gr8_statistics

//It is expected that students will://
 * **Prescribed Learning Outcomes**

D1 critique ways in which data is presented [C, R, T, V] ||
 * **Planning for Assessment** || **Assessment Strategies** ||
 * Provide students with data sets suited to a variety of graph types, including circle graphs, bar graphs, line graphs, double bar graphs, and pictographs.
 * Provide students with data sets suited to a variety of graph types, including circle graphs, bar graphs, line graphs, double bar graphs, and pictographs.

Have students work in pairs to graph the data. The students should decide together what type of graph to use, and the teacher should not lead or make suggestions.

For each graph, students include 1-2 sentences explaining why they chose to use the type of graph chosen. || Collect students' work and note their existing ability to justify the choice of a graphical representation for a given situation and its corresponding data set

Save student work for future discussion ||
 * Using a data set suited to a circle graph, show the class a variety of types of graphs representing the same set of data. Facilitate whole-class discussion on the strengths and weaknesses of each graph.

Divide the class into small groups and provide each with a different data set, each best suited to a different type of graph, as well as a collection of different types of graphs of the same data. Each group ranks the graphs in order from "most appropriate" to "least appropriate" representation of the data.

Each group briefly presents their decision to the class, explaining their reasoning. || Question and challenge each group during group work and observe group presentations to assess students' abilities to identify the advantages and disadvantages of different graphs in representing a specific given set of data ||
 * Using appropriate software, demonstrate how the cost of gasoline has changed over the past ten years using a line graph. Show how the graph can be manipulated by changing the scale of each axis, the range of fuel prices shown, and the width of the graph.

Divide the class into "unhappy motorists" and "gasoline moguls." Have each group decide how they would change the graph to suit their particular bias.

Assign each student a set of statistics. Have the student create two graphs of the same type, but seemingly very different, by manipulating scales, widths, intervals, or other formatting choices. The student also includes a short paragraph for each graph describing an individual or group that this graph could be used by. || Collect students' work and assess their ability to alter the formatting of a graph to represent data with a certain bias

Note students' ability to identify the various conclusions that can be drawn from each representation of the data ||