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Standard:

A1.S-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (mean,

median) and spread (IQR, standard dev) of two or more different data sets.

Objective (Explicit):

Students will be able to construct a back-to-back stem and leaf plot and use it to compare data sets.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to use prior knowledge of stem and leaf plots to create two separate stem and leaf

plots.

Students will be able to describe the distribution of two separate stem and leaf plots and compare their

results.

Students will be able to take two separate stem and leaf plots (with the same variables being measured)

and create a back-to-back stem and leaf by putting data on the right and left of the tens column.

Students will be able to describe the distribution of a back-to-back stem and leaf plot being able to

compare their results as two distributions.

Students will be able to analyze how making back-to-back stem and leaf plots helps with analyzing and

comparing their distributions.

Students will be able to calculate the mean and standard deviation of one data set at a time using their

calculator.

Students will use mean, median, standard deviation, min, max, and quartiles to compare back-to-back

stem and leaf plot data and conclude:

1. Which measure of the center is appropriate.

2. How this measure is used to compare the center of the two distributions.

Students will use mean, median, standard deviation, min, max, and quartiles to compare back-to-back

dot plot data and conclude:

1. Which measure of the center is appropriate.

2. How this measure is used to compare the center of the two distributions.

3. Students will complete exit ticket with a problem (worth 10 points) in which they are asked to find the

5-numner summary (Min, max, median, quartiles) and compare the results of the distribution using

this summary with 80% accuracy (8/10pts)

Back-to-back stem-and-leaf plot Lesson Notes

Distribution Paper

2 Lesson Plan (Direct Instruction)

Center Pencil

Spread/Variation

Mean

Median

Quartiles

Minimum

Maximum

Opening/Anticipatory Set:(state objectives, connect to previous learning, and make relevant to real

life)

Teacher will go over warm up and relate to prior knowledge by stating how the students could use what they

know about stem-and-leaf plots to more easily compare data and talk about its center and spread. (Slide 1).

Teacher will state how today they will learn how to construct a back-to-back stem and leaf plot and use this

to compare data sets. Teacher will state objective and standards to students to let them know what they will

be learning that day (Slide 2). Also, teacher will have an agenda on the board explaining the tasks for the

day and will state the expectations before the lesson.

al Input

Teacher will go over how stem and leaf Students will take note on their guided notes

plots are created. You have the tens section.

column as your stem and the leafs will

be the ones place. Students will answer the questions like:

Teacher will show students how to What is the distribution of the snow bowl stem-

create stem and leaf plots using two and-leaf plot?

data sets. (Slide 3) What is the distribution of the sunrise stem-and-

leaf plot?

Teacher will pose the following Why is this helpful?

questions: Why would someone want to create a back to

back stem and leaf plot when talking about data

What is the distribution of the snow sets that are in the same units?

bowl stem-and-leaf plot?

What is the distribution of the sunrise Students will follow along as teacher solves

stem-and-leaf plot? examples and record them on their notes.

Teacher will introduce back to back Students will ask questions when confused or when

stem-and-leaf plots and how they are they need help.

really just two distributions. (Slide 4).

combine the stem and leaf plot plotted

before into a back to back stem and leaf

plot. (Slide 5)

questions:

Why would someone want to create a

back to back stem and leaf plot when

talking about data sets that are in the

same units?

can find their mean and standard

deviation using their calculator. (Slide 6).

Co-Teaching Strategy/Differentiation

During this time the co-teachers will be observing the lesson and the students to identify any

sections they felt the students were not fully comprehensive of.

If the students are having a hard time understanding that back to back stem and leaf plots

represent two distributions the teacher can have them create two separate plots. Then flip one

so the stem columns are adjacent and then ask them to merge those identical stem columns.

For those gifted students, the teacher will ask them to describe a situation in which a back to

back dot plot would not be beneficial and explain why.

Practice

Teacher will with the help of students Students will identify the mean, median, standard

identify the mean, median, standard deviation, min, max, and quartiles of the two

deviation, min, max, and quartiles of the distributions they discussed earlier

two distributions they discussed earlier

(Slide 7). Students will (with the help of peers and their

teacher) be able to: Identify whether the mean or

Teacher will use popsicle sticks and the median is a better representation of the center;

thumbs up, thumbs down method to state the average temperature at snow bowl and

get students to do the following: sunrise ski; decide which is warmer than the other

typically and by how much; identify whether the

1. Identify whether the mean or standard deviation or IQR is a better representation

median is a better representation of the spread; state the typical temperatures for

of the center. (Slide 7) each of the ski resorts; and state which one has a

2. State the average temperature at higher variation and by how much.

snow bowl and sunrise ski. (Slide

7) Student will identify center and estimate variance

3. Decide which is warmer than the for a dot blot back to back representation.

other typically and by how much.

(Slide 7) Students will ask questions when they are

4. Identify whether the standard confused and will as a class or individually answer

deviation or IQR is a better any questions their teacher might have.

representation of the spread.

(Slide 8)

5. State the typical temperatures for

each of the ski resorts. (Slide 8)

6. State which one has a higher

variation and by how much.

(Slide 8)

4 Lesson Plan (Direct Instruction)

dot plots and with the help of students

will answer the following questions:

(Slide 9-10)

distribution?

2. Estimate which of the

distributions has a greater

variance.

Co-Teaching Strategy/Differentiation

Co-teachers will walk around classroom during the guided practice to aid the teacher in

looking-over student work and helping them when needed.

For the students that are having a hard time understanding following through the problems, the

co-teachers will work next to them to provide a more 1-1 experience and help them catch up.

For advanced students who are finding the guided practice problems too easy teacher will ask

them to analyze for which graphical statistical representation a back-to-back graph would work

and be beneficial and for which ones it would not be.

nt Practice

Teacher will ask students to complete a Students will complete the following problems

try it out activity by themselves which individually to show evidence of mastery:

will be the following questions:

1. Find the five-number summary for the dot

1. Find the five-number summary plots discussed in guided practice.

for the dot plots discussed in 2. Compare the distributions by their center

guided practice. and spread.

2. Compare the distributions by

their center and spread. Students will raise their hand when finished to turn

in their work and receive their homework.

This will be their exit ticket and will be

used as an evidence of mastery.

students and analyze from their work

what additional help some may need.

problems the teachers will pick up their

evidence of mastery and hand them

their homework.

Co-Teaching Strategy/Differentiation

Co-teachers will walk around classroom and monitor students as well and aid with passing of

the homework.

For those students who got the answer wrong or still dont understand the concept very

strongly, teachers will ask probing questions like What is a way that I can arrange these dots

to make it easier to see what values they represent? By looking at the shape are they skewed

or normal and which would be a good way to describe their middle value? Can you see the

spread of each using the dot plot? Which one is spread out more or has a higher spread? to

get students to complete the problems on their own.

For those students who are done with the problems, they may begin their homework problems

to get more practice while in class and can ask any questions before leaving if needed.

Closure/Lesson Summary

Before students begin their independent practice, teacher will go over what they learned today and will talk to

students about how this can be relevant in their lives when they are looking at:

1. Buying car insurance

2. Airline delays

3. Populations

4. Test Scores

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