Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
Artifact 1: TinkerPlots Relative Attributes
EXPLORATION
Statement of Mathematical Exploration:
For this exploration I am going to be using TinkerPlots to explore relations between various attributes that focus on the same topic. In
this case, the topic is exercise effects and how these effects depend on specific characteristics of an individual. In this exploration, I
am identifying how the attributes that surround this topic depend on each other. There will be five situational comparisons that will
visually represent how two attributes are related to each other. I will use the TinkerPlots software to create a number of graphs that
will show the relationship between two attributes by manipulating the x and y axes. I will explain the findings in each comparison and
provide a screen shot of a graph that represents the data in each situation. I will use the tools in TinkerPlots to represent the situational
comparisons in various ways.
Exploration
A) To start off the exploration of discovering connectives between two attributes, I will construct a graph that shows the relationship
between an individual’s weight and gender. By clicking the plot button on the command bar a plot will appear. To label the axes, I
will click and drag the weight and gender attributes from the list and drop them on top of the axes. From the graph we see that
typically, females weigh less than males. Thus we can make a generalization from this visual that on average weight does depend on
an individual’s gender.
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
B) The next representation will show the dependency between an individual’s gender and weight category. I will change the labels of
the x and y axis to create this representation. I will then click counts and show row percentage from the command toolbar. This will
display the percentage of each category. From this added specification on the plot we will conclude that 88% of women are considered
underweight compared to only 12% of men. This tool provides a specific percentage of the data that is in each category and allows the
user to gain more information from the graph.
C) Our next exploration of finding connections between two distinct attributes that represent the same topic is comparing an
individual’s height and weight. Again, manipulate the x and y axes to represent the next two attributes that we are trying to find a
relationship between. By clicking the averages tool a small triangle will appear on the plot. The user may also click to add in an
average bar to make the average more visible. From this visual representation we can see that the average height is about 68 inches.
As we compare the weight of these people to their height, we can conclude that they also are of average height. This shows a strong
correlation between these two attributes.
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
D) The next two visual representations we will analyze together to come up with an overall generalization of the relation between the
attributes. The first plot will show the relationship between an individual’s weight category and their pulse rate before they exercise.
The second plot will show the relationship between an individual’s weight category and their pulse rate after they exercise. By
clicking the drop down arrow on the bottom left of the plot, a list will appear with options of different graphs to choose. In the first
graph we used a vertical value bar to show that relationship between the weight category an individual is classified in and their pulse
rate before they exercise. In the second graph we used a vertical value bar again but used the stacking tool to represent the relationship
between an individual’s weight category and their pulse rate after they exercise differently. The user can find the stacking tool by
clicking the icon that has three circles stacked vertically on the top toolbar.
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
We can see that an individual’s of a normal weight is able to get their pulse up to a faster pulse more quickly compared to an
individual who is overweight. We can see that the number of individuals with a normal weight, exercise much more because there is a
much larger representation of them in both graphs.
After using the TinkerPlots software as a tool for this exploration we are able to find the relationships between two attributes that
focus on the same topic in a useful and visual way. By manipulating the axes of the plots, we were able to conclude different
information from each representation.
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
Lesson Plan Template:
Title: A cooperative learning lesson on data and statistics that incorporates the use of the TinkerPlots software.
Subject Area: Mathematics: Data and Statistics
Grade Level: 9-12
Concept/Topic to teach: Students will use exploratory data analysis to find the relation between two attributes that focus on the
same topic. Students will be assigned in groups of three and will have a role that they will be responsible to fill.
Standards addressed: Copy and paste from common core/NCDPI
 Common Core state mathematics standards
o Summarize, represent and interpret data on two categorical and quantitative variables.
 6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are
related.
 Common Core state standards of mathematics practices
o Make sense of problems and persevere in solving them.
o Construct viable arguments and critique the reasoning of others.
o Use appropriate tools strategically.
 Technology Standard
o Use technology and other resources for assigned tasks.
General Goal:
Students will engage in exploratory data analysis to develop the skill of generalization and understand the importance of
cooperative learning and how to fulfill their assigned role in their small group.
Specific Objectives:
 Content objective: Students will be able to manipulate the axes of a scatter plot using the TinkerPlots software and find
the connective information between the two attributes.
 Pedagogy objective: Students will work together to complete the task by completing their responsibility as a member of
the group and report their findings to the members of their group.
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots


Technology objective: Students will use technology to more easily explore the graphical representations of the data. The
software allows students to quickly construct a representation and provides useful tools to find calculations easily.
21st Century skill (Communication, collaboration, creativity, critical thinking): Students will communicate with their group
members when they assign different responsibilities and understand what they are accountable for. Students will use
critical thinking in the beginning of the class period as they construct their predictions. They will use critical thinking and
their background knowledge to develop the representations. In this lesson students will use creative thinking to create
scenarios that may fit the graphical representations.
Required Materials:
 Computer lab with available computers for each student (computers must have the full version of TinkerPlots downloaded
on it).
Anticipatory Set (Lead in):
Ask Students open ended questions about the data to set up the exploration
1. What do you notice about the relationship between gender and weight? How can you manipulate a scatter plot to
represent this?
2. What attributes does the gender attribute relate to? What observations can you make?
3. Develop an understanding about the rate of pulse for different weight categories. Can you make any assumptions about
the health of some of the individuals represented?
Step by Step Materials:
Before: Grouping and assignment
1. Group students together: in groups of three
2. Assign Member roles: recorder, discussion director, and presenter
3. Discuss Group Norms:
a. Recorder: create a document of the findings of your exploration
b. Discussion director: instigate group discussion to continue the group’s engagement in the exploration
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
c. Presenter: be able to explain your group’s findings and explain them to your peers
4. Assign tasks and materials to groups
a. You will have computers and the TinkerPlot software
b. Explore the “exercise effect” data and find answers to the open ended questions. Create graphical representations
that show the relation between two attributes.
During:
 What students will be doing: working together with the students in their groups to complete the task. Focus on your role
in the group as well as contribute to the main exploration at hand.
 What teacher will be doing: walk around the classroom to observe which students are on task
After:
 What students will be doing: Move back to your seats and wait for the teacher to close the lesson.
 What teacher will be doing: evaluate how the students worked within their groups and if they gained a full understanding
of the concept.
Closure:
After working in these small groups we have seen that it helps to share responsibilities with other students. As a team we have
different ideas working together and will be able to create a well-rounded exploration of this data.
Assessment Based on Objectives:
 Include Rubric you will use to grade student work
Adaptations
 If there are students that do not have the prior knowledge to be able to create predictions about the data, I will ask their
group members to explain what they need to know. This will allow for more communication and enhance the connection
between group members.
Extensions
 Give students a new set of data and ask them to complete the same task within their small group but ask them to develop
their own questions to explore. Instruct the students to create one list per group of open ended questions and as they
manipulate the axes of the graphs, explore for the answers to their questions.
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
INSTRUCTIONAL DESIGN PLAN (IDP)
INSTRUCTIONAL DESIGN Plan for Lesson
NAME: Danielle Hartquist
Instructional Design Plan
Content. Data and Statistics
Select content from the Common Core for Mathematics go to page 79
Pedagogy.
Pedagogy includes both what the teacher does and what the
student does. It includes where, what, and how learning takes place. It is about
what works best for a particular content with the needs of the learner.
Include 21st Century thinking skills: creative, critical, innovative, problem
solving www.p21.org You may focus on just critical, or just creative, or both
critical thinking and innovative problem solving. See:
Creativity and Innovation
Critical Thinking and Problem Solving
DATE:10/12/12
Describe content here. Select from only 1 competency or standard.
Core competency:
Summarize, represent, and interpret data on two categorical and quantitative variables.
6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are
related.
Concept, principle, process, methodology:
Students will have two distinct variables and use the graphical representation of their relation to
create generalizations about the topic and understand the concept of dependence between two
attributes. Students will be assigned a certain role in their small group and will be able to fulfill the
responsibilities they were assigned.
1. Describe instructional strategy (method) appropriate for the content, the learning
environment, and your students. This is what the teacher will plan and implement.
The class will be held in a computer lab where each student has their own computer to
work on. The students are already familiar with the TinkerPlots software so the teacher
will instruct them to get the software open on their computer. The teacher will instruct the
students to use TinkerPlots to create graphical representations of their predictions of what
they think the relations between the attributes we looked at in the exploration, will look
like. The teacher will ask the students to take screenshots of their predictions and keep
them in a document. The teacher will provide the students with the “exercise effects” data
in TinkerPlots and allow them to explore it and create new representations using the data
provided. The teacher will assign students into small groups of three students and give
them open ended questions to explore while working with their small group. Each student
will be assigned a specific role in the group. The three roles are recorder, discussion
director, presenter. The teacher will explain that all of the students are responsible to
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
work together on the exploration of the data. The recorder is responsible for creating the
final product to turn in for the group. It’s the discussion director’s job to ask their group
members questions to keep the exploration going. It is the presenter’s job to present their
group’s findings to the rest of the class. The teacher will evaluate the success of each
group by assessing if each member met the responsibilities of their role.
2. Describe what learner will be able to do, say, write, calculate, or solve as the learning
objective. This is what the student does.
The students will work with the TinkerPlot software and explore the relation between
two attributes. They will be able to explain what a graphical representation shows. The
students will work together in small groups and understand that they each have a personal
role in the group. The students will create a final product that outlines their findings and
they will be able to explain their findings to their peers.
3. Describe how creative thinking--or, critical thinking, --or innovative problem solving
is reflected in the content.
Students will use critical thinking in the beginning of the class period as they construct
their predictions. They will use critical thinking and their background knowledge to
develop the representations. In this lesson students will use creative thinking to create
scenarios that may fit the graphical representation.
Technology.
Digital tools using computers, Internet, and related
technologies.
Reflect—how did your lesson activity fit the content?
How did the
Describe how the technology enhances the lesson, transforms content, and/or supports
pedagogy. Describe how the technology affects student’s thinking processes.
The students will be using a computer and the TinkerPlots software in this lesson.
TinkerPlots gives the students a visual representation to easily compare the relation
between two attributes. They are able to construct graphs and analyze the relation
between the attributes that are represented on the axes in a timely manner. Thus, this
software gives the students more time to come up with generalizations about the topic
and to determine the relationship between the attributes.
Reflection should be written here:
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
technology enhance both the content and the lesson activity?
TinkerPlots is an extremely useful software that allowed the students to work through
This exploration in a different way. Using the software for this exploration made the class
Period more hands on and exciting for the students. The software helped to illustrate what
Each graph and relationship between the attributes looked like.
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
Rubric
1
2
3
Contribution to group
goals
Works toward group goals only
when prompted
Works toward group goals with
occasional prompting
Works toward group goals
without occasional prompting;
accepts and fulfills individual role
within group
Completion of
Individual Role
Works toward individual role only
when prompted
Works toward individual role with
occasional prompting
Works toward individual role
without occasional prompting;
accepts and fulfills individual role
within group
Contribution of
knowledge
Contributes information to the
group only when prompted
Contributes information to the
group with occasional prompting
or reminding
Contributes knowledge, opinions,
and skills without prompting or
reminding
Success of Exploration
Group goals are not adequately
met
Group goals are starting to
develop but are not quite
adequate.
Group goals are proficient, effort
is shown.
4
Consistently
and actively
works toward
group goals;
willingly
accepts and
fulfills
individual role
within group
Consistently
and actively
works toward
individual role;
willingly
accepts and
fulfills
individual role
within group
Consistently
and actively
contributes
knowledge,
opinions, and
skills without
prompting or
reminding
Group goals are
fulfilled, effort
was fully
demonstrated.
Danielle Hartquist
Mate 4001
Data and Statistical Artifact: TinkerPlots
REFLECTION
The TinkerPlots software is an easy-to-learn and use software that allows the user create a visual representations of the data
they are exploring. The software has multiple tools that show the mean, median and mode of a set of data, instantly. TinkerPlots also
includes the separate, order and stack tools to organize the data in the plot to make it more legible for the user. In this particular
exploration, it was beneficial to be able to separate the data into different sections in the plot and turn on the percentage tool. This
allowed the user to analyze the plots in a timely manner and have correct information from the data plots to work with. TinkerPlots is
dynamic software. The user was able to manipulate the axes of the graphs to help them develop a relationship between the two
attributes that were being represented. For example in this case, how heavy an individual is depends on how tall they are. This tool
made it easy to see this dependence because of the location of each point on the plot. TinkerPlots also allowed the user to create
different types of graphs that made the data easier to evaluate. In this exploration, once the user denoted which attributes they wanted
to represent the x and y axis, they could change the type of graph by the click of a button and decide which type of graph best
represents that data comparison. TinkerPlots software separates clusters of data and uses color classification to assist the user in
analyzing the data they are working with. All in all the TinkerPlots software provided a beneficial visual aid for this exploration. This
technology tool will help students to understand this data exploration and the concept behind the lesson. As described above,
TinkerPlots provides a beneficial visual aid for the user which makes the task easier to complete. The software shows the user what
the data looks like on a graph and provides tools that highlight the specifics in the data set. This tool will enhance student
understanding.