Categorical Data � Values that are

    words that represent possible re-

    sponses wi thin a given category.

    -months of the year in

    wh ich people have birth-

    days .

    Data � Values such as counts, ratings

    measurements, or opinions that are

    gathered to answe r questions.

    Mean � A value calculated from data.

    In a given set of numbers, add the

    numbers and divide by the numbers of

    that set.that set. Often referred to as the Aver-

    age. Median � When the numbers are ar- ranged least to greatest, it is he middle

    value of a numerical set. Ha lf the data

    appears above the median, half the

    data appears below the median. Mode � Of a distribution, it is the nu-merical value that appears most often.

    It is possible to have more than one

    mode Outlier � One or more values that lie �outside� the distribution of the data. It

    may be questioned because it is un-

    usual or may have been misreported Range � The range of a distribution is computed by stating the highest and

    lowe st values. Less frequently it is

    computed by finding the difference be-

    tween the highest and lowest values.

    Data About Us

    Glossary

    Connected Mathematics

    Project

    Everett Public Schools

    Mathematics Program

    Proposed Time Frame:

    Approximately 6 weeks

    Data About Us

    Statistics

    Unit Goals :

    Engage in the process of

    data investigat ion, posing

    quest ions, collecting data,

    analyzing data, and

    interpreting the data

    Represent data using lin e

    plots, bar graphs, stem-

    and-leaf plots, and

    coordinate graphs

    Measure of central tendency, mean, median,

    mode and range Compare and describe da ta sets

    Web Resources

    You will find web resources

    at:

    www.illuminations.nctm.org

    Collecting, Represent-

    ing and Interpreting

    Data

    Ex-

    ploring Histograms

     

    Unit Project

    Is Anyone Typical?

    A statistical investigation that involves

    posing que stions, collecting data, analyz-

    ing data and interpreting the re sults of

    the analysis.

    Tips for Helping at

    Home

    Good questions and

    good listening will help

    children make sense of mathematic s and

    build self-confiden ce. A good question

    ope ns up a problem and supports differ-

    ent ways of thinking about it. Her e are

    some questions y ou might try, notice that

    none of them can be answered with a

    simple �yes� or �no�.

    Getting Started

    What do you need to fi nd out?

    What do you need to know?

    What terms do you understa nd or

    not understand?

    While Working

    How can you organize the in forma-

    tion?

    Do you see any patterns or r elation-

    ships that w ill help solve this?

    What would happen if�?

    Reflecting about the Solution

    How do you know your answer is

    reasonable?

    Has the question been answ ered?

    Can you explain it another w ay?

    At Home:

    1 Talk with your child about

    what�s going on in mathe-

    matics class.

    2 Look for ways to link mathe-

    matical learning to daily ac-

    tivities. Encourage your

    child to figu re out the

    amounts for halving a recipe,

    estimating gas mileage, or

    figuring a restaurant tip.

    3 Encourage y our child to

    schedule a r egular time for

    homework and provide a

    comfortable place for their

    study, free from distractions.

    4 Monitor y our child�s home-

    work on a regular basis by

    looking at one problem or

    asking your child to briefly

    describe the focus of the

    homework. When your child

    asks for help, work with

    them instead of doing the

    problem for them.

    At School

    1 Attend Open House, Back to

    School Night, and after

    school events.

    2 Join the parent-teacher or-

    ganization

    Investigation 1 Looking at Data

    Use tables, line plots and bar graphs to

    display data

    Use measures of central tendency to de-

    scribe a set of data

    Describe the shape of the data

    Investigation 2 Ty pes of Data

    To note the kind of data being collected;

    that is, categorical or numerical

    Investigation 3 Using Graphs to Group

    Data

    To use stem-and-leaf plots to group nu-

    me rical data intervals

    To use ordered data in a stem plot to lo-

    cate measures of central tendency

    Describe shape of data, including clusters

    and gaps, determine what is typical

    Investigation 4 Coordinate Graphs

    Implement the process of statistical inves-

    tigation to answer questions

    Review the process of m easuring length,

    time and distance

    Analyze data by using coordinate graphs

    to ex plore relationships among variables

    Investigation 5 What Do We Mean by

    Mean?

    Understand the mean as a num ber that

    �evens out�

    Find the mean of a set of data

    Distinguish between mean, m edian, and

    mode as ways to describe what is typical

    about a set of data

    Connected Mathematics Pr oject

    Mathematics in

    Investigations

    Phone: 425-385-4062

    Fax: 425-385-4092

    Email: mstine@everett.wednet.edu

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