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.

Notes for synchronous active-learning delivery

This corequisite support activity is designed to provide students with more practice and support about reading and interpreting a heat map, which is the complex graphical display they will be working with in the preview assignment and in-class activity. The skills in this support activity will provide students with a foundation to be able to understand the variables used in a heat map and compute and interpret changes in percentages and conditional percentages. The students will also learn how the color scale is created for some heat maps.

For this support activity, students will need colored markers/pencils.

For Question 2, guide students towards using diverging colors for their heat maps because the intention is to use light to dark colors to represent the magnitude of the values from small to big. If the students choose three completely different colors to represent the groups (e.g., yellow for cold, blue for warm, and red for hot), ask the students the following question: “What if you used different shades of the same color to represent the groups? Would that help in seeing the changes in temperature better?”

For Question 8, if students do not have any social media, have them randomly select a number between 100 and 500 for their number of friends/followers. Then have them estimate how many of those friends/followers would be from their hometown.