Sarah Walsworth

IT 7360 – A04

Lesson Plan 1

DELIVERABLE 1
Lesson 1:
Mean, median, quartiles, and interquartile range.

Learning Objective:
At the end of this lesson the learner will be able to compare summary statistics from one set of
data to another with a 70% or better accuracy.

Standards:
MM1D3a: Compare summary statistics (mean, median, quartiles, and interquartile range) from
one sample data distribution to another sample data distribution in describing center and
variability of the data distributions.

MM2D1a: Pose a question and collect sample data from at least two different populations.

Essential Questions:
How do you compare groups of data using at least of the following: mean, median, or
interquartile range?

How do you write survey questions to discover the information you are looking for?

Instruction: GHSGT Review: Data & Analysis Unit

Day1:
- Teacher leads a discussion with students to review basic definitions associated with the
Data Analysis unit. (This is just review from Math 1 & 2.)
- Students work in cooperative groups on basic skill and drill problems to ensure they can
answer these type of questions on the GHSGT.
Day 2:
- Teacher previews what class will be doing in the computer lab that day using the
projector in the classroom. Students also receive the address for the webquest so they
are able to begin as soon as they get to their computer.
- Students will work on the following webquest:
www.zunal.com/webquest.php?w=39523
 - Teacher will circulate throughout the room to answer questions and ensure students
are on topic.
Day 3:
- Students will complete their webquest, and also work on a short 2-4 minute
presentation to be graded by their peers.
- The class should be able to begin presentations before the end of the day.
Day 4:
- Complete presentations and get feedback from peers and teacher.

Assessment:
Once the assignment is complete, the students will complete a peer rubric for each of their
classmates during their presentations. It will be work 20% of their overall grade. My co-
teacher and I will also grade the completed project using the rubric below. This will count for
the remaining 80% of the grade.

DELIVERABLE 2
Sample Project:

Question to be answered:
Are boys or girls smarter? (You could compare test scores or grades)

Type of sampling:
Convenience sampling. I will ask the teacher for a list of boys and girls scores on the last test.
(No names will be included.)

Girls Scores Boys Scores 5# Summary

1 85 105
Girls Boys
2 78 48
Minimum 55 48
3 55 98
Lower Quartile 78 72
4 99 65
Median 84.5 79
5 76 72
Upper Quartile 92 88
6 92 78
Maximum 103 105
7 103 84
8 88 77
9 94 88
10 81 80
Questions for paper:

1. What was your question and why did you choose it?
Are boys or girls smarter?

2. What comparisons were being made?

I compared scores from the last test taken in my Math 3 class; ten of the boys and ten of the
girls. I then found the minimum, lower quartile, median, upper quartile, and maximum for each
set of data.

3. How did you choose to survey? What sampling method did you use? How did you collect
your data?I used the convenience sampling method. I collected my data from my Math 3
teacher.

4. Were the results what you expected? If they were not, what could have contributed to
the differences?
They were what I expected. The difference could have been that more boys score lower on this
particular test. The boys were in an assembly during the review, so this may be why they
scored lower.

5. Which variable better answers the question that you posed? Support your answer using
the box and whisker plots and the 5 number summary? Make sure to use the median and
IQR.
I found that girls were smarter when I compared the data from the last tests. I think it might
have been more accurate if I had looked at each students overall test average (all 3 tests we
have taken). I found by looking at the median that the girls average was much higher than the
boys. The boys did have the highest school on the test, but they also had the lowest. The
interquartile range was smaller for the girls than the boys, which means there scores were
closer together and more uniform while the boys were more spread out and all over the place.
DELIVERABLE 3

Evaluation Rubric

Beginning 1 Developing 2 Very Good 3 Exemplary 4 Scoree

Student will pose a Students did Students posed a Students posed a Students posed a %20
question that has not pose a question that question that question that yielded
two variables that question that yielded numeric yielded numeric numeric answers and
will yield statistics. yielded numeric answers but did answers and makes makes a comparison
answers. The not attempt to a comparison between two
question was make a between two variables while at
not relevant to comparison variables, but least 10 values.
the task. between two questions will yield
variables. less than 10 values.

Students put their Students do not The values in the The values in the All values in the data %20
data for each have a data table are data table and the table are correct and
variable in a table complete data correct, but the 5 5 number the 5 number
and have the table and the 5- number summaries are summaries match
accompanying 5- number summaries partially incorrect the data tables.
number summary. summaries are partially incorrect (1-2 mistakes).
completely (More than 3
incorrect. mistakes).

Box and whisker Neither box Only one box and Both box and Both box and %20
plots are and whisker whisker plot is whisker plots are whisker plots are
completed on the plot is completed completed, but completed, correct,
same graph so that completed correctly. they are not and plotted on the
comparisons can be correctly. plotted on the same graph so that
made. same graph so that comparisons can be
comparisons made.
cannot be made.

Students will write Students make Students partially Students answer Students pose their %20
a paper justifying no attempt to answer their their question question, answer
their topic choice answer their question with completely but their question with
and making a own question statistics. Little may have faulty statistics, tell what
generalization using statistics. justification is logic or weak sampling method
based on the data given. Some justification. they chose, and give
they have comparison is justification relating
gathered. made between to their statistics
the two variables. about which answer
is better.
 Total Score: %80

Peer Rubric:

Presenters Name______________________ Your Name __________________________

Rate each presentation by circling a 1-4. Remember 1 is the lowest (or worst) and 4 is the
highest (or best).

1) Did the question the student researched make sense? (Could they 1 2 3 4
compare two sets of data?)
2) Did the student have all the required data in their table? Was the table 1 2 3 4
displayed neatly for their presentation?
3) Did you think their box and whisker plot was displayed neatly for their 1 2 3 4
presentation?
4) Did the student’s explanation (the paragraph they read) make sense? Did 1 2 3 4
you understand the answer to their initial question?
5) Did the student speak in a voice so you could understand what they were 1 2 3 4
saying? Did they conduct themselves in the correct manner? (no giggling or
cutting up)

DELIVERABLE 4
6 Es
1. Engage: I would explain to the students a little about the project and explain they will be
able to decide their own topic to look into and research. I will give them some example
questions/topic, and have them come up with more ideas as a class. How can we use
median and interquartile ranges to compare data? What types of “real life” data can we
look at when trying to use these techniques? What do you think you would be interested
in?
2. Explore: The students discover when they begin their webquest that they are able to
choose their own questions and area of research. They will have the opportunity to explore
more than one area and choose what would be the best fit for them.
3. Explain: After the student researches their ideas, collect and compare data, they will have
to write their findings in a paragraph. In the webquest the students asked to answer 5
questions that apply to their project.
4. Elaborate: After completing the webquest, the students will do a presentation to the class.
They may use whatever they think would best convey their information: make a poster,
power point, or anything they would like.
5. Evaluate: The students will be given a copy of both rubrics before beginning their project.
Having the rubrics before beginning the project will allow the students to evaluate
themselves as they complete the project.
6. Extend: Have the students think of ways this project could be extended to other topics.
They could also display their findings in the hallway outside of the classroom.