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Elise Herring

EMS 480

Mr. Harrison

Statistics Lesson Plan

10 November 2020

Statistics Lesson Plan

Section I: Statistics Task Analysis Reflection

The task that I included in my lesson plan promotes reasoning through the use of

culturally-relevant pedagogy. Students are asked to determine the range of the two data sets that

they are given with the same context and scale and compare them. Students continue through the

task and in the group discussion to determine what traits a box plot possesses that a bar graph

cannot portray to the audience and make sense of how shape and spread affect the context of the

data collected. They also make sense what implications the difference spread, median, and

quartiles in the box plots have on the people in society that have those specific occupations. The

students are following procedures with connections to not only calculate, but extrapolate on what

the data is implying about jobs in the United States. Students will be able to engage with a task

that is represented in multiple ways to make connections among multiple representations to

develop meaning.

The technology supports in the form of Padlet and Peardeck allow modifications and

accommodations for students, as well as conveyance tools that allow for the presentation and

sharing or collaboration of mathematical information. These tools allow for a more smooth
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lesson plan and more opportunities for teachers to collect data about student engagement. The

applet created by NCTM to allow students to graph data in a box plot virtually allows for the

manipulation and experimentation with data quickly and efficiently so that students can spend

more time on analyzing and formulating persuasive, mathematical reasoning to present to the

class. They will also be engaging with statistics in a more raw format when they are inputting

numbers and clicking to test what altering the data can do in terms of the context of the problem.

This task promotes statistics Habits of Mind by showing students that the data that they

are given are not merely numbers, but numbers in context. This is a topic that students would be

at least slightly interested in, as it involves what they might consider “real statistics” as it is

relevant to their world. The probing questions in the lesson plan are included to remind students

of the context and relate what they find or observe back to it. While sixth graders are not

engaging with the best measure of an attribute of interest, they are investigating what makes a

box plot include much more valuable information than the bar graph did. They are also thinking

about the reliability of the source and the sampling issues that may arise. The students are using

several visual and numerical representations to make sense of the differences between the two

data sets and what conclusions could be drawn based on the information that they are given and

that they found.

Section II: Conveyance Tools

Infographics (Presentation technology):

https://d43fweuh3sg51.cloudfront.net/media/media_files/LOWEST_Paid_JobsMATH_PDF.pdf

https://infogram.com/Americas-10-Lowest-Paid-Jobs/

Padlet (Sharing/collaboration technology):

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https://padlet.com/erherri2/l32sryayvi9a7t0r

Google Slides+Peardeck for Task Launch (Presentation technology):

https://docs.google.com/presentation/d/15gksq7FUx7bKYuc7kjSE-

LGNUFNC2ddoook7r3IkZlk/edit?usp=sharing

Section III: Lesson Plan

Examining the Lowest and Highest Paying Jobs in the U.S.

Mathematics Learning Objectives:

Students will be able to create a box plot to represent data.

Students will be able to calculate the median and range of a data set.

Students will be able to summarize and contextualize numerical data sets.

Students will be able to compare two related data sets using measures of the center and range.

Language Objectives:

1. Language Function: Compare

2. Vocabulary/Symbols: Box plot, data set, data, representation, analyze, summarize,

compare, advantage, disadvantage, numerical, attributes, infographic, spread, median, Q1, Q3,

range, minimum, maximum, horizontal scale, annual wage, bar graph

3. Mathematical Precision: Students learn about precision with data and how a mistake in

precision could lead to an outlier or data that misrepresents the context of the problem. They will

tend to this precision during the task by carefully calculating median and range and paying

attention to whether order matters or not.

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4. Mathematical Syntax/Discourse: Students explore the ordering of the scales on the axis of

the graphical representations and the syntax that comes from ordering points that they are given.

They will engage in Socratic discourse at the end when they are convincing their classmates that

their interpretations and graphs are correct by using mathematical language, vocabulary, data,

and persuasive language.

5. Language Supports: If needed, students may request a vocabulary sheet. ELL students

and struggling readers will automatically receive one. ELL students will receive one that has the

English and translated version of the words and their definitions. The teacher will add a Padlet to

the all discussions during class for students that have learning needs that might be helped by a

virtual discussion board. This will provide them more time to read the question, formulate an

answer, go back and change the wording if they would like to, use vocabulary words

intentionally, and avoid bullying or criticism from classmates when they are thinking. This

Padlet will be displayed on the board and show anonymous answers so that they are welcomed

into the conversation and so that their ideas are represented. Students that need it will also be

given a list of sentence starters that help when engaging in persuasive language. All of the above

supports are in the lesson plan.

Essential Question:

How can you use a variety of statistical representations to express contextual data?

Standards:

State Standard Course of Study:

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NC.6.SP.3.a.1 Understand that a mean is a measure of center that represents a balance point or a

fair share of a data set and can be influenced by the presence of extreme values within the data

set.

NC.6.SP.3.a.2 Understand the median as a measure of center that is the numerical middle of an

ordered data set.

NC.6.SP.3.b Understand that describing the variability of a data set is needed to distinguish

between data sets in the same scale, by comparing graphical representations of different data sets

in the same scale that have similar measures of center, but different spreads.

NC.6.SP.4.1 Use dot plots, histograms, and box plots to represent data.

NC.6.SP.5.b.1 Analyze center and variability by giving quantitative measures of center,

describing variability and any overall pattern, and noting any striking differences.

Common Core State Standards:

CCSS.Math.Content.6.SP.A.2 Understand that a set of data collected to answer a statistical

question has a distribution which can be described by its center, spread, and overall shape.

CCSS.Math.Content.6.SP.A.3 Recognize that a measure of center for a numerical data set

summarizes all of its values with a single number, while a measure of variation describes how its

values vary with a single number.

CCSS.Math.Content.6.SP.B.4 Display numerical data in plots on a number line, including dot

plots, histograms, and box plots.

CCSS.Math.Content.6.SP.B.5.d Relating the choice of measures of center and variability to the

shape of the data distribution and the context in which the data were gathered.
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Common Core State Mathematical Practice Standards:

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

Materials:

Handout for Highest and Lowest Paid Jobs in the U.S., infogram link for Highest and Lowest

Paid Jobs in the U.S., calculators, a data set that they can copy and paste into applet (found in

appendix), a device that can access the internet, Padlet, Language Support handouts including the

vocabulary sheet and sentence starters (found in appendix). Box Plot Applet via NCTM is also

used.

Notes to the reader:

Students have created bar graphs and line plots in previous grade levels. Histograms and box

plots are new content in the 6th grade standards. Students had a day of direct instruction before

this to learn how a box plot works and how to calculate median and range. This lesson plan is

designed for a school with BYOD and devices in the classroom for student use.

Detailed Plan for Instructional Time

Time: 50 minutes (middle school)

Time What is the teacher doing? (Be sure to What are students doing? If they are
include questions the teacher will ask and interacting with a technology tool or other
academic language supports and details of materials, please describe.
technologies or
other materials used)
Warm Up Entering the Classroom Procedure Materials Procedure:
Overview ● Students enter the classroom, go to ● Students are released by table to go to the
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and Begin assigned seat, begin warm up, ask laptop cart and unplug the computer with a
Task questions to teacher, and talk about their number that corresponds to their desk
Launch (8 day/good news to teacher and table number. They may grab a whiteboard,
mins) mates only marker, and eraser if they want to while
PEAR ● Materials gathering happens during first they are up.
DECK: 2 mins of class ● Students immediately return to their seats
Slides 1, Teacher is taking attendance, handing out after getting materials
2, 3 material packets, checking in with students, and ● Once all students have returned to seats
checking homework. Potential questions: from one table, next table gets up to go
-How is your day going? until all tables have laptops or other
-Do you have any good news to share? technological device
-What is the most challenging thing about our Their warm up is to log on to the computers and
new unit for you? access the activities linked on the Google
Classroom. They will also be joining the Peardeck
Students will be in groups already of three to on any device to complete the warm up and
four with their tablemates. beginning of the task launch. This will be through
Students will be tasked with writing down or a Peardeck code where students will begin to think
drawing two jobs they think are the highest and about the context of the problem. They are allowed
lowest paid in the U.S. This is via the Peardeck. to talk quietly with their peers during this time.
The answers will be displayed anonymously on Students will fill out the 2 low paying and 2 high
the board afterward. They will then write their paying jobs as well as type a prediction for the data
prediction for what they will discover from the set.
data. Predictions could include:
Potential probing questions while walking -low-paying jobs requiring less schooling
around as they talk in groups about what they -high-paying jobs requiring higher level degrees
think: -they might think about the difference between a
-Do you think there is a big difference in pay doctor’s paycheck and a fast food worker’s
between job a and job b? paycheck.
-Why do you think that is a low paying job?
-What types of people do you think work that
job?
-Why would that job be so high paying?
Whole Explain infographic, annual wage, and U.S. Students are making observations about the graphs
Group Bureau of Labor to finish the prepwork to presented to them and then sharing with their
and Small launch the task. groupmates at their tables (Think-Pair-Share).
Group 1. Show students the two infographics and They are permitted to use the Padlet during this
Discussio give them a few minutes to make time if they would prefer not to engage in group
ns to observations. discussion or if they need the accommodation.
Make 2. Ask them to share mathematical Examples of Key Student Group Contributions and
Sense of observations with their groups. Observations:
the Data Potential teacher questions to lead discussion -Vertical Scale is different in the two graphs
(10 mins) and individualized instruction: -Lowest/highest jobs are on the left
PEAR -Do you think that the U.S. Bureau of Labor is -Source
DECK: a reliable source? -Unit is MEAN (average) annual wage
Slides 4, 5 -What questions could you pose about the -Bigger difference (spread) between annual wages
**Padlet possible sampling that the U.S. Bureau of for top jobs than low jobs
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Option Labor uses? -Amount of education typically required for jobs in

-What questions do you have about the data? each category
-What doesn’t the infographic tell us? -Don’t know gender or sex, area, socioeconomic
-What does the scale tell us? history or status, race, or ethnicity for people in
-What are the units of the graph? these jobs
-What type of graphs are we looking at? -Bar graphs
Working Probing questions to ask while students are Students will:
with the engaging with task: 1. Plot the data from each data set
Data (15 -How did you calculate [median, range, Q1, individually using the applet.
mins) Q3]? 2. Calculate median, Q1, Q3, and the range
PEAR -What does the “skinny” shape of the lowest for each data set.
DECK: paying jobs mean? Is that center or spread? 3. Plot the data side by side to see the
Slide 6 -What do the ends tell you about that data set? difference on the same scale.
**Padlet -How can we think about what a box plot is and 4. Discuss in your group: compare the graphs
Option apply that to the problem? from the two data sets.
-What do most of these jobs have in common? Students have the option to use the Padlet to write
-What does the box plot show about the down their thoughts and compare the two data sets
variability in annual wages for these 10 jobs? in terms of spread, measures of center, range, and
-What mathematical information is present in their overall shape on the applet.
the box plot that you can’t see in the bar graph?
Potential alternate conceptions:
-How does that information help you make -Mean equals median, or that they are
sense of the data better? interchangeable
-The range is how many jobs are between the two,
Challenge students to use vocabulary words in not the amount of money difference
place of describing, observation words. Work -Misinterpreting the scale (hopefully addressed in
on replacing words like “skinny” or “stretched” previous section of lesson)
with spread and middle with “median” or -Errors in calculation
“measure of center.” How to address:
-Calculate mean and median and discuss
differences and similarities
-Probing questions about what the range means in
the context of the problem
*Student applet and calculation key is below.
Data Ask students what they learned about the Students should engage in discussion, present their
Analysis variability in annual wages when they created findings, and use persuasive language to agree or
and the box plot. Ask similar questions to the disagree with their peers. Students should notice a
Compare probing questions above to ensure that all disparity in annual wages, the shape or spread of
Discussio students are thinking about those things. Put the the box plots, and the range of salaries.
n (whole box plot of both data sets on the board. Ask Students should compare the visualization with
group) (10 students to restate what their peers said box plots to the bar graphs from the infographic.
mins) occasionally to ensure that everyone is Students will use sentence starters if they need to
PEAR listening. to help formulate their persuasive language and
DECK: -What is the difference between the median and reasoning.
Slide 7 the top/bottom salaries? Is this a big difference? Potential alternate conceptions:
*Sentence Use persuasive language to agree/disagree. -Students thinking that any amount of money is a
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Starters -What is the median, Q1, and Q3 for each data big difference, so there is a big difference between
handout set? the low and the high annual wages
**Padlet -Which representation/visualization is better at -Students thinking that the box plot of all 20 wages
Option showing the extreme difference between the would be “skinny” because it would be squished
highest and lowest annual wages? Why? into a smaller plot
-If all 20 annual wages are plotted in a single -Thinking that the bar graph is better because they
box plot, would that be an accurate are more familiar with that format so they may
representation of data? Why or why not? think it’s more straightforward or helpful
(Talk to students about which methods are better
for analysis and which are better for quickly
portraying information).
*Students have the option to use Padlet during this
time to communicate their thinking and contribute
to the class. All Padlet responses are considered
fair game for using in persuasive mathematical
discourse as if someone had spoken them aloud
(they are of equal value to the class).
Wrap Up Do you agree with the amount of money people Students will drag their dot to indicate whether
(5 mins) in the occupations we investigated today they agree or disagree with the statement.
PEAR receive? Students are putting ChromeBooks away when
DECK: Paper Exit Ticket (see appendix) dismissed to do so and filling out exit tickets. The
Slide 8 Materials Collection: One group at a time is exit tickets are placed in their class period’s bin at
Paper Exit dismissed to put ChromeBooks back. the front on their way out.
Ticket The teacher is wrapping up class, passing out
exit tickets, making sure all ChromeBooks are
put back, dismissing class.

Appendix:

“Vocabulary Sheet” for Language Support without specific ELL adaptation:

Range: Bar graph Box plot Data: facts and

statistics and numbers
collected together

Representation: very Analyze: look at and Summarize: give a Compare: estimate,

general relationship describe in detail brief statement of the measure, or note the
that shows main points of things that are the
similarities between (something) same or different
mathematical objects between
or structures
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Data set: Advantage: Disadvantage: Numerical: from

something is in a Something is in a numbers
better position than worse position that
another another
-preferred over the -not the better thing
other -not preferred
-the better thing

Infographic: Spread: how Annual wage: Median:

stretched/squeezed a
representation is (ex:
IQR)

Attributes: Q1/Q3: Minimum/Maximum: Horizontal Scale:

characteristics,
describing words
about something,
adjectives

“Persuasive Language Sentence Starters” Language Support Handout:

Persuasive Language Sentence Starters:

I (believe/don’t believe) that … because …

I (agree/disagree) with that … because …

According to … I believe that …

Using what I know from … I know that …

“Data Sheet” that will be on Google Classroom for students to copy and paste:

Data for Low Paying Jobs:

18600
18720
18780
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18930
19430
19570
19690
19990
20020
20320
Data for High Paying Jobs:
232830
230540
216760
216440
191520
186320
184820
180850
177520
176840
To Put Them Side by Side or To See All Data Together:
18600, L
18720, L
18780, L
18930, L
19430, L
19570, L
19690, L
19990, L
20020, L
20320, L
232830, H
230540, H
216760, H
216440, H
191520, H
186320, H
184820, H
180850, H
177520, H
176840, H

“Exit Ticket”

EXIT TICKET Name: ___________________________________

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How has studying these graphs made you think about what type of opportunities and jobs you
might want to pursue in the future?

Do you have any questions about what we did today?

Key:
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Section IV: Citations

Dick, T. P., & Hollebrands, K. F. (2011). Focus in High School Mathematics: Technology to

Support Reasoning and Sense Making [PDF]. Reston: NCTM.

Ladson-Billings, G. (1995). But That’s Just Good Teaching! The Case for Culturally-Relevant

Pedagogy. Theory into Practice, 34(3), 107-116. Retrieved November 10, 2020, from

https://www.jstor.org/stable/1476635

Lynn, Hollylynne. (2019, January 25). Issues in Teaching Statistics: Summarizing Importance of

Models for Inferential Reasoning [Video file]. Retrieved November 30, 2020, from

https://www.youtube.com/watch?v=jQG9OkKF2jo&feature=emb_logo

PBS LearningMedia. (2020, November 29). The Lowdown: Real-World Data Sets: Low- and

High-Paying Jobs. Retrieved November 30, 2020, from

https://unctv.pbslearningmedia.org/resource/mkqed.math.sp.jobs/real-

world_data_sets_low_high_paying_jobs/