Overview and Background: Unit: Dealing With Data

Matt Johnson : Cheney USD 268

Mathematics. : Data Analysis and Statistics : Data Analysis and Statistics

Cheney : Grades 6 - 6 : Aug. - Jun.

Title:	Dealing With Data
Topics:	Gathering, Graphing, Analyzing Data
Time Frame:
Start Date:	-

Other Designers:

Summary:
In this unit, students are introduced to different ways of organizing and interpreting sets of data. Students learn how to use different statistical graphs,including scatter plots, stem-and-leaf plots, histograms, and box plots, and they learn about key measures such as mode, mean, range, and median. With this knowledge they will analyze, graph, and interpret various historical and current forms of data.

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:
Link 1:http://www.nyse.com/
Link 2:http://www.nasdaq.com/
Link 3:http://www.google.com/
Link 4:http://www.yahoo.com/

Notes:

Have Scott Lehner come in as a guest speaker to discuss the stock market, mutual funds growth, and the New York Stock Exchange as a whole. Order copies of the Wall Street Journal for the classroom.

Stage 1: Identify Desired Results

State:
Title:
Standard(s):	State: KS Standard 4, Benchmark 2, Sixth grade Knowledge Base and Application Indicators Title: Kansas Curricular Standards for Mathematics-March 1999. Standards:Knowledge (1)The student organizes, displays, and reads data in a clear, organized and accurate manner including the use of correct titles, labels, and intervals or categories. (3)Determines the mean, mode, and range for a whole data set. Application (3)Explains advantages and disadvantages of using various display formats for a specific data set.

Understandings:
user	Various sources and methods may be used to collect, display, and organize data. Not all types of graphs(charts) are appropriate for use in all data. Being able to interpret and analyze data can be beneficial in making decisions financially as well as personally. Large sets of data are better understood and read when placed in an appropriate graphing format.

Essential Questions:

User

1.How is data collected, organized, and clearly displayed? 2.What is the mean, mode, median, and range of data? 3.How do you determine which graph is appropriate for the given data? 4.What conclusions can you make based upon a given graph, chart, or data set? 5.How do benchmark measures help us to make predictions or future decisions about finances or other concerns? 6.How do we use data, benchmark measures, and graphs to solve a problem?

Knowledge and Skills:

Students will know:

-What the benchmark measures are and how they are found.(Mean, median, mode, range)

-What the various graphing formats are.

-How to decide which graph is best suited to display the given data set.

-When and how to use benchmark measures of graphs to solve problems.

Students will be able to:

-Read, analyze, and interpret various forms of data.

-Make, record, and display data using scatter-plots, stem and leaf plot, histograms, box and whiskers plot, and number-line plots.

-Select appropriate graphs.

-Use problem solving stategies to determine what stocks to invest in.

-Create a PowerPoint presentation using stock market portfolios.

-Calculate benchmark measures and use calculator when appropriate.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Pre-assessment
Try This Section Quizes.
P.O.D. questions in math journals.
End of Unit Assessment.
PowerPoint presentations.

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

W
Introduce the unit using essential question which is posted on a wall poster.Students will bring in any sort of data found in a newspaper or magazine. From this they will write in their journal what the data is showing, how it was collected, and how it can be used.

H

Use M&M candy to hook students about data collecting, graphing,and statistics. They will record by color then sort to determine fractional amount and percents.

E

Students will be engaged in several mini-lessons:
-M&M's activity to define and understand range, mode, median, and mean.
-Guest speaker to discuss stock market and financial growth ideas.
-problems that address data interpretation and analysis.
-Scatter plot activity with fathers and sons.
-Stem and leaf with the presidents ages at inauguration.
-Histograms created from the same stem and leaf data.
-Median and box plots using the dates of states entering the Union.
-Teams playing the Stock Market Game to familiarize them with gains and losses(Bull/Bear) markets.
-Present lesson on how to utilize closing stock prices so data collecting can begin. Utilize The Wall Street Journal.


R
Peer Review: Fellow classmates may question their reports and reasoning.


E

Groups will show their investment portfolios using a PowerPoint presentation that includes graphs, benchmark measures, and possible future potential. This will follow the rubric guidelines set up before the project began.
Students will be put into groups and given $100,000. They must invest their money in the market and show how it does over a two weeks time frame. they must graph their gains or losses daily and be able to explain why growth or loss occured. These daily recordings will be used to show the benchmark measurements used throughout this unit.