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Math 6 Extension Menu
Data Analysis
Choose a learning activity from one square to complete. If you choose the square, “Write your idea here,” please see the teacher with your idea first.
Circle the number of the learning activity you choose.
Turn in this paper with your work.
|1. Find a data set that has the following |2. Choose a set of data (science statistics, | 3. Write a story about choosing the best |
|restrictions: |sports statistics, etc.) from any resource |measure of central tendency from the viewpoint of|
|The mean is 42. |available. Use two different types of data |one of the measures of central tendency. |
|The median is 54. |displays to graph and analyze your data. |Include real-life examples to help support your |
|There are 10 numbers in the set |Compare the displays and decide which is more |measure of central tendency’s argument. |
|The lower quartile is 23. |effective. | |
|The upper quartile is 58. | | |
| |Write a short newspaper article about the topic | |
|Next, write your own list of restrictions for a |your data comes from and use the more effective | |
|data set. Then determine two different sets of |graph to support the information in your article.| |
|numbers that meet your restrictions. | | |
|4. Study and complete the |5. Use your resources to identify the stock |6. Collect, analyze, and compare two sets of |
|13-4 Enrichment worksheet to learn about Standard|values for the last 6 months from a company of |data using a back to back stem and leaf plot. |
|Deviation. |your choice. Use the stock values and what you |Display the same two sets of data in parallel box|
| |know about misleading statistics to create three |and whisker plots. |
|Review real life examples that use standard |graphs. One graph should imply the stock value is|After examining the two types of data displays, |
|deviation at |“taking off”. A second graph should imply the |make predictions about the measures of central |
|. |stock value is “stable”. The third graph should |tendency without actually completing the |
| |imply the stock value is “plummeting”. All |calculations. Explain your reasoning! |
| |graphs must use the actual stock values. | |
|7. Label each space with a different number so |8. Study and complete the 2-4 Enrichment |9. |
|that the mean of each row and each column is |worksheet to learn about different kinds of |Write your idea here. |
|equivalent. |means. | |
| |Next, use your resources to identify situations | |
| |where it is appropriate to use each type of mean | |
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Teacher Resource Page
Math 6
Extension Menu
Concept and/or Topic: Data Analysis
Intended Purpose: Culminating activity for the unit or alternative activity for students who have mastered curricular indicators.
Standards:
CCSS.Math.Content.6 Develop understanding of statistical variability.
CCSS.Math.Content.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers
CCSS.Math.Content.6.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
CCSS.Math.Content.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
Organizational Tips:
Box 4: Duplicate the 13-4 Enrichment handout from your Glencoe Resource kit and make available for students.
Box 8: Duplicate the 2-4 Enrichment handout from your Glencoe Resource kit and make available for students.
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