##
* *Reflection: Vertical Alignment
Dot Plots, Box Plots, and Histograms! (Day 2 of 2) - Section 1: Partner Activity

The difference between the following four vocabulary words can be frustrating for students:

1. Frequency Histogram

2. Cumulative Frequency Histogram

3. Relative Frequency Histogram

4. Relative Cumulative Frequency Histogram

Usually when text books add the word relative, they want the values in the distribution represented as a percent. When students are struggling with vocabulary, I refer them to the website Math is Fun if it has the word they are researching. This is an example of the cumulative frequency histogram.

I refer students to Math is fun because it is colorful, user friendly, and easy to read for all reading levels of students.

*Using Correct terms when presenting creating Histograms*

*Vertical Alignment: Using Correct terms when presenting creating Histograms*

# Dot Plots, Box Plots, and Histograms! (Day 2 of 2)

Lesson 5 of 10

## Objective: SWBAT analyze Dot Plots, Histograms, Cumulative Frequency Histograms, and Box Plots to make decisions about data and graphs.

## Big Idea: To choose the best graph based from the data and the known characteristics of each type of graph.

*50 minutes*

#### Partner Activity

*25 min*

In the Partner Activity, I provide students with a problem about money in an ATM. The main purpose of this activity is to know the difference between a Relative Frequency Histogram and a Cumulative Frequency Histogram.

I also ask a few questions that require the students to know how to read and interpret the data in a histogram. In the Cumulative Frequency Histogram, students should understand that the difference between the heights of the bars represents how much has been added to the next bar since the data is accumulating.

I demonstrate reviewing how to interpret the data in a histogram with students in the video below.

*expand content*

#### Calculator Activity

*15 min*

After the Partner Activity, I hand each student a Calculator Activity. I do not provide context for the two calculator problems on this activity. Instead of context, I want students to focus on the procedures of the calculator to create Dot Plots, Box Plots, and Histograms.

In the first problem, I demonstrate how to create a Dot Plot, Box Plot, and Histogram on the TI-Nspire Cx. I model the calculator on the screen as students work the same problem on their calculator. I encourage table Partners to help each other through this process.

I then assign students to create a Dot Plot, Box Plot, and Histogram on their own using the second set of data given on the Calculator Activity. Students are to show me as they complete each graph, so that I can check their name off on a spreadsheet. This quick formative assessment, allows me to know that each student can create the graph on the calculator.

I demonstrate creating a Dot Plot, Box Plot, and Histogram on the TI-Nspire Cx in the video below.

*expand content*

#### Exit Slip

*10 min*

At the end of this lesson, I provide students an Exit Slip. I use it to assess each students ability to identify which is the best graph for a given scenario. The first three questions of the Exit Slip are from the following website:

http://mnliteracy.org/sites/default/files/curriculum/ged_math_lesson_17_ec.pdf

Students are to identify the best possible graph for each scenario. I allow students about five minutes to make their individual selections, and then we discuss the scenarios as a class before they leave.

In our discussion of the six different scenarios, we selected the following graphs for each scenario:

**1. Box Plot in order to highlight the range of salaries in the middle 50%of the sample**

**2. Dot Plot because it was categorical data**

**3. Histogram to show the ranges of thickness of ice in intervals**

**4. Box Plot to show a summary with Parallel Box Plots to compare the snow at the two resorts**

**5. Histogram because 200 is a large number of participants, and it shows more detail of actual hours of TV watched in a week than a summary using a Box Plot.**

**6. Dot Plot because the data was categorical again.**

At the end of the activity, I remind students that a Dot Plot may be used for numerical data as well, but it needs to be a small data set.

*expand content*

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- UNIT 1: Introduction to Functions
- UNIT 2: Expressions, Equations, and Inequalities
- UNIT 3: Linear Functions
- UNIT 4: Systems of Equations
- UNIT 5: Radical Expressions, Equations, and Rational Exponents
- UNIT 6: Exponential Functions
- UNIT 7: Polynomial Operations and Applications
- UNIT 8: Quadratic Functions
- UNIT 9: Statistics

- LESSON 1: Organizing and Calculating Data with Matrices
- LESSON 2: Introduction to Statistics
- LESSON 3: Outliers and their Effect on the Central Tendencies
- LESSON 4: Dot Plots, Box Plots, and Histograms! (Day 1 of 2)
- LESSON 5: Dot Plots, Box Plots, and Histograms! (Day 2 of 2)
- LESSON 6: Dispersion of Data (Day 1 of 2)
- LESSON 7: Dispersion of Data (Day 2 0f 2)
- LESSON 8: What is the Shape of the Data and What Can We Infer?
- LESSON 9: Analyzing Box and Whisker Plots in a Real World Context
- LESSON 10: Compare Two Data Sets Using Box and Whisker Plots