Academic Support FY08
625-B Summer 2008 Enhancement Grant
Standards-Based Module Planning
Professional Learning Community Grantees Product Template
Instructor(s) Name(s):
Stephanie Stockwell Smith
Dan Case
District/Organization:
Worcester
Learning Standards:
Data Analysis, Statistics and Probability (10.D.1 and 10.D.2)
Guiding Principle I, II, IV, V
Activity:
Length of Time: 60 minutes +

Each teacher will be paired with a different teacher from another school.

Each pair of teachers will exchange their student’s questions so the other class can be surveyed
via email.

Students should be broken up into groups of 3 or 4.

Each group will design 5 questions to ask students in the other class. These questions will be
used to create graphical representation of the data and need to be quantitative.

Teachers should ensure that the type of questions being asked can be measured using measures
of central tendency and the 5 charts below.

For example, questions being asked should be able to be measured, i.e., how fast can you run a
mile in? How many pets have you had in your life?

Once the students have answered the questions from the other class, notify your site administrator
and the data will be collected and brought back to the class who designed the questions.

Once the data is received, students can begin analyzing the data and create the following
graphical representation on poster board that will be provided.
o
Scatterplot
o
Frequency table
o
Stem-and-leaf plot
o
Circle graph
o
Line Graph

Once the graphical representations are complete, students will determine the measure of central
tendencies for the sets of data
o
Mean
o
Median
o
Mode
o
Range

A discussion should begin regarding what measure of central tendency best represents the set of
data.
Assessment:
Students will present their poster board to the class.
Next Steps:
Each student should be given their own set of data and complete the above steps independently.
Materials:
Poster board
Crayons/Markers
Rulers
Pencil