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Grade:
Subject:
Middle
Mathematics
Grade: Middle
Subject: Mathematics

#1838. Visual representation of Reduced Fat

Mathematics, level: Middle
Posted Tue Jul 4 00:59:08 PDT 2000 by Shawn Moorhead (psmoor@sgi.net).
Balirsville, PA
Materials Required: Nutriton Lables, graphing paper, TI-82
Activity Time: 45 min
Concepts Taught: Boxplots

RATIONALE

This is one of several lessons on probability and statistics. It reviews the
concepts of Five-Number Summary and Box-Plots by using the information
off of nutrition labels of regular and reduced fat items. The Five-Number
Summary of the class data is reviewed and analyzed through graphs and
certain functions of the graphing calculator. In addition to the lesson, the
students will demonstrate their understanding by analyze the data, forming a
hypothesis, and supporting it by using the concepts of the Five-Number
Summary and Box-Plots.

Prerequisites:
The students should have a basic concept of a TI-82 calculator or something
compatible and what the Five-Number Summary contains and to be able to
graph a Box-Plot.

Materials Required:

A different nutrition label, half regular and half reduced fat, off certain
items for each student, .
a graphics calculator (TI-82 or compatible)
graphing paper for each student


Objective
After the completion of this activity using different nutrition labels from
regular and reduced fat items and graphics calculators, students will be able
to demonstrate their understanding of the Five-Number Summary and
Box-Plots by analyze the data from the nutrition lables, forming a hypothesis,
and supporting it by using the concepts of the Five-Number Summary and
Box-Plots, with 100% accuracy.

More specifically, the students will be able to:

gather the nutritional information from each item and be able to enter
the data into the graphics calculator.
analyze the data and form a hypothesis of whether there is a significant
difference between the two groups: Regular and Reduced Fat.
use the graphics calculator to calculate the Five-Number Summary:
minimum value, Q1, median, Q3, maximum value.
graph Box-Plots of the data with the graphics calculator.
use the Five-Number Summaries and Box-Plots to support their
hypothesis.


Anticipatory Set: (Lesson
Introduction/Motivation)
The teacher will divide the class into two groups. For the first group, the
teacher will distribute a different nutrition label from the regular items and
assign a number which is written on the board to every student. For the
second group, the teacher will distribute a different nutrition label from the
reduced fat items and assign a number which is written on the board to
every student. The teacher will have the students go up to the board and
write down the "Calories From Fat" from their nutrition label beside their
assigned number under their group. After the data is written on the board,
the teacher will have students describe any difference between the data
within a group and between groups and discuss whether any item(s) stick
out as being very different? The teacher will have students discuss whether
there is any significant difference between the regular items and their
reduced fat counterparts.

Procedure:

Finding The Five-Number Summary
The teacher will show the students how to enter the data, "Calories from
Fat," under their ID number in their calculators under L1 for Regular and L2
for Reduced Fat. The teacher will then review the Five-Number Summary
and how it determine it's five components: minimum value, Q1, Median, Q3,
maximum value. The teacher will then show the students how to calculate
the five components on their calculators for the two lists of "Calories from
Fat." The teacher will then have the students compare the five components
they calculated to further back-up their hypothesis of whether their is a
significant difference between regular and reduced fat.

Box-Plots
The teacher will then review with the students how to create a box-plot.
The students will create a box-plot of the data for their group on a piece of
graphing paper. After the students complete their graphs, the teacher will
then show them how to graph their box-plots on the calculators. The
students will then compare their graph with the one on the calculator. The
teacher will then have the students graph the data from the other group
using the calculators and then drawing it on the same graphing paper. The
students should compare with each other to make sure they have the same
graphs. The teacher will question the students understanding by asking,
"What does the two box-plots show about the data; does the graphs agree
with their predictions; Why?" After the activity is complete, the teacher will
have the students write a paragraph (described in Evaluation).

Evaluation: (How to Determine the Effectiveness
of the Lesson)

Can students answer Teacher's guided questions accurately.
The teacher will have the students write a paragraph stating their
hypothesis of whether there is a significant difference between regular
and reduced fat and use the two-box plots to support their claim.