Project AMP
Dr. Antonio Quesada – Director, Project AMP
ABSTRACT FOR BOX AND WHISKER PLOTS ON THE CALCULATOR
Developed by
Tom Schillig
Middlebranch Middle School
and
Debbie Capper
Emmanuel Christian Academy
In association with the
Akron Math Community Web Project.
SUBJECT: Data Analysis
GRADE: Middle School
STRAND: Data Analysis and Probability
TOPIC: Box and Whisker Plots
OBJECTIVES: Students will create, interpret, and/or analyze tables, charts, and graphs
involving data (OPT Objective 12). Students will choose and apply
measurements of central tendency (mean, median, mode) and variability
(range and visual displays of distribution) (OPT Objective 13).
MATERIALS: TI-73 calculator and student worksheet
It is assumed that the teacher is familiar with the TI-73 calculator.
EXPECTED TIME: 1-2 class periods
Project AMP
Dr. Antonio Quesada – Director, Project AMP
BOX AND WHISKER PLOTS ON THE CALCULATOR
OVERVIEW: The students will be comparing the number of CDs they have through box
and whisker plots. They will be using the TI-73 calculator to diagram the
data and generate the associated information necessary to complete the
worksheet.
CONCEPTS: Using box and whisker plots to analyze personal class data.
Using calculators to create box and whisker plots.
OBJECTIVES: Students will create, interpret, and/or analyze tables, charts, and graphs
involving data (OPT Objective 12). Students will choose and apply
measurements of central tendency (mean, median, mode) and variability
(range and visual displays of distribution) (OPT Objective 13).
LEARNING STRATEGIES: 1. Introduction: Teacher should review the use of box and
whisker plots and all associated terms (i.e.: median,
range, lower extreme, upper extreme, lower quartile,
upper quartile, inner quartile range). Students will have
been assigned the task of counting the exact number of
CDs they own.
2. On the board, the teacher should have two columns
ready for the students to enter data. Students are
divided into two groups, male and female, and each
person will write on the board (in the appropriate
column) the number of CDs s/he owns. After the data
is recorded on the board, each student will record this
information on a sheet of paper.
3. Students will enter their own group’s data into the
calculator under List 1. When all data has been entered,
the students will then plot the data as a box and whisker
plot.
4. Each group will use the Trace key to find the values of
the associated terms mentioned in Learning Strategy 1.
Students will discuss the significance of the values of
these terms. The teacher should preview/use the
worksheet for guiding the discussion questions.
Project AMP
Dr. Antonio Quesada – Director, Project AMP
5. After the discussion, students will then enter the other
group’s data under List 2 and plot this along with the
original data. The calculator will now have two box
and whisker plots displayed, and students will be able
to compare all the data as they did in Learning Strategy
4.
6. Now the students will combine List 1 and List 2 to form
List 3 (data for the entire class). Students will plot List
3 and the calculator will display all three box and
whisker plots. Students again will compare the data as
they did in Learning Strategy 4.
7. Conclusion: When this final discussion has been
completed, the teacher will give each student a
corresponding worksheet that will reflect the ideas of
the discussions.
ASSESSMENT: Student- using calculator to develop box and whisker plots.
Teacher- facilitating group discussion
Teacher- grading written worksheet
TOOLS/RESOURCES: -TI-73 calculator
-Box and Whisker Plots for CDs Worksheet
MANAGEMENT: This lesson should take no more than two class periods. Each student
should have access to his/her own TI-73 calculator, but students can
work in pairs if necessary. If class sizes are small, data from more
than one class may be combined for more detailed plots.
DO AND HOW: Students will develop box and whisker plots displaying data about the
number of CDs owned by each student. Students will discuss the
significance of all the plots. Students will complete a worksheet that
enables them to demonstrate their understanding of data analysis.
SHARING: Students will have an opportunity to share ideas through their many
discussions throughout this lesson.
RESULTS: Students will turn in completed worksheets to the teacher. The next day
students can make box and whisker plots on poster board using the results of
the previous day's data. The large plots will be displayed and each class can
compare their data with all other classes involved.
Project AMP
Dr. Antonio Quesada – Director, Project AMP
BOX AND WHISKER PLOTS WORKSHEET
Name___________________
Date____________________
A) Your Personal Group’s Data
1. Find these values: lower extreme ___________ upper extreme ____________
lower quartile ___________ upper quartile ____________
range ______________
median_____________
IQR (interquartile range)____________________________
2. What percent of the CDs are owned by the students within the IQR?
3. What does the length of the whisker in the lower quartile tell you about the data in
that quartile? upper quartile?
Project AMP
Dr. Antonio Quesada – Director, Project AMP
B) Comparing Data Between Groups
1. Tell which group had the following and each value: lowest extreme____________
highest extreme____________
greatest median____________
greatest range_____________
2. Does the average male or female in you class own more CDs? Explain.
C) Class Data
1. Find these values: lower extreme ___________ upper extreme ____________
lower quartile ___________ upper quartile ____________
range ______________
median_____________
IQR (interquartile range)____________________________