Patricia
G. Grippo
Group # 1
Math  grade 9 selfcontained Special Education
Commencement
Content Standard:
Students will understand data analysis in the real world setting.
Benchmark
Standard:
Students will understand and use data analysis to describe and compare
data.
Content
Standards:
Students will explore and produce graphic representations of data using
calculators and computers.
Performance
Standards:
Students will collect, analyze and compare data relating to sports events,
stocks, time and money management. Students will construct graphs to interpret
the data. Students will find the mean, median, mode and range of the set
of data.
Content
Outcomes:
Students will correctly identify the appropriate graph and measure of
central tendency for the group of data.
Performance
Measures: Students will be able to:
 interpret
and draw pictographs, bar graphs and line graphs
 choose
the more appropriate graph to display a set of data
 recognize
how bar graphs and line graphs can be misleading
 find the
mean, median, mode and range of a set of data
 choose
most appropriate measure of central tendency
GRAPHS AND DATA ANALYSIS
ENABLING
ACTIVITIES The purpose of this project is to provide a connection between
mathematics and the real world. Graphs are used in many places, such as
magazines, newspapers, research journals, and daily news, reports. Bulletin
board displays or graphical information that is readily available can
be part of the unit. The collection of this material can be assigned as
part of homework assignments, extra credit work or however best it can
be incorporated into the unit.
These
projects are geared for a ninth grade self contained math class. However,
they can be easily modified by adjusting the amount of research and data
to be collected. The teacher can make these adjustments based on the levels
and abilities of the students within the class. They can be adapted for
students to work independently, in pairs or in small groups.
Any
unit based on data analysis and graphing from a ninth grade math curriculum
can be used along with work books, text books and resource books for class
work and homework assignments. Use of teacher made study guides, work
sheets, quizzes and tests, standard chapter and unit tests are at the
teacher's discretion. A rubric for the presentation assessment is included.
It is suggested to use an overhead projector with graph overlays during
instructional time with emphasis placed on the appropriate use for each
type of graph and central tendency, and definitions of key terms. Some
class time will be needed for group or individual time to work on the
project and for teacher input. The instructor may want to break down the
project assignments into an outline or list format in addition to the
written instructions so the students have a clear understanding of what
is expected.
Students
will need to know how to use a data base program and a graphing program.
They will need to have access to computers either in the classroom or
in a computer lab. Therefore, a minimum of two class periods should be
devoted to introducing students to the basics of each program This can
be done prior to the beginning of this unit or it can be incorporated
into the unit. Clear and simple instructions for using these programs
should be in written form and distributed to the students so they have
a visual reference as they are being instructed in "hands on"
lessons.
A suggested course outline of the topic unit objectives is as follows:
Day
1:To interpret and draw pictographs.
Used to display numerical facts
2.
To interpret single and double bar graphs.
Used to show comparisons
3.
To interpret single and double line graphs.
Used to indicate trends or changes in data
4:
To draw a bar or line graph for a given set of data.
5:
Computer Lab  Data Base Program
6:
To decide whether a bar graph or line graph would be more appropriate
to display a set of data.
7:
Group activity day
8:
To recognize how bar graphs and line graphs can be misleading.
9:
To find the mean, median, mode and range of a set of data.
10:
To decide whether a given measure of central tendency is appropriate for
a set of data.
11:
Computer Lab  Graphing Program
12:
Group activity day
GRAPHS AND DATA ANALYSIS
Group
Project
Show Me The Money!
For
this unit project students will choose five stocks and record their daily
progress over a two week period. The source of this information must be
documented. Additional information concerning last year's performance
of these stocks must also be obtained through the INTERNET or a reference
book. The INTERNET address or book title and page number must be documented.
All
information will be recorded in a database set up by the group. The mean,
median, mode and range must also be included. The group will decide how
to organize this information.
The
data base information will be organized into four different graphs, computer
generated when possible. One graph must show a comparison. The group will
decide how to organize this information and what types of graphs to use,
The students will create two problems based on each graph for the class
to solve. All data will be reported to the class with a discussion focusing
on the significance of the data and basis of types of graphs chosen. Which
graph best represents the collected data? Which measure of central tendency
is most appropriate for the collected data? What conclusions can be made
from the graphs? What predictions can be made?
GRAPHS AND DATA ANALYSIS
Group
Project
Play Ball!
For
this unit project the students will follow two baseball teams of their
choice, recording wins, losses, scores, hits and runs. The source of this
information must be documented. They will also access the INTERNET or
a reference book to obtain similar recorded data on their teams from the
previous year. The INTERNET address and title of reference book and page
number must be documented.
All
information will be recorded in a database set up by the group. The mean,
median, mode and range must also be included. The group will decide how
to organize this information.
The
data base information will be organized into four different graphs, computer
generated when possible. One graph must show a comparison. The group will
decide how to organize this information and what types of graphs to use.
The students will create two problems based on each graph for the class
to solve. All data will be reported to the class with a discussion focusing
on the significance of the data and basis of types of graphs chosen. Which
graph best represents the collected data? Which measure of central tendency
is appropriate for the data collected? What conclusions can be made from
the graphs? What predictions can be made?
GRAPHS AND DATA ANALYSIS
Group Project
Money To Burn
For
this unit project, students will document how much money they spend on
specific items during a two week period. They will also access an additional
resource to obtain national data for their same age group (14  16 yrs.).
This source may be the INTERNET or a reference book. The INTERNET address
must be documented and the title of the reference book and page number
must be given.
All
information, both individual and national, will be recorded in a database
set up by the group. The mean, median, mode and range must also be included.
The group will decide how to organize this information.
The
data base information will be organized into four different graphs, computer
generated when possible. One graph must show a comparison. The group will
decide how to organize this information and what types of graphs to use.
The students will create two problems based on each graph for the class
to solve. All data will be reported to the class with a discussion focusing
on the significance of the data and basis of types of graphs chosen. Which
graph best represents the collected data? Which measure of central tendency
is appropriate for this data? What conclusions can be drawn from the graphs?
What predictions can be made?
Areas
of spending to be monitored
1.
Food
2. Clothes
3. Drugs  this includes alcohol and tobacco
4. Music
5. Entertainment  this includes movies, bowling, skating, arcade etc.
6. Other
GRAPHS AND DATA ANALYSIS
Group
Project
Nothing But Time
For
this unit project students will document how much time they spend doing
the following activities for a two week period. They will also access
an additional source to obtain the latest national data for their same
age group (14 16yrs.of age). This source can be the INTERNET whereby
the students must document the INTERNET address or, it can be a reference
book whereby the title and page number must be documented.
All
information, national and individual, will be recorded into a database
set up by the group. The mean, median, mode and range are to be calculated
and included. The group will decide how this database will organized.
The
data base information will be organized into four different graphs, computer
generated when possible. One graph must show a comparison. The group will
decide how to organize this information and what types of graphs to use.
The students will create two problems for the class to solve based on
each graph. All data will be reported to the class with a discussion
focusing on the significance of the data and the basis of types of graphs
chosen. Which graph best represents the collected data? Which measure
of central tendencv is appropriate for this data? What conclusions can
be drawn from the graphs? What predictions can be made?
Suggested
activities to be monitored
1.
Watching television
2. Homework
3. After school activities  clubs, sports (include practice time and
games), lessons, tutoring, volunteer work etc.
4. Working  paid position
5. Socializing  time spent with family and friends
6. Household chores
7. Talking on the telephone
GRAPH PRESENTATION RUBRIC

Presentation
is accurate, complete with title bar, numerical scale and categories
properly placed. Meaning of symbols, keys and legends are extremely
clear so viewer can easily analyze and interpret data.

Presentation
is virtually accurate. Meanings of symbols, keys and legends are clear
so viewer can analyze and interpret data.

Presentation
contains some inaccuracies. Meanings of some symbols, keys and legends
are clear while others are not.

Presentation
contains many inaccuracies. Meanings of symbols, keys and legends
are unclear.

Presentation lacks accuracy. Meanings of symbols, keys and legends
are unclear.
