February 2, 2012

In this activity students conduct an investigation to assess how well individuals can predict the passage of time. Under the guidance of the teacher students design an investigation to discover how successful the class is at predicting when 30 seconds has passed. Issues to consider include possible biases in data collection. Students construct box plots for the class results and calculate measures of center and spread. These analyses are repeated for the data separated for boys and girls. Comparisons are made between groups and also to the target of 30 seconds.

- Mathematics > General
- Mathematics > Applied Mathematics
- Mathematics > Data Analysis & Probability
- Mathematics > Problem Solving
- Mathematics > Statistics

- Grade 6
- Grade 7
- Grade 8

Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.

Describe how data representations influences interpretation.

Select and use appropriate representation for presenting collected data and justify the selection.

Use measures of central tendency and spread to describe a set of data.

Choose between median and mode to describe a set of data and justify the choice for a particular situation.

Determine the quartiles of a data set.

Identify and explain the misleading representations of data.

Compute the minimum, lower quartile, median, upper quartile, and maximum of a data set.

Choose and justify appropriate measures of central tendencies (e.g., mean, median, mode, range) to describe given or derived data.

Know various ways to display data sets (e.g., stem and leaf plot, box and whisker plot, scatter plots) and use these forms to display a single set of data or to compare two sets of data.

Use the analysis of data to make convincing arguments.

Use appropriate technology to gather and display data sets and identify the relationships that exist among variables within the data set.

Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.