{"id":3917,"date":"2022-03-16T17:59:13","date_gmt":"2022-03-16T17:59:13","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=3917"},"modified":"2022-03-17T05:31:15","modified_gmt":"2022-03-17T05:31:15","slug":"instructor-guide-forming-connections-visualizing-quantitative-data","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-forming-connections-visualizing-quantitative-data\/","title":{"raw":"Instructor Guide Visualizing Quantitative Data: Forming Connections","rendered":"Instructor Guide Visualizing Quantitative Data: Forming Connections"},"content":{"raw":"<h2>Overview<\/h2>\r\n<ul>\r\n \t<li>In this in-class activity, students use a histogram and dotplot to visualize the distribution of a single quantitative variable.<\/li>\r\n \t<li>Students may still be new to the technology for the course and may require additional instruction on using technology to create the plots.<\/li>\r\n \t<li>This activity builds upon previous activities on visualizing distributions of categorical variables and will prepare students for subsequent activities on describing distributions of quantitative variables.<\/li>\r\n \t<li><span style=\"background-color: #ffff99;\">S3, C4, O1, O3, V1, V4, B1\u00a0<\/span><span style=\"background-color: #ffff99; font-size: 1em;\">\u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\r\n<\/ul>\r\n<h3>Prerequisite assumptions<\/h3>\r\nStudents should be able to do each of the following after completing the <em>What to Know<\/em> assignment.\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Identify quantitative variables and the plots used to visualize their distributions.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Use technology to make a plot of the distribution of a quantitative variable.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">\u00a0Use a histogram to describe a distribution.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Identify how the bin width affects the histogram.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Use a dotplot to describe a distribution.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Identify a population and sample and explain limitations on the scope of the analysis based on the sample data.<\/li>\r\n<\/ul>\r\n<em>Note that the runtime of a movie can be identified at <a href=\"https:\/\/www.imdb.com\/\">imdb.com<\/a> or <a href=\"https:\/\/www.rottentomatoes.com\/\">rottentomatoes.com<\/a>, then converted from hours and minutes to runtime in minutes.<\/em>\r\n<h3>Intended goals for this activity<\/h3>\r\nAfter completing this activity, students should understand that there are multiple ways to visualize the distribution of a quantitative variable, that some features of a distribution are more apparent in some displays than in others, and that some questions can be better answered by some displays than others. They should be able to identify and create quantitative displays, compare and contrast features of the displays, and identify which displays are most useful for answering given questions.\r\n<h2>Synchronous Delivery and Activity Flow<\/h2>\r\nThe sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.\r\n<h3>Frame the activity (3 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">As students settle into their places, ask them to answer Questions 1 and 2 and share their answers with a partner. Ensure that students understand the term \u201cruntime\u201d refers to the length of a movie. Have a few students share their responses with the class.\u00a0 S3, B1<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Transition to the activity by briefly discussing the Objectives for the activity.<\/li>\r\n<\/ul>\r\n<h3>Activity Flow (18 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Technology\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\">Since students are still getting used to the technology. You may want to do a short demonstration of the quantitative tool. O1, O3<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Have students continue working in pairs or groups to complete the activity. V1\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\">To save class time, consider splitting the pairs or groups up by assigning each member a number. Members with even numbers can complete Questions 3 and 4 (create a histogram), while members with odd numbers can complete Questions 5 and 6 (create a dotplot). Give students 5 - 7 minutes to complete questions 3 - 6.\u00a0 S3, O3, C3<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\">Each person in the pair or group should share their graph and observations with the group. The objective for these questions is for students to think about how some features of the distribution are more clearly revealed in some displays versus others.\u00a0 As you circulate among the groups, ask them to provide some pros and cons they\u2019ve identified for each graphical display. V4<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\">Students work together to complete Questions 7 - 11<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Reserve 4 - 5 minutes of activity time for groups to answer Questions 12 - 14\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\">These questions require students to synthesize their discussions from all the previous questions to choose the most useful graphical display for different analysis objectives.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\">As you circulate, ask students what factors they\u2019re considering in choosing the \u201cmost useful\u201d graphical display.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"2\">For question 14, students may need help conceptualizing how their analysis may change if they have 1,000 observations rather than 100. Ask students how the display might look with 1,000 data points, and how that many data points might change the readability. The goal is for students to understand the limitations of using a dotplot for larger datasets.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Have a few groups share their observations about the distribution of runtimes of the top 100 movies. Encourage students to share which display they found the most useful to better understand the distribution of the data.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Have students refer back to the Objectives for the activity and identify ones they recognized completing. S2, C4, O2<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Transition: the next activity is about describing the shape, center, and spread for distributions of quantitative variables.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. C2<\/li>\r\n<\/ul>","rendered":"<h2>Overview<\/h2>\n<ul>\n<li>In this in-class activity, students use a histogram and dotplot to visualize the distribution of a single quantitative variable.<\/li>\n<li>Students may still be new to the technology for the course and may require additional instruction on using technology to create the plots.<\/li>\n<li>This activity builds upon previous activities on visualizing distributions of categorical variables and will prepare students for subsequent activities on describing distributions of quantitative variables.<\/li>\n<li><span style=\"background-color: #ffff99;\">S3, C4, O1, O3, V1, V4, B1\u00a0<\/span><span style=\"background-color: #ffff99; font-size: 1em;\">\u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\n<\/ul>\n<h3>Prerequisite assumptions<\/h3>\n<p>Students should be able to do each of the following after completing the <em>What to Know<\/em> assignment.<\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Identify quantitative variables and the plots used to visualize their distributions.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Use technology to make a plot of the distribution of a quantitative variable.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">\u00a0Use a histogram to describe a distribution.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Identify how the bin width affects the histogram.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Use a dotplot to describe a distribution.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Identify a population and sample and explain limitations on the scope of the analysis based on the sample data.<\/li>\n<\/ul>\n<p><em>Note that the runtime of a movie can be identified at <a href=\"https:\/\/www.imdb.com\/\">imdb.com<\/a> or <a href=\"https:\/\/www.rottentomatoes.com\/\">rottentomatoes.com<\/a>, then converted from hours and minutes to runtime in minutes.<\/em><\/p>\n<h3>Intended goals for this activity<\/h3>\n<p>After completing this activity, students should understand that there are multiple ways to visualize the distribution of a quantitative variable, that some features of a distribution are more apparent in some displays than in others, and that some questions can be better answered by some displays than others. They should be able to identify and create quantitative displays, compare and contrast features of the displays, and identify which displays are most useful for answering given questions.<\/p>\n<h2>Synchronous Delivery and Activity Flow<\/h2>\n<p>The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.<\/p>\n<h3>Frame the activity (3 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">As students settle into their places, ask them to answer Questions 1 and 2 and share their answers with a partner. Ensure that students understand the term \u201cruntime\u201d refers to the length of a movie. Have a few students share their responses with the class.\u00a0 S3, B1<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Transition to the activity by briefly discussing the Objectives for the activity.<\/li>\n<\/ul>\n<h3>Activity Flow (18 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Technology\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\">Since students are still getting used to the technology. You may want to do a short demonstration of the quantitative tool. O1, O3<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Have students continue working in pairs or groups to complete the activity. V1\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\">To save class time, consider splitting the pairs or groups up by assigning each member a number. Members with even numbers can complete Questions 3 and 4 (create a histogram), while members with odd numbers can complete Questions 5 and 6 (create a dotplot). Give students 5 &#8211; 7 minutes to complete questions 3 &#8211; 6.\u00a0 S3, O3, C3<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\">Each person in the pair or group should share their graph and observations with the group. The objective for these questions is for students to think about how some features of the distribution are more clearly revealed in some displays versus others.\u00a0 As you circulate among the groups, ask them to provide some pros and cons they\u2019ve identified for each graphical display. V4<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\">Students work together to complete Questions 7 &#8211; 11<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Reserve 4 &#8211; 5 minutes of activity time for groups to answer Questions 12 &#8211; 14\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\">These questions require students to synthesize their discussions from all the previous questions to choose the most useful graphical display for different analysis objectives.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\">As you circulate, ask students what factors they\u2019re considering in choosing the \u201cmost useful\u201d graphical display.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\">For question 14, students may need help conceptualizing how their analysis may change if they have 1,000 observations rather than 100. Ask students how the display might look with 1,000 data points, and how that many data points might change the readability. The goal is for students to understand the limitations of using a dotplot for larger datasets.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Have a few groups share their observations about the distribution of runtimes of the top 100 movies. Encourage students to share which display they found the most useful to better understand the distribution of the data.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Have students refer back to the Objectives for the activity and identify ones they recognized completing. S2, C4, O2<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Transition: the next activity is about describing the shape, center, and spread for distributions of quantitative variables.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. C2<\/li>\n<\/ul>\n","protected":false},"author":25777,"menu_order":6,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-3917","chapter","type-chapter","status-publish","hentry"],"part":3890,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3917","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/users\/25777"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3917\/revisions"}],"predecessor-version":[{"id":4086,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3917\/revisions\/4086"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/3890"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3917\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=3917"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=3917"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=3917"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=3917"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}