{"id":3925,"date":"2022-03-16T18:00:36","date_gmt":"2022-03-16T18:00:36","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=3925"},"modified":"2022-03-17T05:32:13","modified_gmt":"2022-03-17T05:32:13","slug":"instructor-guide-forming-connections-comparing-variability-of-datasets","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-forming-connections-comparing-variability-of-datasets\/","title":{"raw":"Instructor Guide Comparing Variability of Datasets: Forming Connections","rendered":"Instructor Guide Comparing Variability of Datasets: Forming Connections"},"content":{"raw":"<h2>Overview<\/h2>\r\n<ul>\r\n \t<li>Students will use their knowledge of graphical displays and\u00a0measures of center to explore measures of variability.<\/li>\r\n \t<li>This activity connects back to sampling methods, quantitative variable graphical displays,\u00a0identifying patterns and features in quantitative data, and measures of center., and connects forward to mean vs. median, boxplots, complex graphical displays in\u00a0media, and sampling variability.<\/li>\r\n \t<li><span style=\"background-color: #ffff99;\">[a list of tags like S2, O1, B1, V3] \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>Compare the variability of multiple data sets visually using histograms and dotplots.<\/li>\r\n \t<li>Use a data analysis tool to calculate measures of variability: standard deviation, variance, and range.<\/li>\r\n<\/ul>\r\n<h3>Intended goals for this activity<\/h3>\r\nAfter completing this activity, students should understand variability is reflected in graphical displays and described using numerical\u00a0summaries. They should be able to use appropriate graphical displays and numerical summaries to describe\r\nvariability of data with technology and to find and interpret the standard deviation of data.\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\">This class will rely heavily on the Data Analysis Tool. Ensure that each pair or group has access to it.<\/li>\r\n \t<li aria-level=\"1\">Get students interested in the dataset by asking a few questions such as, \"How many of you enjoy movies?\u201d\u00a0\u201cHow long are most movies?\u201d\u00a0\u201cDo you know what a movie rating is? Which rating do you\u00a0watch most often?\u201d\u00a0Have students share a few of their favorite movies.<\/li>\r\n \t<li aria-level=\"1\">Have students work in pairs to answer Question 1<\/li>\r\n \t<li 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\">Students may work in pairs to discuss Questions 2 and 3. You may need to remind students that they have to calculate the variance by hand.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Check in with the class to field questions or address concerns or difficulties.<\/li>\r\n \t<li aria-level=\"1\">If students are having a hard time choosing a graphical display in Question 3 ask them guiding questions like, \"what type of data are we exploring?\" or \"Which graphical representation helps you see the spread of the data?\"<\/li>\r\n \t<li aria-level=\"1\">Walk around to check that the groups are coming to the correct conclusions as they complete the activity.<\/li>\r\n<\/ul>\r\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\r\n<ul>\r\n \t<li>Once most groups have answered Question 7, wrap up with a whole-group discussion. The goal is for students to understand that standard deviation is sensitive to outliers and is not a perfect measure of variability.<\/li>\r\n \t<li 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\">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>Students will use their knowledge of graphical displays and\u00a0measures of center to explore measures of variability.<\/li>\n<li>This activity connects back to sampling methods, quantitative variable graphical displays,\u00a0identifying patterns and features in quantitative data, and measures of center., and connects forward to mean vs. median, boxplots, complex graphical displays in\u00a0media, and sampling variability.<\/li>\n<li><span style=\"background-color: #ffff99;\">[a list of tags like S2, O1, B1, V3] \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>Compare the variability of multiple data sets visually using histograms and dotplots.<\/li>\n<li>Use a data analysis tool to calculate measures of variability: standard deviation, variance, and range.<\/li>\n<\/ul>\n<h3>Intended goals for this activity<\/h3>\n<p>After completing this activity, students should understand variability is reflected in graphical displays and described using numerical\u00a0summaries. They should be able to use appropriate graphical displays and numerical summaries to describe<br \/>\nvariability of data with technology and to find and interpret the standard deviation of data.<\/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\">This class will rely heavily on the Data Analysis Tool. Ensure that each pair or group has access to it.<\/li>\n<li aria-level=\"1\">Get students interested in the dataset by asking a few questions such as, &#8220;How many of you enjoy movies?\u201d\u00a0\u201cHow long are most movies?\u201d\u00a0\u201cDo you know what a movie rating is? Which rating do you\u00a0watch most often?\u201d\u00a0Have students share a few of their favorite movies.<\/li>\n<li aria-level=\"1\">Have students work in pairs to answer Question 1<\/li>\n<li 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\">Students may work in pairs to discuss Questions 2 and 3. You may need to remind students that they have to calculate the variance by hand.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Check in with the class to field questions or address concerns or difficulties.<\/li>\n<li aria-level=\"1\">If students are having a hard time choosing a graphical display in Question 3 ask them guiding questions like, &#8220;what type of data are we exploring?&#8221; or &#8220;Which graphical representation helps you see the spread of the data?&#8221;<\/li>\n<li aria-level=\"1\">Walk around to check that the groups are coming to the correct conclusions as they complete the activity.<\/li>\n<\/ul>\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\n<ul>\n<li>Once most groups have answered Question 7, wrap up with a whole-group discussion. The goal is for students to understand that standard deviation is sensitive to outliers and is not a perfect measure of variability.<\/li>\n<li 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\">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":14,"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-3925","chapter","type-chapter","status-publish","hentry"],"part":3890,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3925","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":7,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3925\/revisions"}],"predecessor-version":[{"id":4088,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3925\/revisions\/4088"}],"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\/3925\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=3925"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=3925"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=3925"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=3925"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}