University of South Florida Regional Partnership
M ATH : S TATISTICS , D ATA C OLLECTION AND A NALYSIS
Summary of Unit Lesson: Student will engage in several investigations on Data Analysis that will lead to an understanding of interpretation of different forms of data. With this knowledge, they will then construct a project that includes collecting data, interpreting and constructing different graphs.
Sunshine State Standards:
M.A.E. 1.3.1: Student collects, organizes, and displays data in a variety of forms, including tables, line graphs, charts, bar graphs, to determine how different ways of presenting data can lead to different interpretations.
Progress Monitoring: Grade Level Expectation: 8 th Gr. CRISS/Cooperative Learning
1. Reads and interprets data displayed in a variety of forms including Venn Diagram histograms. 2. Constructs and interprets displays of data, (including circle, line, bar, and box and-wisher graphs) and explain how different displays of data can lead o different interpretation Daily work, Mini Quizzes Homework Final Assessment: Group Project Math Centers Essential Question: How do advertisers know what to sell?

C ONCEPT M APPING
: This ties into other areas of the curriculum
Social Studies Population Demographics Science Bad Science Tainted Advertisement Language Arts Brochures Advertisements/ Media

A NTICIPATION G UIDE
1. 2. 6. 7. 8. 9. 3. 4. 5. 10. 11. The population of a survey is the whole group being studied. Part of the population being studied is called a sample Every member of the population has an equal chance of being selected when a random sample is used. A frequency table is a way to organize and categorize the data.
Agree
______ ______ ______ A bar graph is used to display and compare data. Double bars graph compares one set of data. A histogram is a bar graph that shows the frequency of data. Another name for a circle graph is a pie chart. A circle graph uses percentages. ______ ______ ______ ______ ______ ______ A line graph is used to show how data changes over a period of ______ A double line graph can show changes over a period of time between two sets of data. ______
Disagree
______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

D AILY U NIT T EMPLATE
(Cooperative Learning: Students will work in groups of 4 when doing activities)
Week
1
Monday
Anticipation Guide - background knowledge - go over anticipation guide Introduce Unit - What kind of music/artist do you listen to, (i.e. rap, hip hop, country, etc)? H.W. What kind of music did your parents, grandparents, or teacher listens to)?
Tuesday
Problem solving strategies. - explore - plan - solve - examine H.W. Find ways graphs are used outside the classroom. Warm-up - What’s included
Wednesday
in a bar graph? - Anticipation guide Newspaper- - find different types of graphs H.W. Constructing a bar graph.
Thursday
Warm-up then sm. Group activity. Students in groups of 4. Teacher: Tell students to take information collected on Venn Diagram & construct a bar graph. Teacher draws X/Y axis then use the information to determine the intervals that will be used on the Y axis (i.e., 0, 2, 4, 6, 8, 10). On the X axis teacher labels the different food groups (i.e., pizza, hotdogs). Teacher uses three different colors of overhead markers to draw the bars. Teacher labels the X/Y axis and titles the graph. Teacher tells students to use own data to construct their bar graphs. Check to ensure students use the correct intervals, and label the graph correctly. H.W. Construct a histogram.
Friday
Warm-up - quiz - matching game - foldable

Week Monday
2 Warm-up Textbook – Concept Course 3, pp. 426-429, Ex. 4-16 Even only Handouts Understanding Circle Graphs
Tuesday Cooperative Learning
Strategies: Put students in groups of 4. They will brainstorm to come up with questions for final project. Teacher walk around room to check students’ progress and answer questions. H.W. Handouts On Line Graphs
Wednesday
Students work on Project
Thursday
Students work on Project
Friday
Project/Presentation of Project

Math: Data collection Sunshine State Standards: M.A.E. 1.3.1: Grade Level Expectation: 8 th Gr. Strategies: CRISS/Cooperative Learning O BJECTIVES
: The student will demonstrate the different ways of collecting data and who uses these types of data.
L ESSON D ESCRIPTION :
 Warm-up – Students will enter the room and pick up an Anticipation Guide to complete within the first five minutes of class.  Go over warm-up and discuss the answers.
L ESSON I NTRODUCTION :
Ask the following questions: 1) Why do we collect date, include definitions? 2) What are the different ways data is collected? 3) How do we use the data that has been collected? 4) Now you are going to collect data on the kinds of music/artists you listen to. (Note to teacher): The above questions are brainstorming questions. Teacher writes students’ responses on overhead/whiteboard. Draw a presentation web.
Homework: Write on board: You are to do a survey in your neighborhood. Talk to parents,
friends, teachers, and your neighbors. Ask them about the types of music/artists they listened during their middle/junior high school years.

M IDDLE L ESSON O BJECTIVE
: Students will identify the different types of graph. Student will label the parts of a graph. Student will summarize the date.
L ESSON :
Warm-up - go over homework from previous day’s questions. What ways are graphs used outside the school setting? Possible answers: - Show trends in sales over a period of time (Line Graph) - Show the breakdown of a state budget (Circle Graph – percentages) Break into groups of four (from previous day Materials needed: Newspapers (i.e., Tampa Tribune, St. Pete Times, USA Today) Magazines (i.e., Time, U.S. News and World Report) Scissors, poster board, glue Directions: Go through the newspapers and magazines to find different types of graphs. Cut out the graphs. Put the graphs on poster board and label them (i.e., Circle Graph, Line Graph, Bar Graph, Histogram, Pictograph, Double Bar Graph and Double Line Graph). Then write a brief description of each graph. - Name graph and how it is used? - - What is it used for? How it was used in the article? Take a graph (i.e., Bar Graph, Line Graph) and label the parts. Title Label X-axis Label Y-axis Intervals – how much spread (i.e., 5 point spread - 0, 5, 10) or (2 point spread - 0, 2, 4)

1. Get in groups of 4 Music Surveyors. 2. Determine what question you will all ask of the Middle School students you survey. (Example questions: Who is your favorite artist? What type of music do you
3. Develop a Tally Sheet that would make your job as a Music Surveyor as easy as possible. 4. Each Music Surveyor will be responsible for asking and recording the answers of at least 10 Middle School students. 5. Once the surveying is done your group will get back together and determine what type of graph you will display your information. (Remember that your graph will be shown to the Head Executives at Happy People Music Store). 6. Record and graph your information. 7. Prepare for your meeting with the Head Executives!

Final Lesson Plan 100 Points Total
Objectives: -Students will create a survey question to ask their peers and accurately record their answers. -Students will produce a graph or a chart with collected data. Materials: Poster boards, construction paper, markers Lesson Description: 1. Break students up into groups of 4. 2. Pass out handout about “Happy People Music Store.” This will provide background information to students. 3. Students will come up with a relevant and unique survey question to ask their peers. 4. Give students 24 hours to collect their data (bell time, bus time, lunch time…) 5. Students will then get back together in their groups, discuss their data, discuss the different types of charts and graphs they’ve learned about and decide what the best way to display their data would be. 6. Students will use the materials listed above (and their creativity!) to construct their graphs/charts. 7. Class time will be allotted for each group of students to present their graphs/charts. Assessment: Data collection/tally sheets (4 per group) - 40 pts. Final graphing/charting Product- 40 pts. Presentation- 20 pts. Data collection/tally sheets- Make sure there are 4 tally sheets with at least 10 people surveyed on each one. Final graphing//charter Product- Creativity, Correct choice of graph/chart for displaying their data Presentation- Each student should have some part in presentation. Thorough and understandable.

4 3 2 1 0 Everything done correctly Missing one label or title, or intervals wrong Scale is off, not labeled, title missing Insufficient information Did not complete graph

Overview - Students will participate in a shoe activity and use results to create a circle graph. Subject Areas - Math Suggested Grade Levels - Middle School Time Allowance - One class period
Concepts/Objectives
Students will: 1. Gather and organize data. 2. 3. Calculate the percent of a quantity. Calculate the quantity from a percent. Create a circle graph. 4.
Resources/Materials
Calculators One shoe from each student 1. 2. 3.
Evaluation/Assessment
Circle graphs are neat, readable, and represent proportions accurately.
Additional Activities or Information
Create circle graphs using other survey information (favorite color, activities/clubs, cities visited).

Graphical design
A picture is worth a thousand words and a graph worth a thousand numbers if it is clear, concise, and correct. Always graph your data - often a properly chosen graph will obviate the need for any further analysis. Don't lose sight of the purpose of the graph when you are drawing it.   Like good writing, good graphical displays of data communicate ideas with clarity, precision, and efficiency. Like poor writing, bad graphical displays distort or obscure the data, make it harder to understand or compare, or otherwise thwart the communicative effect which the graph should convey. Some Hints on Charts and graphs      A graph or chart should be complete, i.e. all necessary information should be on it so that by itself, the graph is self-explanatory. It should have a title and axes should be labeled. The Choice of graphing scale is not fixed. Any scale is fine as long as the values are not crowded into one corner, or spread too thinly Graphs usually have axes intersecting at zero, but this is not necessary if the starting point is clearly marked. However, see note in next section. More than one curve or line can be drawn on a single graph for purposes of comparison. The lines can be differentiated by color or broken and dotted lines etc. Similarly, data values can be differentiated by using different symbols, e.g. m=males, f=females. The independent variables is usually plotted on the X-axis; the dependent variable usually on the Y-axis.
        Missing labels, titles, etc. All graphs must have a title; all axes must be labeled including units. Wrong use of scale. The scale must be constant across the graph; don't change the increments. Most people read increasing scales from left to right and from bottom to top. Comparative graphs must be plotted on the same axes to facilitate comparisons. Misplaced zero point. Most people assume that the zero point is at the bottom of the graph. This can give a very misleading impression of the amount of change present in a data series. Wrong choice of chart type. Never use pie charts! Be careful of the choice of bar charts, vs. line charts, etc. If the horizontal axis is time, a line chart is almost always better. Grid lines too dark, missing, or not relevant to the graph. A good graph paper should have faint gray background grid lines. Shading, 3-D effects, Ducks. These are often added to liven up a graph. In most cases they are useless since they distort the graph and add little new information to the story. Area vs. length. If you make a picture twice as large, it looks as if it has four times the area. Dollar amounts must be adjusted for inflation. Otherwise, any comparison is misleading.

   The visual display of Quantitative Information, E. Tufte, Graphics Press Envisioning Information, E. Tufte, Graphics Press Visual Explanations, E. Tufte, Graphics Press All three books are highly recommended and a delight to read.

MISLEADING GRAPHS Developed by Susan Sausley, Teenage Mothers School Adapted from Site Visit to the Corpus Christi Army Depot Subject: Mathematics, Grade 8 Related Objective: The student will recognize that bar graphs and line graphs can be misleading.
Materials Needed:
Pencil and paper Graph paper Ruler Misleading graphs from newspapers, magazines, the Internet Preparation: Students should have already produced their own graphs using data they collected and organized into tables. This lesson is important because students need to understand that graphs can be misleading if the data is not accurately represented. Either the teacher or the students can gather copies of graphs that are misleading from magazines, newspaper, and the Internet. Allow plenty of time for this because it may take time to find examples of misleading graphs. If more examples are still needed, students can use their own data and misrepresent the information.
Procedure:
1. Make transparencies or copies of the graphs in Supporting Materials and show them to the students. 2. Ask students to identify what has been changed on Graph B. 3. Ask students why someone would want to use Graph B. (If somebody wants to attract performers to Midway, they might want to use Graph B.) 4. Divide students into teams. 5. Distribute misleading graphs to teams or have teams use the graphs they have collected. 6. Have each team analyze each graph and explain why it is misleading and who would benefit from the data on the graph being misrepresented. 7. Have each team display their graphs on a poster and explain to the class their analysis of each graph. Variations and Extensions: If possible, contact the publishers of the misleading graphs and ask why they misrepresented the data. Supporting Materials: Examples of Misleading Graphs (included) Evaluation Rubric: Teamwork Evaluation Rubric

1. In the past year, you have recorded the number of tickets that a movie theater has sold during each month. To represent this data set graphically, would you construct a bar graph or a histogram? Why is this choice better than the other? Using the following data, construct the graph that you choose. Month
Number of
Tickets Sold Jan. Feb. 25 30 March April 15 20 May June July Aug. Sept. Oct. Nov. Dec. 30 35 40 20 25 15 20 30

2. Over the past several years, you have recorded the number of automobiles that a used car dealer in your town has sold in different price ranges. First, decide whether a histogram or a bar graph is most appropriate for this situation. Next, using the given data, construct several graphs of this situation using different intervals for the price ranges (vary the increment size--$2,000 or $5,000, for example). If you were the car dealer, what increment size would you choose to advertise car sales? Price Range $0-$1,000 $1,000-$1,999
Number of
Cars Sold 3 5 $2,000-$2,999 $3,000-$3,999 $4,000-$4,999 12 25 40 $5,000-$5,999 $6,000-$6,999 $7,000-$7,999 $8,000-$8,999 $9,000-$10,000 75 52 35 15 9

3. For a recent science project, you collected data regarding the distribution of fish and aquatic life in a nearby pond. Your data consists of the number of living creatures found in each 1 meter depth increment in the pond. Construct a bar graph and several histograms (vary the depth increment size) for the following data. In which case(s) is the histogram the same as the bar graph? How do the other histograms vary from the bar graph? Depth Range
Number of
Living Creatures 0-1 meters 1-2 meters 2-3 meters 10 19 23 3-4 meters 4-5 meters 5-6 meters 6-7 meters 7-8 meters 8-9 meters 9-10 meters 47 68 51 43 21 15 8

4. You play on a local soccer team and, over the past three years, have recorded the number of goals scored by each of the 12 players on your team. Is it more appropriate to create a bar graph or a histogram for this situation? Using the following data, construct the appropriate graph. Player
Number of
Goals 1 12 2 3 3 4 5 24 6 19 6 7 8 9 10 11 12 12 10 17 4 22 16 8

5. A shoe store in your local mall has recorded the number of each type of shoes that it has sold in the past month. Is it more appropriate to create a bar graph or a histogram to represent this situation? Using the following data, construct the appropriate graph. Type of Shoes Pairs Sold flip-flops tennis shoes sandals 35 60 42 high heels boots walking shoes running shoes loafers 37 29 32 30 34

6. You own a local computer store and have kept a record of the number of computers sold each month for the past year. See the following data:
Number of
Month Computers Sold Jan. Feb. March 25 20 15 April May June 40 37 19 July Aug. Sept. Oct. 18 21 16 24 Nov. 20 Dec. 35
References Misleading Graphs
Developed by Susan Sausley, Teenage Mothers School, Adapted from Site Visit to the Corpus Christi Army Depot Addendum Anticipation Guide is to be used with the beginning lesson.