Probability, Statistics, and Data Analysis Activity Set 1 · • Point out the circle graph on the transparency and say that, this type of graph also has another name. Ask participants

Probability, Statistics, and Data Analysis

Activity Set 1

Trainer Guide

probability, statistics, and data analysis—activity set 1 Pri_Prb_01_TGCopyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development

PROBABILITY, STATISTICS, AND DATA ANALYSISACTIvITY SeT #1

NGSSS K.G.2.1

Sorting Shoes

In this activity, participants sort shoes, ask comparison questions, and count shoes by attribute to collect and record data.

McGraw-Hill Professional Developmentprobability, statistics, and data analysis Trans_K2_PS_01

Sorting Shoes

Transparency: Sorting Shoes

probability, statistics, and data analysis—activity set 1 Pri_Prb_01_TG

Copyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development 1

MATERIALS

• Transparency/Page: Sorting Shoes • blanktransparency(1)• chartpaper(1sheet)• scratchpaper(1foreachgroup)• participants’shoes

VOCABULARY

• sort• attribute• data

TIME:15minutes

INTRODUCe

• DisplayTransparency: Sorting Shoes.

• Askvolunteerstodescribehowtheshoesinthetransparencyweresorted.Askparticipantsifthe shoescouldbesortedinotherways.(bycolor,size,andstyleattributessuchaslacesversusbuckles)

• Explainthatparticipantswillsortandgraphdata abouttheirownshoesinthisactivity.

• Tellparticipantsthateachofthemwilltakeoffone oftheirshoes,displayitonthefloor,andcomparetheirshoeswithothershoestocollectdata.

• Haveparticipantsformgroupsof10to12people.


DISCUSS AND DO

• Haveparticipantsremoveoneshoeandplaceitonthefloor.

• Instructthegroupstobrainstormonhowtosorttheshoes.Havethemconsidertheattributesthatcouldbeusedforsorting(e.g.,color,size,laces,buckles,pointy,orflat).

• Getthegroups’attention.

• Displayablanktransparency.

• Askeachgrouptoreporttheirbrainstorming ideasforsortingasyoulisttheattributesontheblank transparency.

• Explainthat,asawholegroup,theywillagree onthesortingattributetheywillusetosorttheirgroup’sshoes.Writetheagreed-uponsortingattribute(s)atthetopofasheetofchartpaper (e.g.,laces,nolaces;brown,black,white;large,medium,small).

• Askeachgrouptotallytheshoesinitsgroup usingtheagreed-uponattribute(s)onapiece ofscratchpaper.

• Giveparticipants5minutestosortandtallytheirgroup’sshoes.

• Explaintoparticipantsthatwiththeirhelpyou willmakeawhole-grouptallychartwiththedatatheyhavegatheredintheirgroups.

• Askonegroupatatimetoreportitsshoe attribute tally.

• Recordeachgroup’sdataundertheagreed-uponsortingattributeatthetopofthesheetofchartpaper.




CONCLUDe

• Askvolunteersifthetallychartaccuratelyrepresents the collected data about the shoes intheparticipantgroup.

• Explaintoparticipantsthatthechartprovidesstatisticalinformationthatcanberepresentedinmanydifferentways.

• Askvolunteerstosuggestotherwaysthestatisticalinformationcouldberepresented:

usingtheshoes

pictures

bargraph

numbers

• Discusswithparticipantshowthestatisticsfrom theshoetallychartcouldbecomparedthroughmore-thanandless-thanquestionsorstatements.

• Pointoutthatstatisticsinvolvesthecollectionofdataandstatementsofnumericalinformation.



end of Sorting Shoes


Picture This

Inthisactivity,participantsexplorevariouskindsofgraphstodisplaythecollectedshoe-sortingactivitydata.



MATERIALS

• Transparency/Page: Match a Graph• Transparency: Bar Chart• Transparency: Frequency Graphs• Transparency: Venn Diagram • Transparency: Match a Graph Answer Key• 7sheetsofchartpaper(6sheetsforthegroup

activity)

VOCABULARY

• bargraph• circlegraph• Venndiagram• pictograph• lineplot• linegraph

TIME:20minutes

INTRODUCe

• Askparticipantstonamevariouskindsofgraphsthatcanbeusedtodisplaytheshoe-sortingdatatheycollectedinthepreviousactivity.Possibleanswersinclude:

bargraph

circlegraph(piechart)

pictograph

• Recordresponsesonchartpaperandleaveroomtowriteadditionalinformationnexttoeachentry.

DISCUSS AND DO

• DisplayTransparency: Match a Graph.

• Haveparticipantstakeouttheirmatchingpages.

• Giveparticipants2minutestomatchthegraphpictures to the names.

• Askvolunteerparticipantsforthenamesthatgowitheachpicture.

• Drawaline,onthetransparency,connectingeachnametoitspicture.CorrectanswersareshownonTransparency: Match a Graph Answer Key.

• Explainthatthereareafewguidelinesthatcan beappliedtoselectingthekindofdataappropriate toeachkindofgraph.

• DisplayTransparency: Bar Chart.

• Explainthatinthephotograph,thechildrenhavemadeabargraphbystandingintheboxesofthecarpetgraph.Abargraphisgoodforcomparingpiecesofdata.Wecantellfromthebargraphthatdogsandcatsaremorepopularthanfish.

• Haveavolunteerwriteonthechartpaper,“comparespiecesofdata”beside“bargraph.”

• RedisplayTransparency: Match a Graph.


Match a Graph

pictograph

Venn diagram

bar graph

circle graph

line plot

line graph

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Transparency: Match a Graph




McGraw-Hill Professional Developmentprobability, statistics, and data analysis–activity set #1 Trans_K2_PS_01

Match a Graph Answer Key

pictograph

Venn diagram

bar graph

circle graph

line plot

line graph

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Transparency: Match a Graph Answer Key

Transparency: Bar Chart

• Pointoutthecirclegraph on the transparency and saythat,thistypeofgraphalsohasanother name.Askparticipantswhatthatnamemightbe.(piechart)

• Tellparticipantsthatacirclegraphisgoodforshowingtherelationshipofpartstoawholeortoother parts.

• Havethevolunteerwrite,onthetransparency,“showsrelationshipsofpartstowholeortootherparts”beside“circlegraph.”

• DisplayTransparency: Frequency Graphs.

• Explainthatinthisphotographwecanseeseveraltypesofline plots.Alineplotisgoodforcountingitemsalonganumericscale,showingtrends,andsummarizingdata.TheMy Birthday chart provides anoverviewofstudents’birthdaysoverthe4seasons;and The best part of Thanksgiving dinner chart provides asummaryofthestudents’opinionsontheThanksgivingmeal.

• Havethevolunteerwrite,onthetransparency,“countsitemsalonganumericscale,showstrends,summarizesdata”aboutlineplots.

• PointouttheHow many children are in your family? chartandexplainthatitcouldalsohavebeenmadeas a pictograph.Thestudentscouldhaveplacedaphotographoradrawingofeachinhisorherfamilyonthegraph.Apictographisgoodforyoungstudents;picturesremindthemofwhatthedatapointsrepresent,andthedatapointscanbearrangedlikealineplot.

• Havethevolunteerwrite“easilyunderstoodbyyoungstudents”onthechartpaper.

• DisplayTransparency: Venn Diagram.

• PointouttheVenndiagram.Thisgraphisusedtodisplayrelationshipsbetweensetsofdata.Inthiscase,onecirclerepresentsfamilieswithboysonly,theothercirclerepresentsfamilieswithgirlsonly,andtheoverlapofthecircledisplaysfamilieswithbothboysandgirls.

• Havethevolunteerwrite“showsrelationshipsbetweensetsofdata”onthechartpaper.

Transparency: Frequency Graphs




Transparency: Venn Diagram

CONCLUDe

• Explaintoparticipantsthattheywillgraphtheshoesortingdatathattheygatheredduringthesorting-shoesactivity.TellthemthattheywillorganizethedataononeofthegraphsthatwasshownonTransparency: Match a Graph.


Match a Graph

pictograph

Venn diagram

bar graph

circle graph

line plot

line graph

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A B C

XXX

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sunny cloudy

Math Test #

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Transparency: Match a Graph




TeACHING TIP: If desired, instead of using the shoe-sorting data from the previous shoe-sorting activity, have each group generate new data based on new agreed-upon sorting attributes.

• RedisplayTransparency: Match a Graph.

• Pointoutthe6differentgraphsonthetransparency.Addthateachgroupwillbeassignedadifferentgraphtouse.Theywillmaketheirgraphsonlargechartpaper sheets.

• Explainthateachgroupwillposeaquestionabout theshoesinitsgrouptodiscoveranattributeabout itsshoesthatmakesthemsimilarordifferent.Forexample,“Whatcolorismostpopularinthisgroup’sshoes?”mightbeagoodquestion.

• Havethegroupdisplaythedataonthechartpaperusingtheirassignedgraph.

• Askparticipantstogetintothegroupstheywereinforthesorting-shoesactivity.Haveonememberofthegroupcomeuptogetasheetofchartpaperwithitsassignedgraph.

TeACHING TIP: Prepare 6 sheets of chart paper ahead of time. On each of the chart paper sheets, list one of the 5 graph models (i.e., pictograph, line plot, Venn diagram, bar graph, circle graph, or table chart).


• Givethegroups5–10minutestocompletetheirassignedgraphs.

• Getthegroups’attention.

• Haveavolunteerfromeachgroupshareitsgraphanddescribeitsquestionandhowthegroupansweredit.

• Askparticipantsiftheyhaveeverseengraphsthatmisrepresenteddata.Explainthatthepublic,which is open to persuasion by numbers, can be easily fooledbydatathatarenotclearlyrepresented. Datacanbemanipulatedbycleverlyusingcolors inagraph,havingay-axisnotsetat0,orusingirregularincrementsonthex-axis.Learningaboutnumbersandhowtorepresentthemfairlyoffersacriticaladvantageinbeingamoreastuteconsumerofinformation.

• RemindparticipantsthattheprimaryfocusintheK–2yearsisdatacollection,organizingthedata, andexperimentingwiththedisplayofdata.



end of Picture This

probability, statistics, and data analysis—activity set 1 Pri_Prb_01_PMCopyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development

Sorting Shoes

probability, statistics, and data analysis—activity set 1 Pri_Prb_01_PMCopyright© by the McGraw-Hill Companies—McGraw-Hill Professional Development

Match a Graph

pictograph

Venn diagram

bar graph

circle graph

line plot

line graph

012345678

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1

2

3

4

5

A B C

XXX

XX

sunny cloudy

0 1 2 3 4 5 6 7 8 9 10

Math Test #

Sco

re

100

90

80

70

60

50

40

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20

10

0

y

x

Documents

Probability, Statistics, and Data Analysis Activity Set 1 · • Point out the circle graph on the transparency and say that, this type of graph also has another name. Ask participants