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Students will learn about collecting data and using charts and line plots to graph the data.
Many students encounter the line plot in their textbooks but do not understand what it means or how it can be used to show data. Line plots deal with amounts and not categories. The Xs on a line plot do not all have the same value.
2. Become mathematical problem solvers.
4. Communicate mathematically.
5. Make mathematical connections.
6. Represent mathematical situations.
Invitation to Learn
Conduct an informal survey of how many times each student has had stitches. After collecting the data, ask students to predict the most, least, and average amount of stitches the students have had. Draw a frequency table and line plot on the board to represent the data.
Assess each students math journal to see that the frequency charts and line plots have been drawn correctly. Each student is also responsible for including the data that their group compiled to share with the class. Students should be able to do this with 100% accuracy.
Lappan, G., Fey, J., Fitzgerald, W. Friel, S. & Phillips, E. (1996). Data about us. Connected Mathematics Project, Palo Alto, CA.
The mode, median, and mean are kinds of averages that are a part of representations and statistics used to analyze data. Students need to understand each of these measures and how they are applied and calculated. This article examines two ways in which the concept of mean can be demonstrated.
Hitch, C. & Armstrong, G. (1994). Daily activities for data analysis. Arithmetic Teacher. 41(1) 242-245.
Children develop mathematical concepts by seeing them in a variety of settings. For students to understand statistics and graphs, they need exposure to the process of collecting, organizing, and describing data. This article describes useful activities that help students understand and display data.