{"id":370,"date":"2017-06-23T15:42:18","date_gmt":"2017-06-23T19:42:18","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=370"},"modified":"2018-05-24T22:13:14","modified_gmt":"2018-05-25T02:13:14","slug":"concept-based-lesson-plan_altieri","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/06\/concept-based-lesson-plan_altieri\/","title":{"rendered":"Concept-Based Lesson Plan_Altieri"},"content":{"rendered":"<h1>Data Displays and Measurements<\/h1>\n<h2>Standards:<\/h2>\n<ul>\n<li><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Content\/HSS\/ID\/A\/1\/\" name=\"CCSS.Math.Content.HSS.ID.A.1\">CCSS.MATH.CONTENT.HSS.ID.A.1<\/a><\/li>\n<li><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Content\/HSS\/ID\/A\/2\/\" name=\"CCSS.Math.Content.HSS.ID.A.2\">CCSS.MATH.CONTENT.HSS.ID.A.2<\/a><\/li>\n<li><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Content\/HSS\/ID\/B\/5\/\" name=\"CCSS.Math.Content.HSS.ID.B.5\">CCSS.MATH.CONTENT.HSS.ID.B.5<\/a><\/li>\n<li><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Content\/HSS\/IC\/A\/1\/\" name=\"CCSS.Math.Content.HSS.IC.A.1\">CCSS.MATH.CONTENT.HSS.IC.A.1<\/a><\/li>\n<li><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Content\/HSS\/IC\/B\/3\/\" name=\"CCSS.Math.Content.HSS.IC.B.3\">CCSS.MATH.CONTENT.HSS.IC.B.3<\/a><\/li>\n<li><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Content\/HSS\/IC\/B\/4\/\" name=\"CCSS.Math.Content.HSS.IC.B.4\">CCSS.MATH.CONTENT.HSS.IC.B.4<\/a><\/li>\n<li><a class=\"identifier\" href=\"http:\/\/www.corestandards.org\/Math\/Content\/HSS\/IC\/B\/6\/\" name=\"CCSS.Math.Content.HSS.IC.B.6\">CCSS.MATH.CONTENT.HSS.IC.B.6<\/a><\/li>\n<\/ul>\n<h1><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-372\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-23-at-3.33.45-PM-300x263.png\" alt=\"\" width=\"300\" height=\"263\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-23-at-3.33.45-PM-300x263.png 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-23-at-3.33.45-PM.png 327w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/h1>\n<h1><strong>Data Representations Lesson 1 (Algebra 1)<\/strong><\/h1>\n<h2><b>Unit Title: <\/b><span style=\"font-weight: 400\">Data Representations &#8211; Can Data Displays Impact Understanding?<\/span><\/h2>\n<h2><b>Lesson Time Frame: <\/b><span style=\"font-weight: 400\">3 Class Periods<\/span><\/h2>\n<p><span style=\"font-weight: 400\">Lesson Opening (communicate to students at lesson onset)<\/span><span style=\"font-weight: 400\">: \u00a0\u00a0<\/span><i><span style=\"font-weight: 400\">Data displays are used everyday in the media!<\/span><\/i><span style=\"font-weight: 400\"> We may not realize how often we see data displays used every day. \u00a0Data displays are used by news outlets, advertisements and marketing, and social media to represent sample data and inform or sway audience members.<\/span><\/p>\n<p>In this lesson, we will be analyzing various data displays and what conclusions we can make from the analysis. \u00a0We will also be finding new data displays from media sources and try to draw conclusions based on analysis. \u00a0Understanding how data displays can influence an audience is important for becoming critical thinkers in the real-world. \u00a0At the end of the lesson, students will be able to break apart data displays, identify patterns and trends, draw conclusions, and make predictions about an entire population.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-374\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-23-at-3.40.36-PM-247x300.png\" alt=\"\" width=\"247\" height=\"300\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-23-at-3.40.36-PM-247x300.png 247w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-23-at-3.40.36-PM.png 323w\" sizes=\"auto, (max-width: 247px) 100vw, 247px\" \/><\/p>\n<h2><span style=\"font-weight: 400\"><strong>Learning Targets:<\/strong> What students will Understand (Generalizations), Know (Factual Content), and Be able to Do (Skills):<\/span><\/h2>\n<p><b>Generalization(s)<\/b><\/p>\n<p><span style=\"font-weight: 400\">Students will understand that\u2026<\/span><\/p>\n<ol>\n<li><span style=\"font-weight: 400\">There are various types of data displays and ways to represent data. \u00a0<\/span>Guiding Questions:<\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What type of data displays exist? (F)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What characteristics of a data set can influence the chosen data display? (C)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How do media and marketing outlets use different data displays to influence populations? (D)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Why are different types of data displays created? (C)<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">2. Varying data displays can be analyzed using statistical understanding . \u00a0<\/span><span style=\"font-weight: 400\">Guiding Questions:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What measures of statistics can we use to help analyze data\/data displays? (F)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How do we compute and calculate measures of statistics from given data sets\/displays? (F)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Can all statistical measures be found for any given data display?\/How can we determine which measures can be found given any data display? (C)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What story can data displays and measures help to tell about samples or populations? (D)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How can we use data displays and statistical measures to draw conclusions about data sets? (C)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How can we make predictions about a population given any data display? (D)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">To what extent should we (as citizens) analyze data displays that are presented in the news and other media outlets. (D)<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><i><span style=\"font-weight: 400\">Note: the guiding questions above are sorted into:<\/span><\/i><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"font-weight: 400\"><i><b>Factual (F)<\/b><\/i><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><b>Conceptual (C)<\/b><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><b>Debatable (D)<\/b><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2><b>Components of CONCEPT-BASED CURRICULUM AND INSTRUCTION that play out in this lesson:<\/b><\/h2>\n<p><span style=\"font-weight: 400\">This lesson gives students the opportunity to analyze and interpret data displays and make connections to data displays used by media outlets.<\/span><\/p>\n<p><span style=\"font-weight: 400\">There are <\/span><b>facts<\/b><span style=\"font-weight: 400\"> that students are asked to know: \u00a0Types of data displays and data measures, and formulas for the data measurements (mean, median, mode, range, etc.)<\/span><\/p>\n<p><span style=\"font-weight: 400\">There are <\/span><b>concepts<\/b><span style=\"font-weight: 400\"> that students are asked to understand: \u00a0Various characteristics of a data set can lend themselves to given data displays and representations, and data displays may be chosen to influence and sway audience members. <\/span><\/p>\n<p><span style=\"font-weight: 400\">There are <\/span><b>skills<\/b><span style=\"font-weight: 400\"> that students are asked to be able to do: \u00a0Analyze and interpret data displays, draw conclusions based on data displays, and make predictions about a population based on a data display from a sample of that population.<\/span><\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Strand<\/b><\/td>\n<td><b>Critical Content (Know)<\/b><\/td>\n<td><b>Key Skills (Able to Do)<\/b><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Data Displays<\/span><\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Types of Data Displays (box and whisker plots, histograms, stem and leaf plots, etc.)<\/span><\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Analyze various Data Displays (key aspects of each data display)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Predict data for an entire population based on how sample data is represented. <\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Statistical Measurements<\/span><\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Definitions of various statistical measurements (mean, median, mode, range, IQR, quartiles, variance, standard deviation, etc.)<\/span><\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Calculate statistical measurements to better understand data displays.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Align measurements to the displays to make predictions about a population or future data trends.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Learning Experiences<\/b><\/td>\n<td><b>Differentiations<\/b><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Review the importance of statistics: Watch youtube videos that emphasizes the importance of understanding data and data displays. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/youtu.be\/wV0Ks7aS7YI\"><span style=\"font-weight: 400\">https:\/\/youtu.be\/wV0Ks7aS7YI<\/span><\/a><\/p>\n<p><a href=\"https:\/\/youtu.be\/u06BXgWbGvA\"><span style=\"font-weight: 400\">https:\/\/youtu.be\/u06BXgWbGvA<\/span><\/a><\/td>\n<td><span style=\"font-weight: 400\">Discussion on the videos supplemented by worksheets for student reflection. <\/span><\/p>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1wgDLKLSD0kw4zn5DjTM5os31atSKjVLjjSVEBBM1RrM\/edit?usp=sharing\"><span style=\"font-weight: 400\">Worksheet 1<\/span><\/a><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Practice identifying types of data displays and what types of statistical measurements we can calculate. \u00a0Discuss what the data displays predict about an entire population, and the types of bias that can be lurking in data displays and measurements.<\/span><\/p>\n<p><span style=\"font-weight: 400\">To help students better understand biased data displays they can watch this video: <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=ETbc8GIhfHo (Links to an external site.)Links to an external site.\"><span style=\"font-weight: 400\">https:\/\/www.youtube.com\/watch?v=ETbc8GIhfHo <\/span><\/a><\/td>\n<td><span style=\"font-weight: 400\">Worksheets with different levels of scaffolding.<\/span><\/p>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1GltHufQfCgLLqHtHknFfznU-UuYyw9aJtZAM6BWLFK0\/edit?usp=sharing\"><span style=\"font-weight: 400\">Worksheet 2<\/span><\/a><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Students work in small groups to analyze data displays from media and news outlets (each group will have a different type of display) and present their findings to the class.<\/span><\/td>\n<td><span style=\"font-weight: 400\">Mixed ability grouping.<\/span><\/p>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1aaI08sOQ2FJUh2Bovh9D8mCZub9bRA3mekQ3efpDlGY\/edit?usp=sharing\"><span style=\"font-weight: 400\">Worksheet 3<\/span><\/a><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Students find find other data representations and determine if they are bias or misleading and share their results with the class.<\/span><\/td>\n<td><span style=\"font-weight: 400\">Provide resources to students. Allow for individual brainstorming and collaboration with peers. \u00a0Teacher guidance throughout process.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400;color: #000000\">Materials\/Resources:<\/span><\/h2>\n<p><span style=\"font-weight: 400\">Youtube Videos (posted below and linked above within lesson plan)<\/span><\/p>\n<p><iframe loading=\"lazy\" title=\"Why You Need to Study Statistics\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/wV0Ks7aS7YI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><iframe loading=\"lazy\" title=\"Did You Know  Latest (Officially updated for 2024) #2024\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/u06BXgWbGvA?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><iframe loading=\"lazy\" title=\"Identifying Misleading Graphs - Konst Math\" width=\"640\" height=\"480\" src=\"https:\/\/www.youtube.com\/embed\/ETbc8GIhfHo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><span style=\"font-weight: 400\">Student Worksheets (linked above)<\/span><\/p>\n<p><span style=\"font-weight: 400\">Data Displays from Media Sources (within worksheet 3 linked above)<\/span><\/p>\n<p><span style=\"font-weight: 400\">Resources for students to explore other data displays:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/flowingdata.com\/2009\/10\/01\/30-resources-to-find-the-data-you-need\/\"><span style=\"font-weight: 400\">http:\/\/flowingdata.com\/2009\/10\/01\/30-resources-to-find-the-data-you-need\/<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/www.amstat.org\/asa\/education\/Statistics-Students.aspx\"><span style=\"font-weight: 400\">http:\/\/www.amstat.org\/asa\/education\/Statistics-Students.aspx<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/www.worldofstatistics.org\/\"><span style=\"font-weight: 400\">http:\/\/www.worldofstatistics.org\/<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/www.gapminder.org\/\"><span style=\"font-weight: 400\">http:\/\/www.gapminder.org\/<\/span><\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400;color: #000000\">Assessments:<\/span><\/h2>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Formative assessment: observe students\u2019 collaborative engagement and response to open-ended teacher prompting. \u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Observe students\u2019 accuracy in analyzing data displays and statistical calculations.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Assign individual student reflection at end of lesson where students discuss (a) Explain what you learned during this lesson and how the visual aids, collaboration with your peers, and teacher guidance supported your learning; and (b) Reflect on your analysis techniques and discuss how you will use what you learned to be a better critical thinker when it comes to data displays in the news and other marketing or media outlets. \u00a0\u00a0<\/span><\/li>\n<\/ol>\n<p>Extension: \u00a0What other data displays do you notice in the real-world can you keep track of them and how they may impact the intended audience?<\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400;color: #000000\">Closing:<\/span><\/h2>\n<p><span style=\"font-weight: 400\">Data sets are diverse in nature and data displays are created with the intent to provide a visual representation to a given audience. \u00a0As critical thinkers and global citizens, we need to be aware of types of data displays, understand how to analyze them, and draw statistical conclusions based on our analysis.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400;color: #000000\">Teacher Notes:<\/span><\/h2>\n<p><span style=\"font-weight: 400\">This lesson is part of a unit on statistical analysis and data representations. The real-world connections and inquiry processes result in a high level of interest among students. \u00a0The use of news outlets, social media, and other online data resources also sustains interest. \u00a0The discussions on the impact of data on an audience can be linked to key life skills (critical thinking) for global citizens. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h1><span style=\"font-weight: 400;color: #000000\">Data Representations Lesson 2 (Algebra 1)<\/span><\/h1>\n<h2><b>Unit Title: <\/b><span style=\"font-weight: 400\">Data Representations &#8211; Let\u2019s Build!<\/span><\/h2>\n<h2><b>Lesson Time Frame: <\/b><span style=\"font-weight: 400\">2 Class Periods<\/span><\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-373\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-23-at-3.38.35-PM-300x233.png\" alt=\"\" width=\"300\" height=\"233\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-23-at-3.38.35-PM-300x233.png 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-23-at-3.38.35-PM.png 399w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><span style=\"font-weight: 400\">Lesson Opening (communicate to students at lesson onset)<\/span><span style=\"font-weight: 400\">: \u00a0<\/span><i><span style=\"font-weight: 400\">Data displays are used to easily communicate data to an audience!<\/span><\/i><span style=\"font-weight: 400\"> \u00a0We may not realize how data impacts our everyday lives (from what we buy, and look at on the internet, to the music played on the radio, and even iPhone sales). \u00a0There is a lot of data that students may find interesting. <\/span><\/p>\n<p>In this lesson, we will be choosing a data set (or collecting our own data) and creating an appropriate data display. \u00a0We will also be defending our reasoning behind choosing the data display for the given set of data (for example a box-and-whisker plot may be chosen when outliers exist within the data). \u00a0At the end of the lesson, students will be able to share their created displays, explain their reasoning behind their created data display, and present their ideas and findings to their peers.<\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400\"><span style=\"color: #000000\">Learning Targets:<\/span> What students will Understand (Generalizations), Know (Factual Content), and Be able to Do (Skills):<\/span><\/h2>\n<h3><b>Generalization(s):<\/b><\/h3>\n<p><span style=\"font-weight: 400\">Students will understand that\u2026<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">There are various characteristics within a data set that align with appropriate data displays. \u00a0<\/span>Guiding Questions:<\/li>\n<\/ol>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What key data measurements can we find from a data set? (F)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What characteristics are important when creating a data display? (F)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How do we choose what type of data display to use? (C)<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">2. There are key features in a data set that must be incorporated into a data display. \u00a0<\/span><span style=\"font-weight: 400\">Guiding Questions:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What key features exist in data sets that also must be incorporated into data displays? (F)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How do we create clear and organized data displays? (C)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What types of information should always be included in a data display? (C)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What story can data displays and measures help to tell about samples or populations? (D)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How can we use data displays and statistical measures to draw conclusions about data sets? (C)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How can we make predictions about a population given any data display? (D)<\/span><\/li>\n<\/ul>\n<p><i><span style=\"font-weight: 400\">Note: the guiding questions above are sorted into:<\/span><\/i><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"font-weight: 400\"><i><b>Factual (F)<\/b><\/i><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><b>Conceptual (C)<\/b><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\"><b>Debatable (D)<\/b><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2><b>Components of CONCEPT-BASED CURRICULUM AND INSTRUCTION that play out in this lesson:<\/b><\/h2>\n<p><span style=\"font-weight: 400\">This lesson gives students the opportunity to mathematically analyze a set of data and create their own data displays to reflect their findings.<\/span><\/p>\n<p><span style=\"font-weight: 400\">There are <\/span><b>facts<\/b><span style=\"font-weight: 400\"> that students are asked to know: \u00a0Types of data displays and data measures, and formulas for the data measurements (mean, median, mode, range, etc.)<\/span><\/p>\n<p><span style=\"font-weight: 400\">There are <\/span><b>concepts<\/b><span style=\"font-weight: 400\"> that students are asked to understand: \u00a0Various characteristics of a data set can lend themselves to given data displays and representations, and data displays may be chosen to influence and sway audience members. <\/span><\/p>\n<p><span style=\"font-weight: 400\">There are <\/span><b>skills<\/b><span style=\"font-weight: 400\"> that students are asked to be able to do: \u00a0Analyze and interpret data sets, create various data displays, defend reasoning behind created data display.<\/span><\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Strand<\/b><\/td>\n<td><b>Critical Content (Know)<\/b><\/td>\n<td><b>Key Skills (Able to Do)<\/b><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Data Displays<\/span><\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Types of Data Displays (box and whisker plots, histograms, stem and leaf plots, etc.)<\/span><\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Create a data display that is clear to a viewer and reflects a chosen data set.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Predict how a data display reflects an entire population.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Statistical Measurements<\/span><\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Definitions of various statistical measurements (mean, median, mode, range, IQR, quartiles, variance, standard deviation, etc.)<\/span><\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Determine what statistical measures must be apparent in a data display.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Make connections between a data display and the statistical measures of the data set.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Learning Experiences<\/b><\/td>\n<td><b>Differentiations<\/b><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Review how to create data displays and the tools available for creating data displays (box-and-whisker plot generator, google sheets and forms for data collection and displays, associated applets.<\/span><\/td>\n<td><span style=\"font-weight: 400\">Discussion of creating data displays.<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Practice creating data displays given a set of data. \u00a0Students will work in small groups.<\/span><\/td>\n<td><span style=\"font-weight: 400\">Worksheets with different levels of scaffolding.<\/span><\/p>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1X86uVucjG4VvRWdqcczyuh_-NPtAUpYB9fkh5O76Dlo\/edit?usp=sharing\"><span style=\"font-weight: 400\">Worksheet 1<\/span><\/a><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Students work in small groups to find interesting data (such as iPhone sales) or collect their own data (using google forms or surveys). <\/span><\/td>\n<td><span style=\"font-weight: 400\">Mixed ability grouping. \u00a0Provide resources to students. <\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Students determine what type of data display to create based on their found or collected data. \u00a0And construct their models. \u00a0<\/span><\/td>\n<td><span style=\"font-weight: 400\">Allow for individual brainstorming and collaboration with peers. \u00a0Teacher guidance throughout process.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400;color: #000000\">Materials\/Resources:<\/span><\/h2>\n<p><span style=\"font-weight: 400\">Student Practice Worksheets (linked above)<\/span><\/p>\n<p><span style=\"font-weight: 400\">Data Sets and tools for collecting data (statistics websites)<\/span><\/p>\n<p><span style=\"font-weight: 400\">Resources for students to help create data displays<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/flowingdata.com\/2009\/10\/01\/30-resources-to-find-the-data-you-need\/\"><span style=\"font-weight: 400\">http:\/\/flowingdata.com\/2009\/10\/01\/30-resources-to-find-the-data-you-need\/<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/www.amstat.org\/asa\/education\/Statistics-Students.aspx\"><span style=\"font-weight: 400\">http:\/\/www.amstat.org\/asa\/education\/Statistics-Students.aspx<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/www.worldofstatistics.org\/\"><span style=\"font-weight: 400\">http:\/\/www.worldofstatistics.org\/<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/www.gapminder.org\/\"><span style=\"font-weight: 400\">http:\/\/www.gapminder.org\/<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.meta-chart.com\/box-and-whisker\"><span style=\"font-weight: 400\">https:\/\/www.meta-chart.com\/box-and-whisker<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"http:\/\/www.alcula.com\/calculators\/statistics\/box-plot\/\"><span style=\"font-weight: 400\">http:\/\/www.alcula.com\/calculators\/statistics\/box-plot\/<\/span><\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400;color: #000000\">Assessments:<\/span><\/h2>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Formative assessment: observe students\u2019 collaborative engagement and response to open-ended teacher prompting. \u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Observe students\u2019 accuracy in analyzing data sets and choosing appropriate data displays.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students present their data displays to the class. \u00a0Before discussing their findings, other students can volunteer to analyze the presented data display (linking back to the first lesson). \u00a0Students then discuss their found or collected data and defend the reasoning behind choosing their type of display. \u00a0Students will be able to see if their own interpretations line up with the group\u2019s motives for choosing the given data display. \u00a0Students answer questions from their peers.<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">Extension: \u00a0What broad conclusions can be made about the relationships between data sets and data displays?<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400;color: #000000\">Closing:<\/span><\/h2>\n<p><span style=\"font-weight: 400\">Data sets are diverse in nature and data displays are created with the intent to provide a visual representation to a given audience. \u00a0As critical thinkers we need to know how to create various types of data displays, understand how to analyze displays, and draw statistical conclusions based on analysis of displays.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400;color: #000000\">Teacher Notes:<\/span><\/h2>\n<p><span style=\"font-weight: 400\">This lesson is part of a unit on statistical analysis and data representations. The real-world connections and inquiry processes result in a high level of interest among students. \u00a0Allowing students to find their own data set or collect their own data also sustains interest. \u00a0Asking students to share their findings and reasoning with their peers encourages accountability for their work.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Data Displays and Measurements Standards: CCSS.MATH.CONTENT.HSS.ID.A.1 CCSS.MATH.CONTENT.HSS.ID.A.2 CCSS.MATH.CONTENT.HSS.ID.B.5 CCSS.MATH.CONTENT.HSS.IC.A.1 CCSS.MATH.CONTENT.HSS.IC.B.3 CCSS.MATH.CONTENT.HSS.IC.B.4 CCSS.MATH.CONTENT.HSS.IC.B.6 Data Representations Lesson 1 (Algebra 1) Unit Title: Data Representations &#8211; Can Data Displays Impact Understanding? Lesson Time Frame: 3 Class Periods Lesson Opening (communicate to students at &hellip; <a href=\"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/06\/concept-based-lesson-plan_altieri\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2096,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[4],"tags":[13,71,73,74,72,70],"class_list":["post-370","post","type-post","status-publish","format-standard","hentry","category-cbci","tag-algebra","tag-data-displays","tag-education","tag-lesson-plans","tag-mathematics","tag-statistics"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/370","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/users\/2096"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/comments?post=370"}],"version-history":[{"count":0,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/370\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/media?parent=370"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/categories?post=370"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/tags?post=370"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}