Lesson plan

Lesson 16: Analyzing Data

teaches Alabama State Standards Geo-7.
teaches Arizona State Standards A1.S-ID.A.3
teaches Arizona State Standards A1.S-ID.A.2
teaches Arizona State Standards A1.S-ID.A.1
teaches Common Core State Standards HSS-ID.A http://www.corestandards.org/the-standards
teaches Common Core State Standards HSS-ID.A.3 http://corestandards.org/Math/Content/HSS/ID/A/3
teaches Common Core State Standards HSS-ID.A.1 http://corestandards.org/Math/Content/HSS/ID/A/1
teaches Common Core State Standards HSS-ID.A.2 http://corestandards.org/Math/Content/HSS/ID/A/2
teaches Common Core State Standards MP1 http://corestandards.org/Math/Practice/MP1
teaches Common Core State Standards MP4 http://corestandards.org/Math/Practice/MP4
teaches Common Core State Standards MP5 http://corestandards.org/Math/Practice/MP5
teaches Colorado State Standards HS.S-ID.A.3.
teaches Colorado State Standards HS.S-ID.A.2.
teaches Colorado State Standards HS.S-ID.A.1.
teaches Georgia State Standards MGSE9-12.S.ID.2.
teaches Kansas State Standards S.ID.2.
teaches Kansas State Standards S.ID.1.
teaches Minnesota State Standards 9.4.1.1.
teaches Pennsylvania State Standards CC.2.4.HS.B.1.

Lesson 16: Analyzing Data

The mathematical purpose of this activity is to pose and answer a statistical question by designing an experiment, collecting data, and analyzing data. Students will determine how best to display data, select appropriate measures of center and variability, and answer a statistical question involving two different treatments. The work of this lesson connects to previous work because students learned about the shape, measures of center, and measures of variability for data distributions. This connects to upcoming work because students will investigate bivariate data using two-way tables, relative frequency tables, scatter plots, and lines of best fit.

Technology isn't required for this lesson, but there are opportunities for students to choose to use appropriate technology to solve problems. We recommend making technology available. When students choose an appropriate display for data and choose to use technology to calculate statistics, they are using appropriate tools strategically (MP5). Students make sense of problems and persevere in solving them (MP1) because students have to make sense of the situation in order to come up with a meaningful statistical question. Students also must select an appropriate variable to analyze for comparing student heights which engages them in aspects of mathematical modeling (MP4).

Lesson overview

  • 16.1 Warm-up: Experimental Conditions (5 minutes)
  • 16.2 Activity: Dropping the Ruler (25 minutes)
  • 16.3 Activity: Heights and Handedness (10 minutes)
  • Lesson Synthesis

Learning goals:

  • Collect and compare (using words and other representations) data sets with different conditions for an experiment based on the measures of center and measures of variability.

Learning goals (student facing):

  • Let’s answer statistical questions by analyzing data, and comparing and contrasting measures of shape, center, and variability.

Learning targets (student facing):

  • I can collect data from an experiment and compare the results using measures of center and measures of variability.

Required materials:

  • Rulers

Required preparation:

  • One ruler for every pair of students.

Standards:

  • This lesson builds towards the standards: CCSS.HSS-ID.A.1MS.S-ID.1CCSS.HSS-ID.A.2MS.S-ID.2CCSS.HSS-ID.A.3MS.S-ID.3MO.A1.DS.A.1MO.A1.DS.A.2MO.A1.DS.A.3

 

 

 

 

 

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