L4+Amari,+Alyssa

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Amari **__Lesson #:__** 4 **__Facet:__** Interpret
 * __ Grade Level __**** : ** 6 **__Numbers of Days:__** 4
 * __ Topic: __** Statistics


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** numerical data can be displayed in various forms such as: number lines, dot plots, histograms, and box plots that each have distributions that can be described by quantitative data.
 * Student will know ** distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, interquartile range, mean absolute deviation.
 * Student will be able to do ** represent numerical data in various forms**.**


 * Product: ** Glogster Poster

Common Core State Standards Content Area: Math Grade Level: Grade 6 Domain: Statistics and Probability Standard: Develop understanding of statistical variability + Summarize and describe distributions
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This lesson will teach students how to graph different types of data in a variety of types of graphs. Graphical displays are important ways and portrayals for showing statistical variability; they show the data in a clear form that will allow students to analyze and summarize the data from looking at the variability of the data in the graphs they have created.


 * __ Assessments __**


 * __ Pre-Assessment: __** The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics.

Students will be checked for understanding using exit tickets that are designed for students to fill out one side with something they understand very clearly, and on the other side something they are still confused about after the lesson/ discussion in class. This will be done after students have been divided into their groups to create their Glogster.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will each individually assess their project using the project checklists, as well as reflections of their work in their personal journals. The teacher will be included in each group discussion when students are making their Glogster as a means of adding some personal feedback to the feedback each group member has collected and create. The teacher will also be grading the journal entries for completion and grading their Glogster with the product checklists.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a Glogster poster that shows a set of numerical data taken from real-life involving some sort of scientific ethical issue, in each of the four graphical displays. First students should create a statistical question that they can use to acquire numerical data, they must then use it to create each type of graph. Along with each graph, students must calculate the mean, median, mode, IQR, and absolute mean deviation for the data set. Students must use images, videos, or audio files that help to describe the data set and the process for creating it. This product will be assessed on the students ability to take numerical data and display it in graphical form. The poster will be linked to the class wiki for all students to see and use as a reference when creating their own graphs. This will be graded through teacher and peer checklists.
 * __ Summative (Assessment of Learning): __**

Students will utilize type II technology in the from of a Glogster poster that describes a self-collected data set with each of the four graphical displays and quantitative measures.
 * __ Integration __**
 * Technology: **

Art: Students will be creating a Glogster poster that will require them to incorporate images, videos, or audio files in a creative way while describing a data set that they have collected with graphs and quantitative measures. Science: The students will be creating a statistical question to collect data that concerns a scientific ethical issue so that they can create graphs and calculate quantitative measures for their Glogster presentation.
 * Content Areas: **

Students will use a four column chart to fill in while note taking from the teacher so that they can display each type of graph followed by each process step, so that they will understand what they need to create it. Then students will be divided into jigsaw groups where each person will be assigned a specific graph creating process step to learn. They will then go and teach their group about that specific process in order to allow their group members to add any information they missed to their column chart. In these jigsaw groups students will create a Glogster poster with a self-collected set of data displayed in each of the four types of graphs.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students wil be put into jigsaw groups of four through pre determined groups. Each person will be handed a card with a word or image related to the type of graph they are going to be creating (predetermined). There will be four different types of graphs so each person must find three other group members, one for each type of graph. In these groups with their cards each person will have their own type of graph and will be required to learn that specific graph making process. As a group they will be required to collect a data set on a certain scientific ethical issue that will be used in their graphs. They will create a Glogster that shows their data set in each of the four individually created types of graphs. When they are finished they will be mixed into different jigsaw groups from number drawing, so that they can teach their new group members how to create their type of graph. Each student in the groups of four are expected to contribute equally, each student will be assigned a specific part that is necessary for the completion of the Glogster poster as a whole. The students will be assessed individually through a journal entry that that describes the work the student did, and how they feel that they have contributed in comparison to their other group members.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * ** Interpersonal: ** The jigsaw group activities allow students to talk with other students through discussing how to create each graph.
 * ** Verbal: ** Group feedback discussions allows students to speak up and talk about their own personal ideas and understandings relating to how to create graphs, students will also be using the four column chart to take notes.
 * ** Logical-Mathematical: ** Creating the graph to organize numerical data as well as organizing each graph making process into a four column chart is a process that require students to understand and remember the steps of creating a graph.
 * ** Intrapersonal: ** Self-assessing work with their cheklists as well as journal reflections relating tow hat they have learned throughout the graph making process.
 * ** Visual: ** Creating a Glogster poster with pictures or videos as a way to describe the process of creating each type of graph.
 * ** Bodily-Kinesthetic: ** My hook allows students to interact with different objects in relation to the fact that data sets can also be seen in different forms.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Assignments are posted on the class wiki, so if you are absent you are expected to complete the assignment by the time you return to class. Any information needed to complete an assignment should be sought out by yourself by asking the teacher for the missed materials. All class notes and discussion materials wil be posted to the class wiki so that any resources a student needs will be there. If you have any questions or need extra help to catch up with your work, you should email the teacher. If a student is absent when groups are selected or projects are presented they will have to meet with their group members to catch up and figure out what it is they need to do.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will utilize type II technology in the forms of a Glogster posterthat shows a set of numerical data taken from real-life involving some sort of scientific ethical issue, in one of the four graphical displays. First students should create a statistical question that they can use to acquire numerical data, they must then use it to create one type of graph. Along with their graph, students must calculate the mean, median, mode, IQR, and absolute mean deviation for the data set. Students must use images, videos, or audio files that help to describe the data set and the process for creating it. The poster will be linked to the class wiki for all students to see and use as a reference when creating their own graphs in the future. There will be several internet resources used to instruct students and help them in creating their Glogster posters. Also, all students will be offered the opportunity of an alternative note taking method (inspiration).
 * Type II technology: **

Copy of the unit syllabus Laptops for the entire class White board and Markers and/or Smartboard Printouts of the four column chart for each student Printouts of the Glogster product checklists Journals for each student Students will need notepads to write in Cards for jigsaw graphing groups Cards for new jigsaw presenting groups Eggs in different forms, Water in different Forms, Bread in different forms etc. for hook
 * Gifted Students: **
 * __ Materials, Resources and Technology __**

Information on creating histograms: [] Information on how to make box and whisker plots: [] Information on how to create number lines: [] Information on how to create dot plots: [] Inspiration link for alternative note taking methods: [] Four column chart graphic organizer: [] Glogster: [] Glogster tutorial: [] Creative Commons and Flickr for non-copyrighted photos: [] Non-copyrighted music: [] Jigsaw group activity: [| http://www.ehow.com/list_5933310_elementary-school-cooperative-learning-games.html] Fathom graph maker: []
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

The classroom will be arranged in clusters of four desks. This will make group work a lot easier, as well as interactions with other students and the teacher as a whole. The clusters will create more room for students to move around freely and have space to work.

Day 1: Students will come in and pass in their homework from previous class Students will sit at a table of their choice with different objects
 * Hook (10 min)
 * Discuss hook (5 min)
 * Discussion/ Lesson on smart board- handout four column chart for note taking (55 min)
 * Handout Exit Tickets for students to fill out (10 min)

Day 2: Collect Exit Tickets
 * Give students time to play graphing games- Teacher will determine groups for Glogster (15 min)
 * Previous lesson review using exit tickets (20 min)
 * Divide students into Groups using index pic/word cards (5 min)
 * Handout Glogster product description and checklist and discuss ( 20min)
 * Give rest of time for students to divide work and create a plan (20 min)

Day 3:
 * Time to meet with groups (15 min)
 * Group jigsaw split feedback session (20 min)
 * Individual project assessment (10 min)
 * Project group discussion of feedback (15 min)
 * Individual group discussion with teacher (10 min)
 * Students will finish their Glogster with feedback and finalized plan (10 min)

Day 4:
 * Time to finish up Glogster and practice presentations (35 min)
 * Groups split and present/ teach with their Glogster to other groups (30 min)
 * Individual and group final product assessment/ journal entries (10 min)
 * Handout homework review (5 min)

On the first day, students will come in and pass in their homework from the previous lesson which the teacher will look at to determine if every student is ready to move on for this lesson. The students will sit at a four desk cluster of their choice that has three to four objects in the center. The objects in the center will be the hook for this lesson; there will be a variety of objects in different forms (i.e. raw whole egg, scrambled egg, and a hard boiled egg). Each set of objects will be in different forms and the teacher will ask the students what they think the relation of these objects are. The students will discuss this with their table groups and see if they can figure it out. After students have had time to talk, the teacher will discuss with the students the fact that these objects are essentially the same but in different forms. Then the teacher will discuss how this can be similar to set of data; sets of data can be displayed in a variety of different graphs but the data is still the same. Students will understand that numerical data be displayed in various forms such as: number lines, dot plots, histograms, and box plots. This is important for students to understand because graphs are universally used to show all types of data and it is a part of many different jobs like commercial use, banking, and even teaching. Through this lesson students will develop a better understanding of statistical variability and summarizing/ describing distributions because they will be able to graph their data and look at it more. By being able to look at their data more closely they will be able to summarize and describe data sets more accurately as a whole.
 * Where, Why, What, Hook Tailors: ** Kinesthetic (hook), Interpersonal (Small group discussions)**.**

After students have discussed the hook with the teacher, the teacher will begin a discussion so students will know critical details for displaying numerical data in various graphical forms (See Content Notes). First, the teacher will use the data from the most recent class test as a data set for creating these graphical displays. The teacher will ask the students to calculate the quantitative measures on the top of their graphic organizer and then ask students to report their calculations. The teacher will use a smart board whiteboard during instruction, and all of the information displayed during the discussion will be put into students notes. Students will use a four column chart ( [] ) while note taking from the teacher so that they can display each type of graph followed by each process step, so that they will understand what they need to create it. The students will also be provided with the alternative note-taking method online with inspiration ( [] ).The teacher will discuss each type of graph and the steps for creating it during the discussion/ instruction on the smart board. Using the smart board will be of great use to the students because the will be able to ask questions and the teacher will be able to navigate between the smart board slides to answer these questions. The students will be taught how to complete each step for each type of graph, a histogram ( [] ), a number line ( [] ), a box and whisker plot ( [] ), and a dot plot ( [] ). The teacher will use the class data to create each graph, and will also discuss the important parts and labels needed for each graph to be complete. After the discussion students will discuss with their jigsaw ( [] ) groups that they are sitting with, each graph creating process. Students will each choose a graph and explain each process step to the others in their group.This will allow students to go over the information they have just learned, see if others have more or different conceptions of the information to clear up any possible misunderstandings, and they will also be able to add more information to their notes. After this, the teacher will hand out pieces of paper to each student, and each student will be asked to write on one side something they have truly grasped in this discussion/ lesson and one thing the have no clue about, and on the other side will write any questions they have regarding what they have learned or discussed with their teacher and classmates. This will be the students exit tickets for the day, and this will be the teachers method to check for understanding. These exit tickets will be collected for the next class and the teacher will read them over. After the teacher has read them over, the teacher will use them to review the lesson the next class so students will have an opportunity to have their misunderstandings addressed. Also, these exit tickets will be used as a way for the teacher to create groups for the next day.
 * Equip, Explore, Rethink, Revise, Tailors: ** Interpersonal (class discussion/ group discussion), verbal-linguistic (note taking, discussion), logical-mathematical (graphic organizer, content), Intrapersonal (exit tickets)

Students will be put into jigsaw groups of four through pre determined groups made by the teacher (this will not be known by the students). Each person will be handed a card with a word or image related to the type of graph they are going to be creating (predetermined). While the teacher determines these groups, the students wil have time to play games that will help them work on their graph making skills.The card will be determined by the students readiness levels, if they are still having difficulties, they will be given a type of graph that is easier to produce. The students must then find three other group members with a different type of graph to form the Glogster poster making group. There will be four different types of graphs so each person must find three other group members, one for each type of graph. After the students have been split into groups they will be handed out the project description as well as the assessment checklist for the project. The teacher will describe the project and the necessary steps to complete it. In these groups with their cards each person will have their own type of graph and will be required to learn that specific graph making process. As a group they will be required to collect a data set on a certain scientific ethical issue that will be used in their graphs. They will create a Glogster ( [] ) that shows their data set in each of the four individually created types of graphs and the quantitative measures for their data set.Their Glogster poster should include images ( [] ), graphs created using FATHOM ( [] ), with videos and/or audio files ( [] ) that help describe the process of graph making more clearly.The goal is to, when they are finished, be mixed into different jigsaw groups from number drawing, so that they can teach their new group members how to create their type of graph and to be able to represent data in graphical form through interpretation of statistical data sets.They should show all the proper labels, all of the data, quantitative measures, and completed steps for each graph on the Glogster, otherwise it is incomplete. This entire project is geared toward strengthening students abilities to graph data sets in different types of graphs, by having each student focus on a specific type of graph and teach it to others they are strengthening their ability even more than before, as well as learning from their peers about the other types of graphs. Each student in the groups of four are expected to contribute equally, each student will be assigned a specific part that is necessary for the completion of the Glogster poster as a whole. After the guidelines, expectations, and process for their Glogster poster has been described and discussed with the students, they will have a period of time to work on creating a plan for what they are going to do for their Glogster and this will give them time to watch the Glogster tutorial ( [] ). A member of each group of four will be put into another group of four with at least one member from every other group in the class. Each individual member will discuss what they will be including in their project as well as their understanding of each graph making process. This will be a way to share and mix ideas as well as a way to recieve some helpful feedback for their projects. Each member of the feedback group should discuss their groups project plan, so that it gives others the opportunity to think of ideas they did not think of, and make sure they are including all of the necessary pieces. After students have participated in the group feedback session, the students will each individually assess their project using the project checklists. They must consider their own work and the work of the group as a whole in relation to the final outcome of their Glogster poster, this will allow students to deeply consider their project and determine whether everything is included that is needed. The students will return to their original groups, and each member will discuss the feedback they have received as well as their own perspective on the project fro their self assessed checklist. This will allow students to form a more solid plan for their Glogster poster; they will have others feedback and input as well as a more input from the group members helping to create the Glogster. During this process the teacher will be included in each group discussion as a means of adding some personal feedback to the feedback each group member has collected and created. This will also be a way for the teacher to facilitate and make sure that each member is contributing as well as understanding the goal of the Glogster poster project. Each group will have their own ideas and plan, and this is why it is important for the teacher to meet with each group separately. After teacher and peer feedback, students will create a finalized plan for their Glogster poster. The students will have time at the end of class three and the beginning of class four to finalize and complete their Glogster posters, all of the time given in class is helpful to students because they will always have their group members as feedback outlets and helping hands, as well as the teacher for any questions.
 * Explore, Experience, Revise, Refine, Tailors: ** Interpersonal (feedback sessions), Intra-personal (self assessment), Visual (Glogster), Verbal Linguistic (feedback, Glogster), Logical-Mathematical (the project itself)

There will be multiple opportunities for students to self-assess during this lesson. The students will first self assess during the revising process when they will assess their group plan through reflection in their journals as well as through their checklists. They will think about the project in comparison to the checklist so far, including both group work and their own individual work. After the students have completed their Glogsters, they will then split into new jigsaw groups through randomly selected numbers, and they will present their Glogster poster to the other groups as teachers of their specific graph that they have worked on. The Glogster posters will be posted onto the class wiki as a resource for the class if any student ever needs help with a certain type of graph. The students will be assessed on their Glogsters and group contribution individually through a journal entry that that describes the work the student did, and how they feel that they have contributed in comparison to their other group members and through the teacher and presenting jigsaw members checklists. The checklists will be done for the group as a whole, and if for some reason their is a problem with all of the group members contributing, then it will be graded separately. The checklists will be given back to the students during the class period that they present, the teacher will work on them while the students are work on the individual self assessments. This will allow students to know right away how they have done, instead of having to wonder and wait. This will also provide students the opportunity to discuss with their group and teacher and disagreements with their grade. The students will be given a homework assignment at the end of this lesson as a pre-assessment for the next lesson. It will be a review of all the types of graphs and quantitative measurements. It will be collected at the beginning of the next lesson as a way to see where students lie in relation to the next lesson, and it will be a compilation of what they have learned so far, and this will help them to practice what they have learned.
 * Evaluate, Tailors: ** Intra-personal (self-assessment), Interpersonal (group assessment), Linguistic (self assessment journal entries)

Students will know how critical details for displaying data in graphical form. This will be necessary for students to know so that they will be able to preform in the next lesson. They will learn how to create four different types of graphs: the histogram, the dot plot, the number line, and the box plot. They will learn each of the steps for creating each of these types of graphs. The first type of graph they will learn to create is a [|number line,] this type of graph is very common and is used in almost all types of math. The second type of graph they will learn to make is a [|dot plot], this is frequently used by many mathematicians and statisticians and is very easy to make. The third type of graph they will learn to make is a [|box and whisker plot], this type of graph uses the mean, median, and IQR. The last type of graph they will learn to create is called a [|histogram], this is probably the most difficult type of graph for students to create, but it shows frequency and variance much more clearly.This type of graph will help students to see how quantitative measures can be displayed in graphical form. Each link has detailed process steps for creating each type of graph.
 * __ Content Notes __**

Printouts of Unit Syllabus Four Column Graphic Organizer Glogster product checklist Cards for grouping activities Homework
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__ Learning Styles __//**

The entire process of this lesson is very organized and structured in a way that will help students to always have clear instructions (Glogster product description) and procedures (assessment and feedback), and clear expectations like in the product description and through feedback sessions and discussions with the teacher. All of the processes for each graph making steps will be presented to the students very clearly on the board, and they will have the four column chart that allows them to organize this information very neatly.
 * // Clipboard: //**

The hook is very interesting and engaging; it allows the students to explore and compare the various objects to the various types of graphs. There are several discussion periods throughout the lesson with the teacher and other classmates, this allows students to really open up their thinking and begin to understand the graph making processes. Also, each student will have their own type of graph to work on for the Glogster poster, this will provide ownership to each student and increase their master for that specific type of graph.
 * // Microscope: //**

The students are going to be groups according to their readiness level for the Glogster poster, and this will allow them to work with a type of graph that will likely be more comfortable for them. They will be grouped with people at different readiness levels, and this will help them to learn from their peers, and have group mates that will help them when needed. There are several feedback sessions that require each student to talk to other students about their project and receive helpful feedback, and this will require students to listen to others.
 * // Puppy: //**

The Glogster poster is a project that can be designed however students want, this will present students will some freedom and individuality. The hook will give students various manipulative to work with, as well as the many different types of graphs. There are a variety of resources available to the students to increase their graph making skills.
 * // Beach Ball: //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

Students will know critical details and vocabulary for distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, interquartile range, mean absolute deviation for displaying numerical data in various graphical forms. These topics will be covered through student activities, class discussions, and the creation of their group Glogster poster (See content notes). These topics and their coverage will meet the requirements of the Common Core Standards
 * // Content Knowledge: //**

Common Core State Standards Content Area: Math Grade Level: Grade 6 Domain: Statistics and Probability Standard: Develop understanding of statistical variability + Summarize and describe distributions
 * // MLR or CCSS: //**

The common core standards were used in this lesson through the introduction of each of the four types of graphical displays and the processes to make them. Each type of graph is necessary for the understanding of summarizing and describing distributions as well as understanding statistical variability.

Students will understand that numerical data be displayed in various forms such as: number lines, dot plots, histograms, and box plots. Graphs are universally used to show all types of data. Students will learn the processes and steps for creating each of the four types of graphical displays. When they are asked to create a Glogster poster, they are being asked to show that they understand the processes involved in taking a data set and displaying it in graphical form. This is where students will really need to understand how each step is ordered and why/ how it shows the set of data they have collected or been given. When students are filling out their four column graphic organizer, they are responsible for recording the entire process involved in creating their graphs. Students will be reflecting what they have learned in regards to the graph making processes in their personal reflection journals.
 * // Facet: //**


 * // Rationale: //** All aspects of this lesson are geared towards students gaining the ability to accurately represent data sets in each of the four graphical displays. Each type of graph is necessary helpful in describing and summarizing sets of data, their variations, and patterns. This lesson is designed so students will be able to create each type of graph necessary for each of these describing steps.
 * // Standard 5 – //**
 * // Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * ** Interpersonal: ** The jigsaw group activities allow students to talk with other students through discussing how to create each graph.
 * ** Verbal: ** Group feedback discussions allows students to speak up and talk about their own personal ideas and understandings relating to how to create graphs.
 * ** Logical-Mathematical: ** Creating the graph to organize numerical data as well as organizing each graph making process into a four column chart.
 * ** Intrapersonal: ** Self-assessing work with their cheklists as well as journal reflections relating tow hat they have learned throughout the graph making process.
 * ** Visual: ** Creating a Glogster poster with pictures or videos as a way to describe the process of creating each type of graph.
 * ** Bodily-Kinesthetic: ** My hook allows students to interact with different objects in relation to the fact that data sets can also be seen in different forms.

Students will utilize type II technology in the forms of a Glogster poster that shows a set of numerical data taken from real-life involving some sort of scientific ethical issue, in one of the four graphical displays. First students should create a statistical question that they can use to acquire numerical data, they must then use it to create one type of graph. Along with their graph, students must calculate the mean, median, mode, IQR, and absolute mean deviation for the data set. Students must use images, videos, or audio files that help to describe the data set and the process for creating it. The poster will be linked to the class wiki for all students to see and use as a reference when creating their own graphs in the future. There will be several internet resources used to instruct students and help them in creating their Glogster posters. Also, all students will be offered the opportunity of an alternative note taking method (inspiration).
 * // Type II Technology: //**

All aspects of this lesson are geared towards making students become proficient in each of the four graph making processes. There are several internet resources for students who have difficulties with graphing so that they can become better at it. Most aspects of the lesson are geared towards students completion of their group Glogster poster which is utilizing type technology within itself.
 * // Rationale: //**


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

Students will each individually assess their project using the project checklists, as well as reflections of their work in their personal journals.The teacher will be included in each group discussion when students are making their Glogster as a means of adding some personal feedback to the feedback each group member has collected and create. The teacher will also be grading the journal entries for completion and grading their Glogster with the product checklists. The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics so that it can be determined where students are in relation to the content of quantitative measurements. Students will also complete homework assignments that are related to the creation of the Glogster product so that they will have the opportunity to learn about the software. They will also have a homework assignment after the end of the lesson that will be graded and used as a pre-assessment for the next lesson.
 * // Formative: //**

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 * // Summative: //** Students will create a Glogster poster in groups of four that shows a set of numerical data taken from real-life, in each of the four graphical displays. First students should create a statistical question that they can use to acquire numerical data, they must then use it to create each type of graph. Along with each graph, students must calculate the mean, median, mode, IQR, and absolute mean deviation for the data set. Students must use images, videos, or audio files that help to describe the data set and the process for creating it. This product will be assessed on the students ability to take numerical data and display it in graphical form. The poster will be linked to the class wiki for all students to see and use as a reference when creating their own graphs. This will be graded through teacher and peer checklists.
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