While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.

Suggested instructional plan for synchronous active-learning

The purpose of this corequisite support activity is to provide additional practice and assess students’ ability to:

• Use technology to make plots to visualize distributions of quantitative variables.
• Use a plot to describe features of a distribution.

Students will need these skills in order to complete the preview assignment and in-class activity. For Question 1, guide the students to think about what values the variable num_clouds can take. Then they can tally the total number of seasons that includes the number of clouds. Here is a quick check—the frequency or count should add up to 13, the total number of seasons included.

In particular, the boundaries of the bin (e.g., which bin does a boundary value belong) are often a source of confusion. This is presented after Question 2.

If students have access to computers or cell phones during class, this support activity can be completed in class. Consider having them work in pairs; it may be helpful to have one student read the directions while the other student interacts with the tool, and then have them reverse roles on a different problem.

If technology is not available, consider doing a whole-class demonstration. Demonstrate the use of the technology using the prompts from the digital activity page.

The suggested technology for this support activity is the Describing and Exploring Quantitative Variables tool: https://dcmathpathways.shinyapps.io/EDA_quantitative/.