Search Lesson Plans

More Lessons Like This...

Random Five More New |

Grade: Subject: |
Middle Mathematics |

Mandarin Teacher for Children - Ma...

New York, NY, USA

Associate/Assistant Teacher for 2 to 4 year...

Physics High School Content Teache...

New York, NY, USA

Specifically Teachers will:...

ELA Teacher - Sacred Heart School...

New York, NY, USA

Sacred Heart School is seeking a full-time...

Grade:
MiddleSubject:
Mathematics |

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

RATIONALEThis 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.