Describe statistics. Represent data in frequency graphs and identify the center of a data set.
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Students will need notes that allow them to organize their thinking around shape, center, and spread. Over this set of lessons, up through lesson 9, students will be using the terms shape, center and spread, and will need to parse how the two different measures of center (mean and median) relate to the two main measures of spread (standard deviation and interquartile range), through analysis of the shape (skew left, symmetrical, skew right). Students will also need to think about how the graphical representations of histograms and box plots relate to these concepts. Start the work to organize their thinking in this lesson and continue this through lesson 9.
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After watching Why Statistics from the U.S. Census Bureau and Why You Need to Study Statistics from This is Statistics, what is statistics and how can it be applied?
Below are two data representations. How are these representations similar? Different?
Aaron wanted to answer the question “How old are people in Boston?” He accessed this data from the US Census Bureau:
Aaron looked at the data and was unsure of how to answer his question. He summarized the data from the table above into the histogram below.
How would you answer Aaron’s question based on the histogram of data?
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The following resources include problems and activities aligned to the objective of the lesson that can be used to create your own problem set.
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Sam said that young people from the ages of 0 to 10 make up nearly one-third of the Kenyan population. Do you agree? Why or why not?
How does this compare with the same age group in Boston?
Algebra I > Module 2 > Topic A > Lesson 1 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..