Data Analysis Designed by A. Behrman abehrman@fcs.k12

1. Data Analysis Designed by A. Behrmanabehrman@fcs.k12.in.us

2. Introduction Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes A competition is being held to find students that are able to work collaboratively, sharing and learning from each others individual skills. All groups that have completed the tasks and rate above a specified level of performance in the final task are eligible for a prize. Choices include, but may not be limited to, extra PAT time, choice of activities for PAT time, style of evaluation for a unit , choice of learning method for a unit.

3. The Task Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes Task IV is where you will find the information to complete the project portion of this Quest. In order to be sure that you have an under- standing of all of the skills it entails and to receive your classroom credit for the unit, you will need to complete the first three tasks, too. I. Using given information, create accurate Process 1 histograms pie/circle graphs box & whisker plots stem & leaf plots line graphs scatterplots II. Read and analyze graphs and plots. Provide real life explanations in written form. Process 2 III. Read and analyze information in order to choose and create appropriate graphs. Process 3 IV. Create a presentation involving the collecting of data and the creating and explaining of charts. Process 4

4. Process (1) Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes • Before starting on the Quest, your group members need to choose a Role • Now, in order to correctly read, analyze and explain charts, you need to have an understanding of the different types. There are six types that this Quest will have you expand upon. Using the following sources, create a note page for your math notebook. (Outline of page is in Quest packet). See Text p 596 http://www.ais.msstate.edu/AEE/Tutorial/choosinggraphs.html • http://www.ais.msstate.edu/AEE/Tutorial/advgraphics.html • http://www.ais.msstate.edu/AEE/Tutorial/graphictypes.html • c. Since often times advertisers and journalists can be misleading in their presentation of material, lets be sure you are not. You have no reason to fool, nor should you try to, those for whom you work. (In this case, the business people holding the contest). Read text p597-8 then peruse the following site and answer the questions on worksheet1(Quest packet). • http://www.kcmetro.cc.mo.us/longview/socsci/philosophy/logic/graphs.htm

5. Process (1)continued Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes • d. Now, each group member needs to pick 2 of the following charts. Each of you is responsible for learning how to completely and accurately create your selected charts on both paper and with either EXCELL or a TI 83. Make sure that you are able to explain/teach it to the others. Use the provided worksheet2s found in the Quest packet. • bar/histograms (text p583, 594)box and whisker (text p588)stem and leaf (text p581 ) • line plot (text p594 ) scatter plot pie/circle graph (text p595 ) • Rejoin with your group to jigsaw and then complete Master Task 1 and worksheet3 (Quest packet). (create a bar graph , create a circle/pie graph )

6. Process (2) Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes • Use the following sources as instruction on how to read various plots and graphs and then complete worksheet4 (Quest packet). http://www.mste.uiuc.edu/courses/ci330ms/youtsey/scatterinfo.html • Text p 582-3, 589, 611 • Use this site http://www.tctc.org/schoolinfo/CLUEm/chartslesson2.htm for the charts to answer the questions on worksheet5 (Quest packet). • Join your group to fill in a Master Task 2 sheet. Be sure to completely answer the questions with well written sentences.

7. Process (3) Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes • As a group, pick six topics of interest from provided list (Quest packet). • For each topic, find the corresponding numeric data. • Decide which type of display will best represent the data. (Use the note page you created in Task 1 and/or Text p 596-8) • Complete a Master Task 3 form for each set of data. • Use library resources and/or these to find your data. • U.S. Government Bond Interest Rates, National League Team Batting Statistics • The Week's Most Watched Television Shows, United States Census Bureau • Voting Statistics, National ACT Scores, CIA Factbook

8. Process (4) Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes • Your group Quest is to provide statistical information to enable a new car dealer to build a new showroom that will provide an assortment of vehicles that will be most likely sold. Your original roles for the Quest still apply, however, there is now an opportunity to split up some work according to your interests and skills. Use the checklist found in your Quest packet to divide up the responsibilities of completing this final project/presentation. The responsibilities include and expand upon the following list. • a. See Text p 601 to review and choose a method of data collection. Regardless of how you do it, you need to use 60 samples and find out the following information. : • Style (van, truck, limousine, sports cars, compact, mid-size and so on) • Color • Approximate age • Manufacturer • American or foreign

9. Process (4)continued Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes • b. Present the collected data using a technological presentation tool (such as Power Point and/or Excell), or as a large poster. Report the data with at least four different charts/graphs. • c. Write a paragraph that summarizes and interprets your findings. Address the following points in the summary. • The quality of your sample. Be sure to explain your collection method and your impression of its quality for this purpose. • Time of day, week, and/or location, and how these variables may have affected your results • Your recommendations as to which type of automobiles should be sold in this dealership • Justifications, linked to the data you collected, for your conclusions • d. Present all of the above to one of the following sales managers to get their input and comments on your project. • e. Write a second paragraph before turning your completed project in that presents the information you obtained in part d.

10. Rubrics Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes

11. Evaluation Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes Rubrics for each of the tasks are found in your Quest packet. You will receive individual credit for worksheets completed in task 1-3 and for group Participation, and a shared grade on the Master Task worksheets and Task IV project/presentation. All work completed for Tasks I-III will be counted as homework/classwork grades. Task IV will count as the chapter test grade. A collaboration rubric is found at http://www.ezwebsite.org/fremont

12. Conclusion Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes • Congratulations, completing this lesson has made you proficient at • creating graphs that represent numerical data gathered from any • source. You also are able to interpret existing graphs, weigh their • validity, and draw conclusions concerning the data they represent. • Finally, you've gotten some Internet experience, used graphing • applications and have successfully worked with others to achieve a • common goal. • Your summary and interview with the sales manager should help you to evaluate the appropriateness of how your data was collected so that you have a better understanding of all that goes into presenting and interpreting information that you see all advertisers use to gain your attention and win you to their side. As you reflect on your work before final evaluation, consider these questions: • Would your conclusions and recommendations be those that would provide • your client the best chance to make a profit?  • Would you be comfortable with your recommendations enough to use your • own money to invest in this venture?

13. Notes Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes For TI 83 instructions on creating certain types of graphs, see text p583, 593 ***Possible Data Collection methods 1. Go to a large parking lot (near a shopping center, movie theater, office building, etc.) and classify 60 cars using the given criteria. 2. Survey 60 adults. 3. Walk through your neighborhood and classify 60 cars.

14. Roles Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes • Task Master: in charge of keeping the group on task, keeps track of time spent on separate tasks and coordinates when the group needs to work individually vs. collaboratively. • Project Keeper: in charge of keeping track of who is doing what, keeps track of and collects all material to be turned in by group. • Consultant: in charge of making sure the group works collaboratively, keeps track of any questions or concerns the group might have (to be taken to brief “business” meetings with the teacher)

15. Standards Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes This webquest was created for a freshman basic skills class and a preAlgebra course, neither of which have standards. Since both classes are based on middle school level skills and review, I have listed the 6th-8th grade Indiana Standards that relate to this quest. Standard 6 – Data Analysis and Probability 6.6.1, 6.6.2 7.6.1, 7.6.4 8.6.1-8.6.7 Standard 7 – Problem Solving 6.7.8 7.7.8 8.7.9

16. Resources Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes

17. Teacher Notes Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes The Text referred to throughout this webquest is the McDougal Littell PreAlgebra book. Please refer to the standards page to see where and to what this webquest might apply. In creating this webquest, I hope to have presented the material in a hands-on, real world manner for my students benefit. I did my best to include needed technology exposure, practice and usage while keeping them familiar with text and magazine sources for information.. With the final task, I even attempted to include a way for students to be in contact/involved with the community. If you have happened across this Quest, feel free to contact me with questions or suggestions. abehrman@fcs.k12.in.us Data Analysis Created by A. Behrman August 2, 2004