Data Projects in the time of distance learning

The original project for the Data About Us unit suggests that students follow the statistical process of 1) posing questions, 2) collecting data, 3) analyzing data, and 4) interpreting results. The limitations of distance learning restrict students’ ability to do the first two parts of the process. This project ideas focuses on the analyzing data and interpreting results.

Resources needed included students' access to Pearson Realize "Data and Graphs" Tool

You may want to focus on the project adding specific questions for students to answer as they interpret the results after analyzing the data. Some examples of questions are given below.

A Modification of the Statistical Process 

Step 1: Posing Questions

Students do not pose questions. You might offer students a choice of which data set to choose. Sample questions asked when collecting the data are listed below. 

Step 2: Collecting the data

Actual data is embedded in the Data and Graphs Tool. 

Step 3: Analyzing the data

Once students have the data, they should organize and display the data. They should decide which displays and which measures of center and spread are best to report for each set of data.

Step 4: interpreting the results

After the data have been analyzed, students should interpret the results and present it in some way. They can write a report or make a poster to show their findings. The presentation should include their survey questions, information about how the data were collected, appropriate data displays and measures of center and spread, and concluding statements about what is typical about their survey population.  

If you create the survey as a class and assign one question to each group, you will want to come together as a class to discuss the results and assemble the characteristics of a typical student.  

DATA SETS EMBEDDED IN THE DATA AND GRAPHS APP ON PEARSON REALIZE 

The tool has data sets embedded into the tool. To find the data, go to the bottom menu bar. There is an icon that looks like a two-column piece of paper.  

Once you choose the sample data, you will have choices of the data that you want to use. 

Each Unit has a few data sets.  

 

Grading

A suggested scoring rubric and two sample projects with teacher comments follow. The first sample is a report; the second is a story.

Suggested Scoring Rubric

This rubric for scoring the project employs a scale that runs from 0 to 4, with a 4+ for work that goes beyond what has been asked for in some unique way. You may use the rubric as presented here or modify it to fit your district’s requirements for evaluating and reporting students’ work and understanding.

4+ Exemplary Response

• Complete, with clear, coherent explanations
• Shows understanding of the mathematical concepts and procedures
• Satisfies all essential conditions of the problem and goes beyond what is asked for in some unique way

4 Complete Response

• Complete, with clear, coherent explanations
• Shows understanding of the mathematical concepts and procedures
• Satisfies all essential conditions of the problem

3 Reasonably Complete Response

• Reasonably complete; may lack detail in explanations
• Shows understanding of most of the mathematical concepts and procedures
• Satisfies most of the essential conditions of the problem

2 Partial Response

• Gives response; explanation may be unclear or lack detail
• Shows some understanding of some of the mathematical concepts and procedures
• Satisfies some essential conditions of the problem

1 Inadequate Response

• Incomplete; explanation is insufficient or not understandable Shows little understanding of the mathematical concepts and procedures �� Fails to address essential conditions of problem

0 No Attempt

• Irrelevant response
• Does not attempt a solution
• Does not address conditions of the problem