The students will be able to show what they know about Statistics.

The students will be working in centers to review for their test. The centers will consist of a computer rotation, versa-tiles, and a teacher center. All centers will reinforce concepts learned throughout this unit to prepare them for their assessment.

10 minutes

I’m going to have the students create a triple venn diagram comparing and contrasting line graphs, bar graphs and circle graphs. This problem will set students up for the learning for the day. Students need to be able to choose the best data display and this will help them visualize how the displays are alike and how they are different to help them make the most appropriate choice. This will help with the review for the day. **(SMP1)**

If this is the first time your students have seen a triple venn diagram, I would project it on the board and highlight the circles in different colors. This will help the low performing students see each circle and their intersections. I would also ask the students what will go in the center of all 3 diagrams. I’m looking for them to say that it will be what is in common with all 3 graphs. I’m looking for them to have title, labels, and shows data.

60 minutes

The students will be rotating through three centers during this lesson. Each center will be 20 minutes in duration. I’m going to group the students by ability. I do this because I change the amount of assistance and the way I phrase information to best suit the needs of the student. The groups will consist of 8 members and I’ve already established the groups ahead of time to eliminate any confusion. Additionally, I will work with the low performing students last so that their review is fresh in their minds when they leave. If you decide that working with the low group last is best, then set up the rotations as follows: Computer rotates to teacher and teacher rotates to independent and independent rotates to computer. Have the low students start at the independent center first.

**Center 1: Teacher**

During the teacher station, I will be working with a group of students on **choosing the best data display **and also displaying data. The students are responsible for displaying data on their test. They will need to decide what data display works best. As I’m working with students in this group, I’m going to be asking them to decide on the best display and why they chose that display **(SMP 2).** I will also be asking them to analyze some of the data in the display to get them looking at the information in the display. For my struggling students, I will review the elements needed in each of the graphs before beginning the problems.

Bar graph – shows popularity. Needs a title, labels, scale and equal intervals, categories and scale starts at zero and bars are not connected

Line graph – shows change over time. Needs a title, labels, scale and equal intervals, time on the x axis, frequency on the y axis, scale starts at zero and dots are connected by lines.

Circle graph – shows part of a whole usually in percentages but can be decimals and fractions. Needs labels, percentages, and a title

Line plot – shows frequency on a number line using dots or x’s. Needs a title, number line, equal spacing, x’s for frequency

Stem and Leaf Plot – numerical data by place value. Needs a title, key, stem, leaves, all numbers in order from least to greatest

Histogram – shows frequency using intervals. Needs a title, label, equal intervals on the x and y axis. Bars are connected

Box Plot – shows distribution of data. Needs median, lower quartile, upper quartile, minimum and maximum values.

**Center 2: Independent Center Versa-tiles**

The students in this station will be working independently on versa tiles. The **versa tiles workbook **can be used without the actual tiles. The students can choose what page they want to work on. I always tell them to practice something they have difficulty with as this will be most beneficial for their review. Each page has something to do with statistics. Once they find the page they want to work on, they can work out the problem and write down their answer on paper. If they have the tiles, they will find their answer at the bottom and place the problem number on that answer. When they have completed the page, they turn the versa tile board over and check their answer. The visual answer is at the bottom of each page. If you don’t have the tiles, the students can write their answer on paper and you can make an answer key folder for them to check their work. The goal of this center is to have them work independently, so finding their own answers will be important.

**Center 3: Computers/Jeopardy Game**

In my class, the students will be working on Edmodo. I’ve uploaded the **Jeopardy power point** so they can access it there. I’m going to have them do problems from the game and show their work to support their answer **(SMP 1)** The questions from the Jeopardy game deal with each component of our current unit. Again, I’m going to state to the students to work on a component they are struggling with first to get the best review. All answers are on the power point. If there answer is incorrect, I tell them to try again to see where there error occurred. I will be collecting this work for evidence of student learning.

If you don’t have computers available, the Jeopardy game is in power point and can be used with an LP projector. The small group of students can work the problems out independently first, then share their answers to see how each person solved them **(SMP3)**. This will need to be monitored a bit by the teacher. Making sure the students know that this is part of their review and to use their time wisely will help with management. I would have students show their work on paper and collect this at the end to show evidence of student learning.

**Tools: computers, versa-tile workbooks and boards, choosing the best data display questions, and Edmodo. **

15 minutes

Today we have been working on reviewing for our assessment. In order to effectively sum up our learning, we need to know the following: (use these questions to establish closure to this lesson). I would have them partner share their thoughts and then share as whole group.

- When choosing the best display, give examples of what you would look for? I will know students have mastered this when they can say a specific graph is used for …. (see above teacher center)
- How can we tell if a graph is misleading? I will know students have mastered this when they cans say the scale doesn’t start at zero, the intervals are not equal, the pictograph images are not representative.
- What is the best measure of central tendency when there is an outlier in the data? I will know students have mastered this when they can say to use the median when there is an outlier.
- How do you calculate the mean? Students should say that they should add up all the numbers and divide by the amount of data values in the set
- How do you find the mode? The mode is the most frequent. Sometimes there is no mode or more than one mode.
- When describing data, what are some things we can say? Students should be talking about center, spread and shape.
- What components need to be in all graphs? Students should say that all graphs need titles and labels. One step further, depending on the graph, they will need equal intervals and correct data values displayed.

**Homework: Study Guide**