:

Students may have difficulty collecting valid data. In addition, they may have trouble deciding
what type of graph their data is best shown by. If the students are having trouble collecting valid
data, students may ask their peers for help. If need be, students can be given time in class to
assess peers. If students are having trouble deciding what type of graph to use to project their
data, they can refer to the webquest attached to the lesson plan.

References:
https://edpuzzle.com/media/59c9b6d5e3e3c840a7e91496
https://nces.ed.gov/nceskids/help/user_guide/graph/index.asp
http://www.dictionary.com/