Mr. Giomini's Evening Practice

Friday, March 24, 2017

Day 132: Off to the Races

Students in Math 6 and Math 6+ applied their knowledge of box plots to a non-fiction reading piece. "Off to the Races". The article then used data from the previous five years of races to construct box plots which we analyzed and answered questions from.

Image result for box and whisker plot

Thursday, March 23, 2017

Day 131: Histograms and Outliers

Students in Math 6 spent today working with constructing and interpreting histograms. During class students practiced these skills by completing pages 476 - 478.

In Math 6+, students were given data sets and asked to determine outliers. They then used that data to construct both a box plot and histogram. Finally, there were asked to write three observations about the graph's shapes.

Wednesday, March 22, 2017

Day 130: Frequency Tables - Histograms

Today in Math 6, students worked with lesson 8.4: Display Data in Frequency Tables and Histograms. This lesson once again had us sorting through large sets of data.

histogram is a plot that lets you discover, and show, the underlying frequency distribution (shape) of a set of continuous data. This allows the inspection of the data for its underlying distribution (e.g., normal distribution), outliers, skewness, etc. 



Parts of a Histogram:
  1. Title: The title briefly describes the information that is contained in the Histogram.
  2. Horizontal or X-Axis: The horizontal or X-axis shows you the scale of values into which the measurements fit. These measurements are generally grouped into intervals to help you summarize large data sets. Individual data points are not displayed. 
  3. Bars: The bars have two important characteristics—height and width. The height represents the number of times the values within an interval occurred. The width represents the length of the interval covered by the bar. It is the same for all bars.
  4. Vertical or Y-Axis: The vertical or Y-axis is the scale that shows you the number of times the values within an interval occurred. The number of times is also referred to as "frequency."
  5. Legend: The legend provides additional information that documents where the data came from and how the measurements were gathered.
In Math 6+, students completed a Socrative that dealt with box plots. Mr. Giomini then worked more with how to determine whether a number is considered an outlier.

Tuesday, March 21, 2017

Day 129: Creating Box Plots / Outliers

Students in Math 6 created double box plots using data generated from completing a specific exercise in class.

Related image

In Math 6+, students worked with box-plots and how to calculate outliers. 

Image result for calculating outliers

Monday, March 20, 2017

Day 128: Box-Plots / Sampling Methods

Students in Math 6 used their understanding of median from Friday to begin working with Lesson 8.3: Display Data in Box Plots. Mr. Giomini introduced and modeled how to find different data points in a data set that are important when constructing a box-plot: lower extreme, quartile one, quartile two, quartile three, and upper extreme.

Image result for box plot

Math 6+ students worked with different types of sampling methods that they can use to gather data.
Students also discussed sampling bias and how they can create a surveyor's desired outcome and possibly alter the effectiveness of a sample's results.

Today's lesson objective(s):
  1. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
  2. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. (7th grade) 
  3. Understand that random sampling tends to produce representative samples and support valid inferences. (7th grade)