grasso unit plan assignment

8/9/2019 Grasso Unit Plan Assignment

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Unit Title: Interpreting Data

Grade level: High School StatisticsLength of unit: 4 Weeks

Stage 1 Desired Results

Meaning

Enduring Understandings/Generalizations:

The way data is collected, organized, and displayed influencesdata interpretation

Within mathematics there exists a variety of methods todisplay 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 datainterpretation?

How much information is needed in order to understand theentire 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 s ets, 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.


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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 andwhisker plots, bar charts, pie charts)

Sourcing and Bias

Students will be able to

Read and interpret data given a particular data set and providejustification for their interpretations

Determine an appropriate and effective way to presentinformation 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 presenttheir information to one another. Students will try to persuade their peers to change their position based on the data theypresent. A class discussion and activity debriefing will follow this activity. The instructor will pull information from the smallgroup discussions and the large group discussions to help assess the classs understanding. Special note will be given to thevocab used and whether or not students accurately use them, the type of data they pull from the articles, the justificationthey 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?


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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 andconcepts (mean, median, skew, IQR, lurking variables, bias, etc). Students will rank on a scale of 1-4 their comfort level foreach of the words/concepts.

Formative Assessment:

Fathom Labs/Student WorkClass DiscussionsSmall Group DiscussionsExit 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, communityproject, 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. Eachsubgroup will create a visualization (poster, one-sheet, brochure, pamphlet) with the goal of distributing information related totheir position statement. Every subgroup will write a group paper describing their process and justifying their information and datachoice. Class time will be set-aside for each group to present their information and for a short discussion/question session aftereach presentation. Note that each group presentation will contain two mini-presentations from subgroups with opposing orcontrasting position statements.

The group will be assessed on:o Accuracy of mathematicso Organization of informationo Justification Papero Peer and Self -assessment


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Individual Assessment:

Essay exam

o How does data organization and presentation influence the way it is interpreted? Justify your answer by drawing on thework of your peers. Be as specific as you can.

o Your18thbirthday is just around the corner and you are thinking about purchasing a firearm. How would the info graphicbelow affect your decision to buy a gun? Justify your answer.

Individual will be assess on:o Mechanicso Contento Justification

Note: This is an open note/book/fathom lab/student work/calculator assessment. All students will have the option of typing theirexam or writing it by hand it. Depending on the needs of the students, the same assessment may be administered orally or extratime may be given to complete it. Students will be given the first question ahead of time. Students will also be given a version of thesecond question prior to the exam so that they can familiarize themselves with the type of question.


5/11

Kat

Summativ

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. B

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 finpresentations. Be specific.

o Your18thbirthday is just around the corner and you are thinking about purchasing a firearm. How would the info graphic below affect your decision t

Justify your answer.


6/11


7/11

Kat

Summativ

Name: _______________

Interpreting Data Essay Exam Rubric (fill out for both essays)

COMMENTS:

Criteria Proficient (10-7) Partially Proficient (6-4) Unsatisfactory (3-0

Content (x2)

Responds to the prompt clearly,directly, and fully

Includes and correctly appliesmathematical vocab and conceptsthroughout (ex. center, shape,

spread, bar chart, bias)

Appropriate and accurate examplesare cited and explained

Responds to the prompt but doesnot answer it fully and specifically

Shows a good, but general, grasp ofthe information

Few examples are used. Somemight not be explained fully

Includes and correctly applies a

few vocab words and concepts

Fails in some importantfulfill the demands of th

does not address the que

Does not include mathevocab and concepts, or i

them but fails to do so c

Does not use specific exVery general in nature

Justification (x2) Justifies response using evidencefrom class lectures, handouts,

explorations, and peer presentations

Justification supports the studentsclaim

Addresses audience, source, anddata organization

Provides some justification

Addresses 1-2 of the followingconcepts: audience, source, anddata organization

Includes some examples fromclass, but their relationship to claimis not clearly stated

Provides no support for

Does not address audienand data organization

Mechanics (x1) Written in a way that is clear andwell-organized

Has no grammatical and/or

mechanical errors

May have a few grammaticaland/or mechanical errors

Written in a way that is uneven in

development with lapses inorganization and clarity

Is unclear, poorly writteunacceptably brief

Grammatical and/or me

errors are numerous and


8/11

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