Teacher's Notes
Teacher’s Notes:
*Note students are writing across the curriculum. You can print out their blogging in comments as samples of this.
Day Five optional addition/Teacher’s option: corresponding classroom teachers have the option (if time zones permit) to Skype the class while students log their comparisons. Communicate your goals with your paired classroom teacher. Skyping set up is your responsibility if you wish.
Common Core Standards. Develope understanding of statistical variability.
 6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
 6.SP.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.6.SP.5. Summarize numerical data sets in relation to their context, such as by:
 Reporting the number of observations.
 Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
 Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
 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
Below: Learning Mean, Median and Mode a Classroom Lesson and a review of how to gather data.
Mean, Median, Mode and Range click full screen for best view 
Print out lesson pans *
Performance Objectives (Know/Do) 
Know:



Learning Plan & Notes to Instructor 
Classroom structure: You may have the class in small groups or as individuals. Group according to ability or interest, but groups should be flexible. http://www.kidlink.org/drupal/comment/reply/83
Teacher may need to give assistance on “Taking a Survey”, using one of the examples from below. Instruction will be differentiated by allowing for choice in process and product and internet interaction.
Plan/Notes: Questioning Begin with a discussion of types of questions: Numerical/ Categorical. Samples that are be used in the project
1. Group 1 How many hours do you watch TV a day?( Example 01, 12, 34, etc)
2. Group 2 Ancestry: Countries your Grandparents, or parents are from if different than the one you were born in? (Go as far back in your ancestry as you know as great grandparents are grandparents too.) 3. Group 3 Sports Which sports you participate in? (will try out for? or want to try out for counts in participation) 4. Group 4 How do you get to school?( Examples: walk, bus, bike, skateboard, driven to school subway etc...) 5.Group 5 Favorite snack food ? ( Examples: potato chips, ice cream, popcorn, nacho’s) 6. Group 6 Genre of music: (Examples) country, rock, pop, rap? 7. Group 7How many movies have you watched this month ? (Example: 01, 23 , 34, 45, etc...) 8. Group 8 Has two Questions: How many times have seen someone being bullied in the last 3 months ? (Example: 01, 12, 34, 45, etc) AND How many times have you seen someone try and divert the bully? (Bully diversion: another person other than the bully or person being bullied diverts the bully by telling the bully his or her behavior is not fair) Display can be 2 sets of data on one graph or separate graphs (Example 0 1, 12, 24, 45 times the event occurred on the x axis with a separate bar for Bully Diversion ). 9. Group 9 How many hours a week do you use the internet? (Example: 01, 12, 34, 45 etc. Next Graphing the data: The x and y axis will be determined by the number of students polled and by the students responses data collected. A pie chart may be a better choice for your data display. Try percentages (conversion feature in graphing program) Review ways of collecting the data, such as survey number charts and tally charts. These are skills that should have been addressed previously. If the class is not familiar with the concepts, a lesson may be needed to teach the skills. Example: Question: Which snack do you like best? (more choices may be added to meet the students statistcal Data)
How many hours do you watch tv a day?
Basic Stat Data Set: Basic Statistics:
Stem and Leaf Plot (frequency Chart):
leaf plot generator (optional use) at: http://www.calculatorsoup.com/calculators/statistics/stemleaf.php Minimum The smallest value in a sample data set. Maximum The largest value in a sample data set. Sum The total of all data values. Count (n) The total number of data values in a data set. Mean The sum of all of the data divided by the count; Median The numeric value separating the higher half of the sample data from the lower half. Mode The value or values that occur most frequently in the data set.


Common Core Standards.  Develope understanding of statistical variability. 6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. 6.SP.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.6.SP.5. Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. 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 