Project AMP Dr. Antonio Quesada – Director, Project AMP
ABSTRACT FOR BOX AND WHISKER PLOTS ON THE CALCULATOR
Developed by
Tom Schillig
Middlebranch Middle School
and
Debbie Capper
Emmanuel Christian Academy
In association with the
Akron Math Community Web Project.
SUBJECT: Data Analysis
GRADE: Middle School
STRAND: Data Analysis and Probability
TOPIC: Box and Whisker Plots
OBJECTIVES: Students will create, interpret, and/or analyze tables, charts, and graphs
involving data (OPT Objective 12). Students will choose and apply measurements of central tendency (mean, median, mode) and variability (range and visual displays of distribution) (OPT Objective 13).
MATERIALS: TI-73 calculator and student worksheet
It is assumed that the teacher is familiar with the TI-73 calculator.
EXPECTED TIME: 1-2 class periods
BOX AND WHISKER PLOTS ON THE CALCULATOR
OVERVIEW: The students will be comparing the number of CDs they have through box and whisker plots. They will be using the TI-73 calculator to diagram the data and generate the associated information necessary to complete the worksheet.
CONCEPTS: Using box and whisker plots to analyze personal class data.
Using calculators to create box and whisker plots.
OBJECTIVES: Students will create, interpret, and/or analyze tables, charts, and graphs
involving data (OPT Objective 12). Students will choose and apply measurements of central tendency (mean, median, mode) and variability (range and visual displays of distribution) (OPT Objective 13).
LEARNING STRATEGIES: 1. Introduction: Teacher should review the use of box and
whisker plots and all associated terms (i.e.: median,
range, lower extreme, upper extreme, lower quartile, upper quartile, inner quartile range). Students will have been assigned the task of counting the exact number of CDs they own.
- On the board, the teacher should have two columns ready for the students to enter data. Students are divided into two groups, male and female, and each person will write on the board (in the appropriate column) the number of CDs s/he owns. After the data is recorded on the board, each student will record this information on a sheet of paper.
- Students will enter their own group’s data into the calculator under List 1. When all data has been entered, the students will then plot the data as a box and whisker plot.
- Each group will use the Trace key to find the values of the associated terms mentioned in Learning Strategy 1. Students will discuss the significance of the values of these terms. The teacher should preview/use the worksheet for guiding the discussion questions.
- After the discussion, students will then enter the other group’s data under List 2 and plot this along with the original data. The calculator will now have two box and whisker plots displayed, and students will be able to compare all the data as they did in Learning Strategy 4.
- Now the students will combine List 1 and List 2 to form List 3 (data for the entire class). Students will plot List 3 and the calculator will display all three box and whisker plots. Students again will compare the data as they did in Learning Strategy 4.
- Conclusion: When this final discussion has been completed, the teacher will give each student a corresponding worksheet that will reflect the ideas of the discussions.
ASSESSMENT: Student- using calculator to develop box and whisker plots.
Teacher- facilitating group discussion
Teacher- grading written worksheet
TOOLS/RESOURCES: -TI-73 calculator
-Box and Whisker Plots for CDs Worksheet
MANAGEMENT: This lesson should take no more than two class periods. Each student
should have access to his/her own TI-73 calculator, but students can work in pairs if necessary. If class sizes are small, data from more than one class may be combined for more detailed plots.
DO AND HOW: Students will develop box and whisker plots displaying data about the
number of CDs owned by each student. Students will discuss the significance of all the plots. Students will complete a worksheet that enables them to demonstrate their understanding of data analysis.
SHARING: Students will have an opportunity to share ideas through their many
discussions throughout this lesson.
RESULTS: Students will turn in completed worksheets to the teacher. The next day
students can make box and whisker plots on poster board using the results of the previous day's data. The large plots will be displayed and each class can compare their data with all other classes involved.
BOX AND WHISKER PLOTS WORKSHEET
Name______
Date______
A)Your Personal Group’s Data
- Find these values: lower extreme ______upper extreme ______
lower quartile ______upper quartile ______
range ______median______
IQR (interquartile range)______
- What percent of the CDs are owned by the students within the IQR?
- What does the length of the whisker in the lower quartile tell you about the data in that quartile? upper quartile?
B)Comparing Data Between Groups
1. Tell which group had the following and each value: lowest extreme______
highest extreme______
greatest median______
greatest range______
- Does the average male or female in you class own more CDs? Explain.
C)Class Data
1. Find these values: lower extreme ______upper extreme ______
lower quartile ______upper quartile ______
range ______median______
IQR (interquartile range)______