Gold Standards Lessons: Box Plots? Histograms? Shape of Data? Variability?

[flannery-denny]

• [ ] #2155
• [ ] #2200

Infrastructure

• [ ] #2205
• [x] #2191
• [ ] Word length (given a string, generate histogram, box plot, etc for words in the string, writing level, etc) -- use build-column and string-length to create the count (see this library)

Measures of Center

• [ ] #2197
• [ ] #1839
• [ ] It would be useful to have a visual representation of the median -- a depiction of students lined up by height with a line dividing them into halves -- skyline of tall buildings shortest to tallest

Histograms

• [ ] #2226
• [ ] #2198
• [ ] #2085
• [ ] Histogram sorting group activity: Students organize a stack of histograms) into 3 categories - prior to learning shape names - glue them to a poster and then share out why they grouped them the way they need. Group presents poster to class.
• [ ] histograms - address the question of whether the values representing a single bin's boundaries (min and max) are part of the lower bin or the higher bin
• [ ] #2177

Box Plots

• [ ] box plots - add instruction explicitly teaching students how to compute Q1 and Q3 - use diagram like this, maybe?
• [ ] Making Box Plots - Launch (slide 2): instead of just telling students, they could observe multiple graphs that all have the same center, but different spreads. (This could be used as a way to reinforce sample size, the graphs could be from the same population but different samples of size 10, 20, and 100).
• [ ] Interpreting Box Plots (whole lesson): students only had to make ONE box-plot this entire lesson prior to the optional project and the data exploration project. That is a shame. It would be better, to have an activity like “Identifying shape - box plots” where instead of pre-made box plots, students were given the column to use in a data set and then had to determine shape from their own box plots. It would be EXTRA GREAT, if there was an example were it was hard to tell shape, like if the left whisker and right half of box were both quite long (so then students would hopefully look at the histogram to see if that had a more clear shape).

Consider whether this work is relevant to early grades

[schanzer]

@flannery-denny why are #2191 and the word-length issue are part of this?

[flannery-denny]

@schanzer because this is a tracking issue

• 2191 is an infrastructure update that will influence this work and we want to be able to see it's progress in the issue so that we are a) reminded to implement it and b) remember to nudge

• word-length may or may not be useful to the issue. If we determine it is, we will nudge. If we determine it isn't, we will close it.