Interpreting Summarizing Displays

 

Read Question—requires the respondent to read information from the table to determine a solution—important but lower level

 

Derive Question—requires some type of computation involving information read from a table

 

Interpret Question—requires an extension, prediction, or inference to read beyond the data—higher level thinking

 

***All three are important

 

Use 4th grade CRCT scores to provide examples

Work through #7 on p. 41

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Measurement Variables

 

Leaping Frogs Activity

 

Use dot plot (p. 43) to discuss 6 key features:

  1. Center
  2. Variability (p. 44)—refers to the spread of that data
  3. Shape—how the graph is skewed
  4. Peaks/Clusters
  5. Outliers
  6. Granularity

 

Create other graphs for Quantitative Data—leaping frog

 

Stem-and-Leaf Plot (or Stem plot)—p. 46

Grouped frequency table—p. 57

Histogram—p. 58

 

Suppose I wanted to address the question, “Do boy frogs tend to leap farther than girl frogs?”

·        Construct a side-by-side stem-plot (aka—back-to-back stem-plot)—p. 49

·        Use Fathom—click on bar graph—also split graph by gender

 

Statistical tendency—a rule that is true in general but there are exceptions

            EX: males are usually taller than females, but there are exceptions

 

Use data from Personal Information Questionnaire to create a side-by-side stem-plot and answer the question.