## Lyrics Statistics

### Sharla ShultsBay District Schools

#### Description

Poetic Math Challenge-Lesson 2 Since all the rhyming is through, now what are we to do? What does all of this prove to you? The answer to that question is in the statistics found in Lesson 2. Stay tuned and you will see; the best to come is yet to be!

#### Objectives

Describes, analyzes and generalizes relationships, patterns, and functions using words, symbols, variables, tables and graphs.

Calculates measures of central tendency (mean, median, mode)and dispersion (range, standard deviation, and varience) for complex sets of data and determines the most meaningful measure to describe the data.

#### Materials

-Folders with completed activity papers from Poetic Math Challenge Lesson 1 (See Weblinks below)
-Flags that were used in Lesson 1
-Calculator
-Pencils
-Colored Pencils
-Skill Drill for Warm-up Activity - transparency (see Associated File)
-Data Collection Work Sheet (see Associated File)
-Ratios of Data Collected Work Sheet (see Associated File)
-Percentages Calculations Work Sheet (see Associated File)
-Checklist for Writing Assessment (see Associated File)

#### Preparations

1. The teacher should already have each individual group member’s Solutions Sheet marked by indicating which problems are correct or incorrect at the completion of Lesson #1. (see Weblinks below) These should be ready to return to students in individual team folders.
2. Set up tables and seat students in the same teams as participated in the Poetic Math Challenge Lesson #1.
3. Duplicate the lab sheets for all members of each team.
a) Data Collection Work Sheet, one per student (see Associated File)
b) Ratios of Data Collected Work Sheet (Copy this on the back of the Data Collection Sheet) (see Associated File)
c) Statistics Work Sheet, one per student (see Associated File)
5. Print and duplicate the Skill Drill Warm-Up Activity as a transparency to display at the beginning of the class period.
6. Duplicate the Checklist for the Writing Assessment - one per student.

#### Procedures

1. Set up tables and seat students in the same teams as participated in the Poetic Math Challenge Lesson 1. Review ratios and percentages with students before handing out folders from Lesson #1. Display the overhead transparency (see Associated File) and complete the Skill Drill Warm-Ups working with writing comparisons as ratios, changing ratios to decimals, and converting decimals to percent. Allow students just enough time to answer each question. Go over concepts completely before beginning the collection of data.

2. Students collect and analyze data. After all the information is gathered, for reinforcement each student demonstrates the understanding of ratios and conversion of fractions to decimals to percent. Data is organized in a table and group percentages and class percentages are calculated. As a final task students calculate the mean, median, and mode for the entire class. By way of class discussion, students determine the most meaningful measure to describe the class data.

3. Demonstrate with several overhead transparencies how information is depicted using statistical data. Discuss and show students where statistical data is relevant to everyday life. Relate to real-life examples that are pertinent to school issues, i.e. results of test scores or improvement in reading or math scores. Use some of your own school's statistics as demonstration models.

4. Distribute team folders, calculators, pencils, and flags to each group. Each folder contains student's Poetic Math Challenge Score Sheet and Solutions Sheet. (NOTE: Each individual group member’s Solutions Sheet should already be marked by the teacher indicating which problems are correct or incorrect. To be counted correct, the work and/or explanation and the right answer must both be evident and agree.) Students record their individual scores in the second column on the Score Sheets and calculate their individual total points. Each group calculates their group’s total points earned. Bonus points are not added to individual scores. These have already been added to the group scores. The overall winner can now be declared and prizes awarded accordingly.

5. Students begin data collection. Distribute Data Collection Work Sheets, Ratio of Data Collected Work Sheets, and Statistics Work Sheets to each student. First, each student counts the total number of problems correct and incorrect. Each group assigns one member to go to the other groups and collect their group scores. Next, each member completes the group data table. Then each group works cooperatively to complete the class data table. If a group has a question for the teacher, one of the group members must raise a flag.

6. Upon completion of the Data Collection Work Sheets, the students complete the Ratios of Data Collected Work Sheets. This consists of questions that require students to express information as ratios. After completing the Ratios of Data Collected Work Sheets, the students concert ratios to decimals and calculate percentages to begin analyzing the data collected. This will require the completion of the Statistics Work Sheet. Students calculate the mean, median, and mode for the entire class as the final step of the statistical process.

7. A terrific visual aid at this point is the graphing of data collected. Discuss three basic types of graphs (line, bar, and circle) and have each group display their data on a graph of their choice. You may have students graph both group data and class data choosing a different type of graph for each category. This would provide representations of different types of graphs for comparisons and illustrations. Hold a class discussion to determine the most meaningful type (measure) of describing the data they gathered.

8. Formatively assess the students’ learning by having each group write a description of the strategies used in establishing percentages from data collection. Have students include (draw) one graph with explanation why they chose the line, bar, or cirle graph to depict their data.

#### Assessments

Students describe strategies used in establishing percentages from data collection.

Students write a paper after the challenge explaining the results of the activity. (See Associated File for checklist & website for rubric.)

Students complete a graph depicting results of the challenge, calculate mean, median, and mode of the class data and determine which is the most meaningful measure to describe the data.

#### Extensions

Poetic Math Greeting Cards. This lesson is third of the Poetic Math Challenge series.