|Lesson Number||Number of Days||Lesson Objective ||Lesson Assessment ||Benchmark or Standards |
|LP1||3||Acquring & Integrating LPs|
SWBAT analyze data sets using measures of central tendency (mean, median, mode).
|Given dataset on length of commute to school, calculate mean, median, and mode and explain these computations; explain what it means for an average to be resistant; create 5-item dataset with mode 86, median 88, and mean 90.||Indiana PS 1.1|
|LP2||3||SWBAT analyze data sets using measures of variation (variance, standard deviation).||Compare two datasets of test scores using measures of variation; construct a dataset with std dev 0.||PS 1.1|
|LP3||4||SWBAT analyze data sets using box & whisker plots. ||Given dataset on LSU scores in 2005 and 2006 season, find 5 number summary; represent in box and whisker plot; and compare/contrast results; create 7-item dataset with Q1=80, median=88, max=100.||PS 1.1, 1.2|
| 1||Traditional Test||10 multiple choice questions (without calculator); 1 short answer (with calculator); 1 error analysis calculating standard deviation (with calculator).||PS 1.1|
|LP4||2||Extending & Refining LPs|
SWBAT analyze the effect of outliers on measures of central tendency and measures of variation.
|Given datset on LSU scores, construct box and whisker plot with and without outliers; compute trimmed mean.||PS 1.1, 1.2|
|LP5||2||SWBAT analyze measures of central tendency and measures of variation using Minitab (or some other statistical software program).||Generate descriptive statistics and boxplots for two datasets using Minitab and then explain these results; explain why using a computer is/is not helpful in statistical analysis.||PS 1.1, 1.2|
|LP6||4||Using Knowledge Meaningfully LP|
SWBAT apply measures of central tendency and measures of variation to real-world data.
|Analyze the Titanic dataset (taken from http://biostat.mc.vanderbilt.edu/twiki/bin/view/Main/DataSets) in order to determine whether or not the philosophy "women and children first" was actually followed when boarding the lifeboats.||PS 1.1, 1.2|
|1||Performance Assessment||Part I: The family of a 14 year-old third class passenger, Miss Fortune, who died in the sinking of the Titanic decides to sue the Harland & Wolf ship-building company. The family claims that women and children were not given a fair chance to board the already-scarce lifeboats. Select the role of family member of Miss Fortune or representative from Harland & Wolf. Based on this role, make your case for or against the claim that the “women and children first” philosophy was followed onboard the Titanic.|
Part II: analyze additional graphs/data from the Titanic dataset
|PS 1.1, 1.2|