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= Creating Box and Whisker Plots = =**Grade/Subject:** 6th Grade - Math 67= =jill.holder@cobbk12.org= =andrea.winders@cobbk12.org= =molly.brotherton@cobbk12.org= =stephanie.miller-bowman@cobbk12.org= =**Strategies:** foldable, entry ticket, think-pair-share, rubrics= =Table of Contents= =Summary: Students will understand how to find the median for a set of data. Students will create a box and whisker plot for a set of data and interpret the results.=

**Standards**
> c. Choose appropriate graphs (categorical or numerical). > d.Use tables and graphs to examine variation that occurs within a group and between groups. > e.Relate the data analysis to the context of the questions posed. > c. Analyze data using mean, median, and mode, including recognition of outliers. > d. Analyze data using range, quartiles, interquartile range. > f. Analyze data using appropriate graphs, including using box-and-whisker plots and scatter plots. > g. Analyze and draw conclusions about data, including a description of the relationship between two variables.
 * **M6D1:**
 * M7D1:

**Assessments**

 * Pre-assessment (central-tendencies warm-up)
 * Performance task (summative)
 * Entry and Exit ticket
 * Foldable Organizer
 * Quiz

**Essential questions**

 * How do I choose and create graphs to represent data?
 * What conclusions can be drawn from a set of data?
 * When would using a box and whisker plot be more beneficial than using another graph?

**Resources**

 * Preassessment
 * Entry Ticket Assessment [|day 1 warmup for.pdf]

> >
 * Performance Task
 * Assessment/Homework for Day 1
 * Assessment/Homework for Day 1

> Box and whisker video from Discovery Education--Popular Dog Sizes
 * media type="custom" key="6395749"



**Flexible Grouping/Independent**

 * //Jigsaw activity:// Students will be grouped homogeneously for the "expert" activity, and they will be regrouped in heterogenously groups for the sharing process
 * ===== Cubing activity: Students will work independently for the rolled performance task. =====

**Differentiation Plan for Gifted Learners**

 * //Content:// Performance task
 * //Process: hands-on task; jigsaw,//
 * //Product://
 * Interest: Real world activity; technology (graphing calculators)
 * //Readiness: Graphing Calculator activity for students who can use them; scientific calculators for students who cannot.//
 * //Learning Style: Flexible grouping, share pairs, independent work//

**Higher Order Thinking Skills**

 * //Application//: Create a box-and-whisker plot to represent the range of shoe sizes
 * //Comprehend:// Convert the data in the line graph to a box-and-whisker plot. Explain Q1 and Q2.
 * //Synthesize:// Explain in a paragraph the uses of the box-and-whisker plot in data analysis
 * //Evaluate:// Use graphic orgranizer to compare/contrast box-and-whisker plot to scatter plot

**Lesson Plan**
Day 1:

Pre-assess with warm-up (Measures of Central Tendency)
Video: Overview of Box and Whisker and Vocabulary Students will fill out organizer as they watch the Video Students work in pairs to find median, upper quartile, lower quartile, upper and lower extremes and interquartile range for a set of numbers Review with questioning and reteaching as needed

Homework: Worktext 7-5 Practice B

Entry Ticket - Assessment Review HW and questions Begin The Eyes Have It Activity HW: Worksheet
 * Day 2:**
 * ability pairs based on entry ticket
 * begin gathering data
 * share data and organize results


 * Day 3:**

Review HW and questions Review results from Day 2 Data Collections and finish The Eyes Have It Activity

HW: Worksheet