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Standard 1 : Summarize, represent, and
interpret data on a single count or
measurement variable. (Algebra 1 - Additional
Cluster) (Algebra 2 - Additional Cluster)
This document was generated on CPALMS - www.cpalms.org
Clusters should not be sorted from Major to Supporting and then taught in that order. To do so
would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major
work of the grade with the supporting clusters.
Number: MAFS.912.S-ID.1
Title: Summarize, represent, and interpret data on a single count or measurement variable. (Algebra
1 - Additional Cluster) (Algebra 2 - Additional Cluster)
Type: Cluster
Subject: Mathematics
Grade: 912
Domain: Statistics & Probability: Interpreting Categorical & Quantitative Data
Related Standards
Code
MAFS.912.S-ID.1.1:
Description
Represent data with plots on the real number line (dot plots,
histograms, and box plots). ★
Remarks/Examples:
In grades 6 – 8, students describe center and spread in a data
distribution. Here they choose a summary statistic appropriate
to the characteristics of the data distribution, such as the shape
of the distribution or the existence of extreme data points.
Use statistics appropriate to the shape of the data distribution to
compare center (median, mean) and spread (interquartile range,
standard deviation) of two or more different data sets. ★
MAFS.912.S-ID.1.2:
Remarks/Examples:
In grades 6 – 8, students describe center and spread in a data
distribution. Here they choose a summary statistic appropriate
to the characteristics of the data distribution, such as the shape
of the distribution or the existence of extreme data points.
Interpret differences in shape, center, and spread in the context of
the data sets, accounting for possible effects of extreme data points
(outliers). ★
MAFS.912.S-ID.1.3:
MAFS.912.S-ID.1.4:
Remarks/Examples:
In grades 6 – 8, students describe center and spread in a data
distribution. Here they choose a summary statistic appropriate
to the characteristics of the data distribution, such as the shape
of the distribution or the existence of extreme data points.
Use the mean and standard deviation of a data set to fit it to a
normal distribution and to estimate population percentages.
Recognize that there are data sets for which such a procedure is not
appropriate. Use calculators, spreadsheets, and tables to estimate
areas under the normal curve. ★
Related Access Points
Access Point
Access Point Number
MAFS.912.S-ID.1.AP.2b:
MAFS.912.S-ID.1.AP.2c:
MAFS.912.S-ID.1.AP.2d:
MAFS.912.S-ID.1.AP.3a:
MAFS.912.S-ID.1.AP.1a:
MAFS.912.S-ID.1.AP.2a:
MAFS.912.S-ID.1.AP.4a:
Access Point Title
Use the correct measure of center and spread to describe a
distribution that is symmetric or skewed.
Identify outliers (extreme data points) and their effects on data sets.
Compare two or more different data sets using the center and
spread of each.
Use statistical vocabulary to describe the difference in shape,
spread, outliers and the center (mean).
Complete a graph given the data, using dot plots, histograms or box
plots.
Describe a distribution using center and spread
Use descriptive stats like range, median, mode, mean and
outliers/gaps to describe the data set.
Related Resources
Lesson Plan
Name
A MEANingful Discussion about Central Tendency:
A Walk Down the Lane:
Description
This is a discovery
lesson to deepen the
understanding of
central tendency
(mean, median) by
posing relevant
scenarios that students
must examine and
explore. It is the
exploration of the
salary negotiations for
the Los Angeles
Lakers and the use of
a see-saw to
physically model
what the algorithm for
an average truly finds.
This will lead students
to understand the
pairing of the
measures of central
tendency and spread
dictated by the shape
of the distribution. A
detailed explanation
of the answers is
provided with the
guided discovery
questions so that the
teacher will be able to
deepen student
knowledge by
eliciting the nuances
of the information
presented.
Students will measure
a pre-determined
distance between 2
points in a hallway,
classroom, or
courtyard using 2
different measures
(strides or rulers and
Advantages and Disadvantages of Dot Plots, Histograms, and Box Plots:
tailor tape measures.)
Once data is
collected, return to the
classroom to compile
data and create box
plots. Students should
make predictions of
which measurement
will be most accurate,
and how they will
determine accuracy.
From the box plots
created, students
should discuss and
create a summary of
the data collected,
median and quartiles,
and what conclusions
they were able to infer
from their graphs
about their
predictions.
This lesson is
intended to teach
students to compare
the advantages and
disadvantages of dot
plots, histograms and
box plots. During this
lesson, students will
review the statistical
process and learn the
characteristics of a
statistical question;
whether it be
numerical or
categorical. Also,
students will learn
about the different
advantages and
disadvantages of dot
plots, histograms, and
box plots. After this
lesson, students are
expected to apply the
information learned in
a project that involves
real-world issues and
making an analysis
based on data
collected.
This lesson is
designed for students
to demonstrate their
knowledge of box
plots.


Analyzing Box Plots:

Baking Soda and Vinegar: A statistical approach to a chemical reaction.:
Birthday Party Decisions:
Students will
need to create
four box plots
from given
data.
Students will
need to
analyze the
data displayed
on the box
plots by
comparing
similarities
and
differences.
Students will
work with a
partner to
complete the
displays and
the follow-up
questions.
Students experiment
with baking soda and
vinegar and use
statistics to determine
which ratio of
ingredients creates the
most carbon dioxide.
This hands-on activity
applies the concepts
of plot, center, and
spread.
This lesson has
students interpret four
different boxplots and
has them comparing
Bivariate and Regression Catapults:
Bowling for Box Plots:
Box and Whisker Plots:
Bubble Gum Bubbles Lab:
them to find a
solution.
This lesson is a
Follow Up Activity to
the Algebra Institute
and allows students to
collect data using 3D
printed catapults and
perform basic
statistical operations
to analyze the data.
This lesson is an
application of how
standard deviations
can assist in analysis.
Students will learn
about the effects of an
outlier and interpret
differences in shape,
center, and spread
using a bowling
activity to gather data.
The students will
learn to score their
games, report their
scores, and
collectively measure
trends and spread by
collaborating to create
a box plot. They will
analyze and compare
box plots, and
determine how much
of an affect an
extreme score
(outlier) can have on
the overall box plot of
the data.
Introduction lesson on
how to create and
interpret box and
whisker plots.
This lesson is a
Follow Up Activity to
the Algebra Institute
and allows students to
collect data by
Burgers to Smoothies.:
blowing bubble gum
bubbles and perform
statistical analysis,
including standard
deviation. This lesson
provides students an
applied setting to use
their previously
acquired statistical
skills.
"You are what you
eat." In this lesson
students will use box
plots and double box
plots to analyze
nutritional data about
popular food choices.
Real-life data helps
students gain a better
understanding of
creating dot-plot
and/or two-way
tables. Students will
collect data at the
beginning of the
lesson and use that
data to create double
dot plots and
frequency tables,
finding and
interpreting relative
frequencies.
Can You Walk In My Shoes?:
The assignment
allows students to
work collaboratively
and cooperatively in
groups. They will
communicate within
groups to compare
shoes sizes and ages
to acquire their data.
From the collection of
data they should be
able to predict,
analyze and organize
the data into
categories (two-way
tables) or place on a
number line (dotplot).
Catapults & Standard Deviation:
Catapults and Data Collection:
Centers, Spreads, and Outliers:
Close to the Crossbar with Standard Deviation:
As the class
assignment concludes,
a discussion of the
final class display
should take place
about the purchasing
of shoes versus ages
and the relationship
that either exists or
doesn't exist.
This lesson is a
Follow Up Activity to
the Algebra Institute
and allows students to
collect data using 3D
printed catapults and
perform statistical
analysis, including
standard deviation.
This lesson provides
students an applied
setting to use their
previously acquired
skills.
This lesson is a
Follow Up Activity to
the Algebra Institute
and allows students to
collect data using 3D
printed catapults and
perform basic
statistical operations
to analyze the data.
The students will
compare the center
and spread of data
sets as well as find the
effects of outliers.
The lesson will allow
students to make the
connection of prior
knowledge of mean
absolute deviation and
College Freshman Entrance Data:
central tendencies to
standard deviation
and variance. Students
will learn how to
calculate and analyze
variance and standard
deviation. With a
partner, students will
collect data from
kicking a ball into a
goal mark. Students
will collect data and
find the mean, then
calculate standard
deviation and
variance, and compare
the data between boys
and girls. They will
analyze the data
distribution in terms
of how many students
are within certain
numbers of standard
deviations from the
mean.
This lesson is
designed to introduce
students to possible
sets of normally
distributed data.
Students will
informally assess the
normality of fit.
Sample data including
average SAT and
ACT scores and
GPA's is drawn from
36 universities around
the United States.
First, students will be
given the data in table
form, and they predict
why they do or do not
believe their data set
is normally
distributed. The
students will then be
given the same data
CollegeReview.com:
Comparing Data Using Box Plots:
Comparing Standard Deviation:
Digging the Plots:
set as a histogram and
they observe whether
or not the data
appears normally
distributed, skewed
left or skewed right.
Finally, they explain
their results.
This is a modeleliciting activity
where students have
been asked by a new
website,
CollegeReview.com,
to come up with a
system to rank various
colleges based on five
categories; tuition
cost, social life,
athletics, education,
city population and
starting salary upon
graduation.
Students will use box
plots to compare two
or more sets of data.
They will analyze
data in context by
comparing the box
plots of two or more
data sets.
Students will predict
and compare standard
deviation from a dot
plot. Each data set is
very different, with a
small variation vs.
larger variation. The
students are asked to
interpret the standard
deviation after
calculating the range
and mean of the each
data set.
Students are asked to
construct given data
in a data plot to
Exercise Your Brain, Analyze Your Heart Rate:
Exploring Box plots:
Florida's Manatee Population:
analyze and determine
if the data is
symmetric, skewed,
or uniform with an
appropriate
explanation. Students
will give a visual
display of interpreted
results.
Students will compile
the data gathered from
measuring their
resting heart rates and
heart rates after
exercising into box
plots. Using these
displays, they will
analyze the center,
shape, and spread of
the data.
This lesson involves
real world data
situations. Students
will take the data and
create, explore, and
compare the key
components of a box
plot.
Students will use box
plots to identify data
on the past and
present manatee
populations on both
coasts of Florida
during the winter
months, January
through March. This
lesson is designed to
use technology to
create box plots and
analyze data. As an
alternate lesson
without technology,
the manatee data in
this lesson can be
used to create box
plots with graph paper
and pencils. Students
will use data about the
past and current
manatee populations
in Florida and display
and analyze the data
using Excel and
Geogebra.
Grapevine Fabrication Part 1:
Grapevine Fabrication Part 2:
This lesson is
intended to be an
enrichment
experience and should
be used after students
have mastered box
plots as described in
the standard
MAFS.912.S-ID.1.1.
This lesson is a
Follow Up Activity to
the Algebra Institute
and allows students to
collect data to
perform basic
statistical operations
to analyze and make
comparisons on
variability within a
certain brand of
raisins. Part 1 may be
completed without
Part 2. This
investigation can
elicit discussion about
manufacturing and
quality control.
This lesson is a
Follow Up Activity to
the Algebra Institute
and allows students to
collect data to
perform basic
statistical operations
to analyze and make
comparisons on
variability within a
certain brand of
raisins. Part 1 must be
completed prior to
Homework or Play?:
Hot Coffee Coming Through:
starting Part 2. This
investigation can
elicit discussion about
manufacturing and
quality control.
Students will be given
data and then plot the
data using a graphical
method of choice (dot
plot, bar graph, box
plot, etc.)Â The
students will work in
groups and then
analyze and
summarize the data.Â
In this lesson,
students will explore
data collection using
the temperature probe
sensor and perform
statistical analysis of
the data. Students will
use a scientific
method of inquiry to
plan an investigation
to determine which
coffee mug is the best.
This activity is meant
to allow students to
use a variety of skills
they have acquired
throughout a statistics
unit in a problem
based STEM
challenge. Due to the
multiple skills there
are many standards
that are covered.
There are two options
for this lab. The first
student handout is for
students at an average
high school statistics
level (Algebra 1) and
will allow for
standard deviation
and graphical
House Hunting!:
How long did you study?:
How many licks does it take to get to the center?:
How Old are the Players?:
analyses of the data.
The second option is
for advanced students
that have been
exposed to hypothesis
testing of claims
(Algebra 2 or AP
Stats).
Students will use
criteria such as
median home price,
neighborhood safety,
and likelihood of
evacuation during a
hurricane to rank a list
of neighborhoods in
which to shop for a
home.
Students will be
presented with a set of
data and guided notes
to compare study time
for the Algebra EOC
for different classes.
This lesson will have
students collect data
through an
investigative manner
and compile them into
a larger spreadsheet.
From there students
will create different
data displays and do a
compare and contrast
of the data sets to
determine "Which one
do you think takes the
fewest amount of
licks to get to the
center: a Tootsie Pop,
a Blow Pop, or a Dum
Dum lollipop?"
For this lesson,
students will use
computers to research
the ages of players on
two basketball teams
How tall is an 8th grader?:
If The Shoe Fits – A "Normal" Cinderella Story:
in pairs. They will
find the five number
summary, as well as
the mean, interquartile
range, and determine
if there are outliers in
the data set. At the
end of the lesson, the
students will have
understood how to
appropriately use
statistics to compare
the median, mean, and
the interquartile range
of two or more
different data sets.
This lesson will be
guided by several
principles: assigning
short, meaningful
amounts of practice,
assigning practice to
increase overlearning,
and making
appropriate use of
massed and
distributed practice.
Ever wonder about
the differences in
heights between boys
and girls in grade 8?
In this lesson,
students will use data
they collect and
analyze with multiple
box plots and 5number summaries to
make inferences about
how height and
gender may or may
not be related.
Using a normal
distribution
manipulative and a
calculator, students
will explore the
normal distribution
curve to determine the
In terms of soccer: Nike or Adidas?:
Interpreting Box Plots:
Invasive Lionfish Histogram:
area between each
standard deviation
from the mean using
the empirical rule.
Students will use the
mean and standard
deviation to predict
outcomes in real
world situations and
finally answer the age
old question: What
size was Cinderella's
glass slipper?
This is a lesson where
the students will
interpret the standard
deviation for two data
sets.
Students will analyze
various real world
scenario data sets and
create, analyze, and
interpret the
components of the
box plots. Students
will use data from
morning routines,
track times, ages, etc.
Lesson includes a
PowerPoint,
homework, and
assessments.
In this lesson,
students will explore
longitudinal data of
the invasive lionfish
and the usefulness of
histograms to help
visualize the changes
in lionfish age groups
over time. Students
will base their
information on
random samples
conducted each year
for 5 years.
In this lesson,
students will explore
longitudinal data of
the invasive lionfish
and the usefulness of
histograms to help
visualize the changes
Lionfish Histograms:
in lionfish age groups
over time. Students
will base their
information on
random samples
conducted each year
for 5 years.
This lesson allows for
students to have a
hands on experience
collecting real-world
data, creating
graphical
representations, and
Marshmallow Madness:
analyzing their own
data. Students will
make predictions as to
the outcome of the
data and compare
their predictions to the
actual outcome.
Students will use the
characteristics of a
normal distribution to
estimate population
percentages and
calculate the values
that fall within one,
two, and three
One man's success is another man's failure or How do we measure success?: standard deviations of
the mean. Students
are challenged to use
statistics and normal
distribution to
determine how well a
participant performed
on a math
competition.
Students will explore
Outliers in the Outfield – Dealing With Extreme Data Points:
the effects outliers
have on mean and
Picturing the Normal World:
Plane Statistics:
Representing Data 1: Using Frequency Graphs:
Representing Data 2: Using Box Plots:
median values using
MLB salaries stats.
This is an
introductory lesson on
normally distributed
data. Students will
collect their own
height data and view
the data distribution
for their class. They
analyze this data and
decide if they are
normal or not.
This lesson starts with
an activity to gather
data using paper
airplanes then
progresses to using
appropriate statistics
to compare center and
spread of the data.
This is meant to be an
application lesson of
concepts and skills
previously acquired.
This lesson unit is
intended to help you
assess how well
students are able to
use frequency graphs
to identify a range of
measures, make sense
of this data in a realworld context, and
understand that a
large number of data
points allow a
frequency graph to be
approximated by a
continuous
distribution.
This lesson unit is
intended to help you
assess how well
students are able to
interpret data using
frequency graphs and
Sampling Methods with Lionfish:
Sea Ice Analysis:
box plots. In
particular, this unit
aims to identify and
help students who
have difficulty
figuring out the data
points and spread of
data from frequency
graphs and box plots.
It is advisable to use
the first lesson in the
unit, Representing
Data 1: Frequency
Graphs (32498),
before this one.
In this lesson,
students will develop
a sampling method to
make inferences about
the invasive lionfish
in the Atlantic Ocean.
Students will carry
out their investigation,
create histograms, and
calculate quantitative
data like standard
deviation to help
make conjectures
about the lionfish.
Students will then
analyze their
sampling
methodology by
repeating the
procedure with the
population data. This
investigation allows
students the
opportunity not only
to simulate and
improve their own
methodologies but
provides a current and
real-life scientific
issue to be examined.
The changing climate
is an important topic
for both scientific
Sea Ice Analysis Algebra:
Sensoring Data:
analysis and worldly
knowledge. This
lesson uses data
collected by the
National Snow and
Ice Data Center to
create and use
statistical analysis as a
tool to evaluate the
sea ice loss. Students
will use technology to
quickly generate
graphs for each month
looking for trends,
patterns or deviations
over time.
The changing climate
is an important topic
for both scientific
analysis and worldly
knowledge. This
lesson uses data
collected by the
National Snow and
Ice Data Center to
create and use
statistical analysis as a
tool to evaluate the
sea ice loss. Students
will use technology to
quickly generate
graphs for each month
looking for trends,
patterns, or deviations
over time.
In this follow up
lesson, students will
explore data
collection using the
weather station sensor
and perform statistical
analysis of the data.
Students will use a
scientific method of
inquiry to plan an
investigation of their
own. This activity is
meant to allow
Sensoring Data:
students to use a
variety of skills they
have acquired
throughout a statistics
unit in a personally
meaningful way.
In this follow up
lesson, students will
explore data
collection using the
weather station sensor
and perform statistical
analysis of the data.
Students will use a
scientific method of
inquiry to plan an
investigation of their
own. This activity is
meant to allow
students to use a
variety of skills they
have acquired
throughout a statistics
unit in a personally
meaningful way.
This resource is a
lesson plan developed
for students to master
MAFS.912.S.1.3
(Interpret differences
in shape, center, and
spread in the context
of the data sets,
accounting for
possible effects of
extreme data points).
Should Statistics be Shapely?:
Students will create a
Human Box Plot
using their own
personal data to
master the standard
and learning
objectives, then
complete interactive
notes with classroom
teacher, a formative
assessment, and later
Show Me the Money! Selecting Student Athletes for Scholarships:
Standard Deviation and the Normal Curve in Kahoot!:
Sweet Statistics - A Candy Journey:
a summative
assessment to show
mastery.
Students will use data
to decide the ideal
candidate for a
college scholarship by
computing the mean
and the standard
deviation. The student
will present the data
using the normal
distribution and make
recommendations
based on the findings.
Students will
recognize that not all
data can be presented
in this format.
In this three day
lesson, students learn
about standard
deviation, the normal
curve, and how they
are applied. Your
students will be
engaged and learning
when they collect and
analyze data using a
free Kahoot! quiz.
Students will sort
pieces of candy by
color then calculate
statistical information
such as mean, median,
mode, interquartile
range, and standard
deviation. They will
also create an Excel
spreadsheet with the
candy data to generate
pie charts and column
charts. Finally, they
will compare
experimental data to
theoretical data and
explain the
differences between
Texting and Standard Deviation:
The Debate: Who is a Better Baller?:
The Distance a Coin Will Travel:
the two. This is
intended to be an
exercise for an
Algebra 1 class.
Students will need at
least 2 class periods to
sort their candy, make
the statistical
calculations, and
create the charts in
Excel.
This lesson uses
texting to teach
statistics. In the
lesson, students will
calculate mean,
median, and standard
deviation. They will
construct and interpret
dot plots based on
data they collected.
Students will also use
similarities and
differences in shape,
center, and spread to
determine who is
better at texting, boys
or girls.
In this activity the
students will use NBA
statistics on Lebron
James and Tim
Duncan who were key
players in the 2014
NBA Finals, to
calculate, compare,
and discuss mean,
median, interquartile
range, variance, and
standard deviation.
They will also
construct and discuss
box plots.
This lesson is a hands
on activity that will
allow students to
collect and display
data about how far
What's My Grade?:
What's Your Tendency?:
different coins will
travel. The data
collected is then used
to construct double
dot plots and double
box plots. This
activity helps to
facilitate the statistical
implications of data
collection and the
application of central
tendency and
variability in data
collection.
"What's My Grade" is
a lesson that will
focus on a sample
student's grades to
demonstrate how a
final grade is
calculated as well as
explore possible
future grades.
Students will create
the distributions of
each of grade
category using
histograms. They will
also analyze grades
using mean and
standard deviation.
Students will use
statistics to determine
data distribution while
comparing center and
spread of two or more
different data sets.
This resource can be
used to teach students
how to create and
compare box plots.
After completing this
lesson, students
should be able to
answer questions in
both familiar and
unfamiliar situations.
Which is Better? Using Data to Make Choices:
Which One: Box plot, Dot Plot, or Histogram?:
Who is the world's best ball player?:
Who's Better?--Using Data to Determine:
This lesson gives
students the
opportunity to use
technology to
investigate variability
in data. Students will
draw conclusions and
cite evidence from the
data to support their
conclusions.
Students will be asked
to obtain data and
create a human box
plot, which will be
analyzed and
explained using
statistical terms.
Students will then
understand the
differences and
advantages to using
the box plot,
histogram, and dot
plot. Students will
also be able to
identify which one
should be used for a
specified set of data.
Students will use box
and whisker plots to
determine who is the
better basketball
player, Lebron James
or Michael Jordan.
This lesson is
intended for use after
students are able to
construct data plots
(histograms, line
plots, box plots).
Students are tasked
with not only
constructing data
plots, but also
matching data plots to
data sets. In the
summative
assessment, students
are given two data
sets and asked to
select which of three
data plots (histogram,
line plot, or box plot)
would best be used to
compare the data.
After choosing and
constructing their
plot, students are then
tasked with forming a
conclusion based on
the plots they have
constructed.
Formative Assessment
Name
Description
Students are asked to construct a dot plot corresponding
A Tomato Garden:
to a given set of data.
Students are asked to select a histogram for which it
Algebra Test Scores:
would be appropriate to apply the 68-95-99.7 rule.
Students are asked to find the probability that an
outcome of a normally distributed variable is between
Area Under the Normal Curve:
two given values using both a Standard Normal
Distribution Table and technology.
Students are given two histograms and are asked to
Comparing Distributions:
describe the differences in shape, center, and spread.
Students are asked to determine whether each of two
Flowering Trees:
given dot plots are consistent with a given histogram.
Students are asked to select a measure of center to
How Many Jeans?:
compare data displayed in dot plots and to justify their
choice.
Students are asked to scale and label a normal curve
Label a Normal Curve:
given the mean and standard deviation of a data set with
a normal distribution.
Students are asked to find the probability that an
Probability of Your Next Texting Thread: outcome of a normally distributed variable is greater
than a given value.
Students are asked to find the probability that an
Range of Texting Thread:
outcome of a normally distributed variable is between
two given values.
Students are asked to select a measure of center to
Texting During Lunch:
compare data displayed in frequency tables and to
justify their choice.
Students are asked to select measures of center and
spread to compare data displayed in histograms and to
justify their choices.
Students are given a set of data and are asked to
Total Points Scored:
determine how the mean is affected when an outlier is
removed.
Students are asked to construct a box plot corresponding
Trees in the Park:
to a given set of data.
Students are asked to compare the centers of two data
Using Centers to Compare Tree Heights:
distributions displayed using box plots.
Students are asked to compare the spread of two data
Using Spread to Compare Tree Heights:
distributions displayed using box plots.
Students are asked to construct a histogram
Winning Seasons:
corresponding to a given set of data.
Texting During Lunch Histograms:
Virtual Manipulative
Name
Advanced Data Grapher:
Box Plot:
Histogram:
Histogram Tool:
Histogram vs. Box Plot:
Description
This is an online graphing utility that can be used to
create box plots, bubble graphs, scatterplots, histograms,
and stem-and-leaf plots.
In this activity, students use preset data or enter in their
own data to be represented in a box plot. This activity
allows students to explore single as well as side-by-side
box plots of different data. This activity includes
supplemental materials, including background
information about the topics covered, a description of
how to use the application, and exploration questions for
use with the Java applet.
In this activity, students can create and view a histogram
using existing data sets or original data entered. Students
can adjust the interval size using a slider bar, and they
can also adjust the other scales on the graph. This activity
allows students to explore histograms as a way to
represent data as well as the concepts of mean, standard
deviation, and scale. This activity includes supplemental
materials, including background information about the
topics covered, a description of how to use the
application, and exploration questions for use with the
java applet.
This virtual manipulative histogram tool can aid in
analyzing the distribution of a dataset. It has 6 preset
datasets and a function to add your own data for analysis.
This simulation allows the student to create a box plot
and a histogram for the same set of data and toggle
between the two displays. Maximum, minimum, median
and mean are shown for the data set. The student can
change the cell width to explore how the histogram is
affected.
This activity allows the user to graph data sets in
multiple bar graphs. The color, thickness, and scale of
the graph are adjustable which may produce graphs that
are misleading. Users may input their own data, or use or
Multi Bar Graph:
alter pre-made data sets. This activity includes
supplemental materials, including background
information about the topics covered, a description of
how to use the application, and exploration questions for
use with the java applet.
With this online tool, students adjust the standard
deviation and sample size of a normal distribution to see
how it will affect a histogram of that distribution. This
activity allows students to explore the effect of changing
the sample size in an experiment and the effect of
Normal Distribution Interactive Activity: changing the standard deviation of a normal distribution.
Tabs at the top of the page provide access to
supplemental materials, including background
information about the topics covered, a description of
how to use the application, and exploration questions for
use with the java applet.
This lesson is designed to introduce students to the
difference between univariate and bivariate data, and
how the two can be represented graphically. This lesson
provides links to model discussions and online graphing
Univariate and Bivariate Data:
applets, as well as suggested ways to integrate them into
the lesson. Finally, the lesson provides links to follow-up
lessons designed for use in succession with the current
one.
Teaching Idea
Name
Description
Students will design an
investigation that
compares a characteristic
of two populations of the
An Ecological Field Study with Statistical Analysis of Two Populations: same species. Students
will collect data in the
field and analyze the data
using descriptive
statistics.
Students will first
Now That is a Dense Graph:
measure and plot the total
mass vs liquid volume in
Now That is a Dense Graph:
Pump Up the Volume:
Pump Up the Volume:
Stem-and-Leaf Plots:
a graduated cylinder.
They will then use slope
and the mathematical
formula for the plot to
determine the density of
the liquid, the density of a
solid added to the liquid,
and the mass of the
graduated cylinder.
In this activity, the
density of ethanol is
found by graphical
means. In the second part,
the density of sodium
thiosulfate is found, also
by graphical means. The
values found are then
analyzed statistically.
This activity challenges
students to analyze the
statistical distribution of
volume measurements
from a partially filled
graduated cylinder. The
free app, GeoGebra is
used to create a box plot
to aid in the analysis.
This activity is a
statistical analysis of
recorded measurements
of a single value - in this
case, a partially filled
graduated cylinder.
This lesson is designed to
introduce students to
stem-and-leaf plots as a
graphical way to
represent a data set. The
lesson also reviews
measures of central
tendency with directions
for finding mean, median,
and mode are given. This
lesson provides links to
discussions and activities
related to stem-and-leaf
plots as well as suggested
ways to integrate them
into the lesson. Finally,
the lesson provides links
to follow-up lessons
designed for use in
succession with the
current one.
Perspectives Video: Expert
Name
Description
Wei Wu discusses his statistical
contributions to the Birdsong project which
Birdsong Series: Statistical Analysis of Birdsong:
help to quantify the differences in the
changes of the zebra finch's song.
NOAA Fishery management relies on
Histograms Show Trends in Fisheries Data Over Time: histograms to show patterns and trends
over time of fishery data.
The tide is high! How can we statistically
prove there is a relationship between the
Mathematically Exploring the Wakulla Caves:
tides on the Gulf Coast and in a fresh
water spring 20 miles from each other?
Hear this oceanography student float some
Statistics and Scientific Data:
ideas about how statistics are used in
research.
Problem-Solving Task
Name
Description
This task requires students to use the normal distribution as a
model for a data distribution. Students must use given means
Do You Fit in This Car?:
and standard deviations to approximate population
percentages.
This problem could be used as an introductory lesson to
Haircut Costs:
introduce group comparisons and to engage students in a
question they may find amusing and interesting.
The task provides a context to calculate discrete probabilities
Random Walk III:
and represent them on a bar graph.
This problem solving task challenges students to answer
SAT Scores:
probability questions about SAT scores, using distribution and
mean to solve the problem.
The purpose of this task is to have students complete normal
Should We Send Out a Certificate?: distribution calculations and to use properties of normal
distributions to draw conclusions.
Speed Trap:
The purpose of this task is to allow students to demonstrate an
ability to construct boxplots and to use boxplots as the basis
for comparing distributions.
Perspectives Video: Professional/Enthusiast
Name
Graphs Help Identify Cost-Effective Sea Turtle Conservation
Strategies:
Nestle Waters & Statistical Analysis:
Normal? Non-Normal Distributions & Oceanography:
Revolutionize Wing Design with Equations and Statistics:
Sampling Amphibian Populations to Study Human Impact on
Wetlands:
Statistical Art: Four Words:
Winning the Race with Data Logging and Statistics:
Description
This marine biologist discusses
her use of graphical
representations to help
determine the most costeffective management
strategies for sea turtle
conservation.
Hydrogeologist from Nestle
Waters discusses the
importance of statistical tests in
monitoring sustainability and in
maintaining consistent water
quality in bottled water.
What does it mean to be
normally distributed? What do
oceanographers do when the
collected data is not normally
distributed?
Brandon Reese, a PhD
candidate in the FAMU-FSU
College of Engineering,
discusses the significance of
both Bernoulli's equation and
statistical analysis for the
design of a "smart wing."
Ecologist Rebecca Means
discusses the use of statistical
sampling and comparative
studies in field biology.
Graphic designer and
artist, Drexston Redway infuses
statistics into his artwork to
show population distribution
and overlap of poverty and
ethnicity in Tallahassee, FL.
Data logging has transformed
competitive racing! These
SCCA drivers discuss how they
use computers to compare
multiple sets of data after test
runs.
Lesson Study Resource Kit
Name
Measurement Matters:
Description
This Lesson Study Resource Kit is an introductory unit on
measurement for a Chemistry I course.
Professional Development
Name
Description
Strategies to help students in a first Algebra course
learn to summarize, represent, and interpret oneRepresenting Data With Graphs: Box Plots:
variable data. The focus of this tutorial is on
representing data with box plots.
Text Resource
Name
Description
This informational text resource is intended to support
reading in the content area. Pew Research Center surveyed
scientists and the general public on 12 science oriented
issues, including genetically modified foods, vaccines,
nuclear power and evolution. Results of the survey showed
Scientists See the World Differently: large discrepancies between the thoughts, causes and
recommendations on the issues of the scientists and the
general public. Sample sizes and margins of errors are given
on the survey results which are represented in percent form.
The overall survey showed that the public and the scientists
see the world very differently.
Perspectives Video: Teaching Idea
Name
Smile Statistics:
Description
This quantitative measurement and statistics activity will allow you
to save face.
Student Resources
Title
Description
This is an online graphing utility that can be used to
create box plots, bubble graphs, scatterplots,
histograms, and stem-and-leaf plots.
In this activity, students use preset data or enter in
their own data to be represented in a box plot. This
activity allows students to explore single as well as
side-by-side box plots of different data. This
Box Plot:
activity includes supplemental materials, including
background information about the topics covered, a
description of how to use the application, and
exploration questions for use with the Java applet.
This task requires students to use the normal
distribution as a model for a data distribution.
Do You Fit in This Car?:
Students must use given means and standard
deviations to approximate population percentages.
This problem could be used as an introductory
lesson to introduce group comparisons and to
Haircut Costs:
engage students in a question they may find
amusing and interesting.
In this activity, students can create and view a
histogram using existing data sets or original data
entered. Students can adjust the interval size using a
slider bar, and they can also adjust the other scales
on the graph. This activity allows students to
explore histograms as a way to represent data as
Histogram:
well as the concepts of mean, standard deviation,
and scale. This activity includes supplemental
materials, including background information about
the topics covered, a description of how to use the
application, and exploration questions for use with
the java applet.
This virtual manipulative histogram tool can aid in
analyzing the distribution of a dataset. It has 6
Histogram Tool:
preset datasets and a function to add your own data
for analysis.
This simulation allows the student to create a box
plot and a histogram for the same set of data and
toggle between the two displays. Maximum,
Histogram vs. Box Plot:
minimum, median and mean are shown for the data
set. The student can change the cell width to
explore how the histogram is affected.
The tide is high! How can we statistically prove
there is a relationship between the tides on the Gulf
Mathematically Exploring the Wakulla Caves:
Coast and in a fresh water spring 20 miles from
each other?
This activity allows the user to graph data sets in
Multi Bar Graph:
multiple bar graphs. The color, thickness, and scale
Advanced Data Grapher:
Normal Distribution Interactive Activity:
Random Walk III:
SAT Scores:
Should We Send Out a Certificate?:
Speed Trap:
of the graph are adjustable which may produce
graphs that are misleading. Users may input their
own data, or use or alter pre-made data sets. This
activity includes supplemental materials, including
background information about the topics covered, a
description of how to use the application, and
exploration questions for use with the java applet.
With this online tool, students adjust the standard
deviation and sample size of a normal distribution
to see how it will affect a histogram of that
distribution. This activity allows students to explore
the effect of changing the sample size in an
experiment and the effect of changing the standard
deviation of a normal distribution. Tabs at the top of
the page provide access to supplemental materials,
including background information about the topics
covered, a description of how to use the application,
and exploration questions for use with the java
applet.
The task provides a context to calculate discrete
probabilities and represent them on a bar graph.
This problem solving task challenges students to
answer probability questions about SAT scores,
using distribution and mean to solve the problem.
The purpose of this task is to have students
complete normal distribution calculations and to use
properties of normal distributions to draw
conclusions.
The purpose of this task is to allow students to
demonstrate an ability to construct boxplots and to
use boxplots as the basis for comparing
distributions.
Parent Resources
Title
Do You Fit in This Car?:
Haircut Costs:
Histogram vs. Box Plot:
Description
This task requires students to use the normal distribution as a
model for a data distribution. Students must use given means
and standard deviations to approximate population
percentages.
This problem could be used as an introductory lesson to
introduce group comparisons and to engage students in a
question they may find amusing and interesting.
This simulation allows the student to create a box plot and a
histogram for the same set of data and toggle between the two
displays. Maximum, minimum, median and mean are shown
for the data set. The student can change the cell width to
explore how the histogram is affected.
The task provides a context to calculate discrete probabilities
Random Walk III:
and represent them on a bar graph.
This problem solving task challenges students to answer
SAT Scores:
probability questions about SAT scores, using distribution and
mean to solve the problem.
The purpose of this task is to have students complete normal
Should We Send Out a Certificate?: distribution calculations and to use properties of normal
distributions to draw conclusions.
The purpose of this task is to allow students to demonstrate an
Speed Trap:
ability to construct boxplots and to use boxplots as the basis
for comparing distributions.