High Data Analysis MASSI
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'''TEACHING OVERVIEW: '''The first section of the MASSI provides remedial practice on identifying outliers in a data set, and reading tables and graphs. Students will then learn to use descriptive statistics (range, mean/average, median, mode, and outliers/gaps) in a data set. | '''TEACHING OVERVIEW: '''The first section of the MASSI provides remedial practice on identifying outliers in a data set, and reading tables and graphs. Students will then learn to use descriptive statistics (range, mean/average, median, mode, and outliers/gaps) in a data set. | ||
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|width = "2500" style="background-color:#FFFFFF;"|'''BUILDING ESSENTIAL UNDERSTANDING: CONCEPT AND SYMBOLS: Given a Scatterplot, Identify Outliers in the Data Set '''''(Skip this section for students who understand these relationships and can identify these concepts).'' | |width = "2500" style="background-color:#FFFFFF;"|'''BUILDING ESSENTIAL UNDERSTANDING: CONCEPT AND SYMBOLS: Given a Scatterplot, Identify Outliers in the Data Set '''''(Skip this section for students who understand these relationships and can identify these concepts).'' |
Revision as of 13:55, 19 August 2013
MASSI: Math Activities with Scripted Systematic Instruction
Activity: Analyzing Weather Patterns
Grade Band: High School Concept: Data Analysis |
\[\[File:Insert Picture here.jpg\]\] |
Common Core State Standard | Core Content Connectors | MASSI OBJECTIVES |
S-ID.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. | HS HS.DPS.1c1 Use descriptive stats; range, median, mode, mean, outliers/gaps to describe the data set | Identify Range, Mean/Average, Median, Mode, and Outliers/Gaps |
S-ID.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
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Be sure to provide specific practice to students on the skills that correspond to their grade level.
Teaching Materials: Rainfall Scatterplot, Monthly Rainfall/Temperature Table, Annual Rainfall Line Graph, Annual High Temperature Line Graph, Equations for Range and Mean/Average, Table and Line Graph for Tuscan Total Rainfall
Other Materials: Rainfall Scatterplot, Monthly Rainfall/Temperature Table, Annual Rainfall Line Graph, Annual High Temperature Line Graph, Equations for Range and Mean/Average, Table and Line Graph for Tuscan Total Rainfall
Worksheets: There are student worksheets to review each component of the lesson
Assessments: Progress Monitoring for taking data during the lesson; Skills Test
TEACHING OVERVIEW: The first section of the MASSI provides remedial practice on identifying outliers in a data set, and reading tables and graphs. Students will then learn to use descriptive statistics (range, mean/average, median, mode, and outliers/gaps) in a data set.
BUILDING ESSENTIAL UNDERSTANDING: CONCEPT AND SYMBOLS: Given a Scatterplot, Identify Outliers in the Data Set (Skip this section for students who understand these relationships and can identify these concepts).
INTRODUCE THE ACTIVITY: Today we are going to analyze data on weather patterns. One way we can analyze data on the weather is to look at how many hours it rained and how many inches of rain fell. Another way that we can learn about the weather in an area is to keep data on how much rainfall happens and how the average daytime temperature changes from month to month. INTRODUCE PROBLEM: One of the first things we need to do is look at the data for how many hours it rained and how many inches of rain fell total. To do this, we will use a scatterplot. A scatterplot lets us look for patterns in data by charting data according to two variables; it shows the data for one variable on one axis and another variable on the second axis. Show students the rainfall scatterplot. Point to each feature as you read the following: Here is the scatterplot for rainfall. The x axis shows us the total number of hours that it rained. The y axis shows us the total inches of rain that fell. Look at this first data point. It shows us that it rained for half an hour and rained a total of half an inch. Let's look at the next data point. It shows us that it rained for one hour and it rained a total of half an inch. MODEL THE PROCESS: Continue to show students the rainfall scatterplot. Point to the corresponding locations as you read the following: When you analyze the data from this scatterplot, you can see a general trend, or pattern, that the longer it rains, the more inches it rains. Lay a pen diagonally across scatterplot. If I drew a line diagonally on this scatterplot, most of the data points would be fairly close to the line. But, sometimes there is a data point that does not fit that pattern. When a data point does not fit a pattern, we call it an outlier. I see some data points on this scatterplot that are outliers. Here is one outlier. Point to the data point at 1.5 hours and 4.5 inches of rain. Look how far away this data point is from all the others; it doesn't fit the pattern. This data point shows us that it did not rain for very long, only 1.5 hours, but there were a lot of inches of rain during that time, 4.5 inches." \[\[File:Insert Picture here.jpg\]\]STUDENT PRACTICE: Give each student the scatterplot. Now it's your turn. I want you to find the outliers on this scatterplot. Use the CONSTANT TIME DELAY script to teach students to identify the highest and lowest value in the data set. \*\*Note: The students can identify the three outliers in any order they choose, as long as they find all three outliers. CHECK AND SCORE Step Teacher Says/Does Student Response Give student the rainfall scatterplot and say "Find an outlier on this scatterplot." Student circles, marks, or otherwise identifies the outlier at 1.5 hours and 4.5 inches of rain. Student still has the rainfall scatterplot. Say "Find another outlier on this scatterplot." Student circles, marks, or otherwise identifies the outlier at 0.5 hours and 3.0 inches of rain. Student still has the rainfall scatterplot. Say "Find one last outlier on this scatterplot." Student circles, marks, or otherwise identifies the outlier at 4.5 hours and 1.0 inches of rain.
INTRODUCE PROBLEM: Another way to analyze data on weather is to look at the rainfall and average temperature by month. Show students the table showing rainfall and average temperature by month. Point to the corresponding locations as you read the following: Let's look at this table together. In this column it shows us the months of the year, this column shows the total rainfall in inches, and this shows average high temperature. MODEL THE PROCESS: Show students the table showing rainfall and average temperature by month. Point to the corresponding locations as you read the following: When we look at the table we can see different data by category. So, if I want to see what the total rainfall was for January, I find January and move my finger across to the rainfall category. It says 1, so I know there was 1 inch of rain in January. If I want to know about the average temperature in January, I find January and move my finger across to the average high temperature category. It says 51°, so I know the average high temperature in January was 51°. \[\[File:Insert Picture here.jpg\]\]STUDENT PRACTICE: Give each student the table showing rainfall and average temperature by month. Now it's your turn. Look at the table and answer these questions. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. \*\*Note: Teachers should vary the months they ask about daily to prevent memorization of answers. CHECK AND SCORE Step Teacher Says/Does Student Response Student has table showing rainfall and average temperature by month. "How much rainfall was there in April?" Teacher can point to the word April on table if needed. Student states, points to, or otherwise identifies 2 inches. Student has table showing rainfall and average temperature by month. "What was the average temperature in April?" Teacher can point to the word April on table if needed. Student states, points to, or otherwise identifies 72°. Student has table showing rainfall and average temperature by month. "How much rainfall was there in June?" Teacher can point to the word June on table if needed. Student states, points to, or otherwise identifies 8 inches. Student has table showing rainfall and average temperature by month. "What was the average temperature in June?" Teacher can point to the word June on table if needed. Student states, points to, or otherwise identifies 86°. Student has table showing rainfall and average temperature by month. "How much rainfall was there in August?" Teacher can point to the word August on table if needed. Student states, points to, or otherwise identifies 6 inches. Student has table showing rainfall and average temperature by month. "What was the average temperature in August?" Teacher can point to the word August on table if needed. Student states, points to, or otherwise identifies 88°. Student has table showing rainfall and average temperature by month. "How much rainfall was there in September?" Teacher can point to the word September on table if needed. Student states, points to, or otherwise identifies 7 inches. Student has table showing rainfall and average temperature by month. "What was the average temperature in September?" Teacher can point to the word September on table if needed. Student states, points to, or otherwise identifies 81°. Student has table showing rainfall and average temperature by month. "How much rainfall was there in December?" Teacher can point to the word December on table if needed. Student states, points to, or otherwise identifies 3 inches. Student has table showing rainfall and average temperature by month. "What was the average temperature in December?" Teacher can point to the word December on table if needed. Student states, points to, or otherwise identifies 53°.
\[\[File:Insert Picture here.jpg\]\]STUDENT PRACTICE: Give each student the table showing rainfall and average temperature by month and the line graphs. Now it's your turn. Look at the table and the graphs to find the corresponding data. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. \*\*Note: Teachers should vary the months they ask about daily to prevent memorization of answers. CHECK AND SCORE Step Teacher Says/Does Student Response Student has table showing rainfall and average temperature by month and the line graph for rainfall per month. Point to the data on the table and say: "There were 2 inches of rain in April. Where does it show that on the graph?" Student points to or otherwise identifies the corresponding data point on the graph. Student has table showing rainfall and average temperature by month and the line graph for rainfall per month. Point to the data on the table and say: "There were 8 inches of rain in June. Where does it show that on the graph?" Student points to or otherwise identifies the corresponding data point on the graph. Student has table showing rainfall and average temperature by month and the line graph for rainfall per month. Point to the data on the table and say: "There were 6 inches of rain in August. Where does it show that on the graph?" Student points to or otherwise identifies the corresponding data point on the graph. Student has table showing rainfall and average temperature by month and the line graph for rainfall per month. Point to the data on the table and say: "There were 7 inches of rain in September. Where does it show that on the graph?" Student points to or otherwise identifies the corresponding data point on the graph. Student has table showing rainfall and average temperature by month and the line graph for rainfall per month. Point to the data on the table and say: "There were 3 inches of rain in December. Where does it show that on the graph?" Student points to or otherwise identifies the corresponding data point on the graph. Student has table showing rainfall and average temperature by month and the line graph for average temperature per month. Point to the data on the table and say: "In April the average high temperature was 72°. Where does it show that on the graph?" Student points to or otherwise identifies the corresponding data point on the graph. Student has table showing rainfall and average temperature by month and the line graph for average temperature per month. Point to the data on the table and say: "In June the average high temperature was 86°. Where does it show that on the graph?" Student points to or otherwise identifies the corresponding data point on the graph. Student has table showing rainfall and average temperature by month and the line graph for average temperature per month. Point to the data on the table and say: "In August the average high temperature was 88°. Where does it show that on the graph?" Student points to or otherwise identifies the corresponding data point on the graph. Student has table showing rainfall and average temperature by month and the line graph for average temperature per month. Point to the data on the table and say: "In September the average high temperature was 81°. Where does it show that on the graph?" Student points to or otherwise identifies the corresponding data point on the graph. Student has table showing rainfall and average temperature by month and the line graph for average temperature per month. Point to the data on the table and say: "In December the average high temperature was 53°. Where does it show that on the graph?" Student points to or otherwise identifies the corresponding data point on the graph.
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\[\[File:Insert Picture here.jpg\]\] This may be a good stopping point. Have the student analyze the local weather patterns. They can either take data by reading a thermometer and tracking rainfall, or lookup the information online. They can then graph the data in scatterplots and line graphs to identify outliers or patterns in the data. Graphing can be done using Microsoft® Excel. There is a generalization worksheet with this level. You can use this for additional guided practice or to send home as homework.
Give each student the Data Analysis Skills Test 1. Read directions for each problem and have student select response. Record whether response is correct or incorrect. Only provide praise for completing assessment (if student needs encouragement). Do not provide specific praise for correct answers while student is testing. Once the student has completed the test, review missed problems with the student. NOW
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HS BUILD A GRADE ALIGNED COMPONENT: Use Descriptive Statistics to Describe a Data Set (Range, Mean/Average, Median, Mode, Outliers/Gaps) INTRODUCE THE ACTVITY/PROBLEM: Remember before when we looked at the data for the inches of rain and average temperature per month? Now we are going to analyze that data in more detail and learn some new ways to talk about the data, like how to find the range, the average, the mode, the median, and any outliers/gaps in the data. For this portion of the lesson, students will need the tables reporting data. MODEL THE PROCESS: First we will work on how to find the range. Range is the difference between the highest and lowest values in a data set. Let's all say it together. Range is the difference between the highest and lowest values in a data set. Students who are unable to respond vocally can use a voice output device to respond. Show students the rainfall/temperature table and range equation. Here is an equation to show how to calculate range. It says highest value minus lowest value equals range. Now look at the data for the average temperature by month. Watch me as I fill out the equation and calculate the range. First, I find the highest value, 89, and I write it here. Then I find the lowest value, 51, and I write it here. Now I solve the equation to find the value, 38. \[\[File:Insert Picture here.jpg\]\] STUDENT PRACTICE: Give each student the rainfall/temperature table and range equation. Now it's your turn. Look at the table and use it to calculate the range for total rainfall and average temperature. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. \*\*Note: Have the students write the numbers into the formula, but do not score writing ability. If students are unable to write the number, they can use number stamps or direct the teacher to write it for them. \*\*Note: In the following problem, students are required to subtract. If students are unable to subtract independently, it is ok to provide them with a calculator or other visual, however they must do the work independently. Be consistent with the type of accommodation provided here. CHECK AND SCORE STEP Teacher Says/Does Student Response Give each student the rainfall/temperature table and a blank range equation and say "Find the range for the total rainfall across the year." Student writes, stamps, or otherwise identifies the highest value (8) in the corresponding place in the equation. Wait for students to independently initiate this step or say "What's next?" Student writes, stamps, or otherwise identifies the lowest value (1) in the corresponding place in the equation. Wait for students to independently initiate this step or say "Now solve for the range." Student subtracts 8-1 to get the correct answer (7) and writes it in the equation. Give each student the rainfall/temperature table and a blank range equation and say "Find the range for the average temperature across the year." Student writes, stamps, or otherwise identifies the highest value (89) in the corresponding place in the equation. Wait for students to independently initiate this step or say "What's next?" Student writes, stamps, or otherwise identifies the lowest value (51) in the corresponding place in the equation. Wait for students to independently initiate this step or say "Now solve for the range." Student subtracts 89-51 to get the correct answer (38) and writes it in the equation.
\[\[File:Insert Picture here.jpg\]\] STUDENT PRACTICE: Give each student the rainfall/temperature table, mean equation, and a calculator. Now it's your turn. Look at the table and use it to calculate the average/mean. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. \*\*Note: Have the students write the numbers into the formula, but do not score writing ability. If students are unable to write the number, they can use number stamps or direct the teacher to write it for them.
CHECK AND SCORE STEP Teacher Says/Does Student Response Give each student the rainfall/temperature table, a blank average equation, and a calculator. Say "Find the average/mean inches of rainfall for the year. First you need to find the sum of the values." Student adds the values using the calculator to find the sum (46) and writes, stamps, etc. in the corresponding place in the equation. "Now you need to count how many values there were in the data set. That means how many months in the year." Student counts twelve values and writes, stamps, etc. the number of values (12) in the corresponding place in the equation. "Ok, now use your calculator to solve for the average or mean." Student enters 46 into the calculator, presses divide, enters 12, and presses equals to get the average (3.8) and write, stamps, etc. the average (3.8 inches) in the corresponding place in the equation. Say "Now find the average/mean for the high temperature. First you need to find the sum of the values." Student adds the values using the calculator to find the sum (851) and writes, stamps, etc. in the corresponding place in the equation. "Now you need to count how many values there were in the data set. That means how many students were in the election." Student counts twelve values and writes, stamps, etc. the number of values (12) in the corresponding place in the equation. "Ok, now use your calculator to solve for the average or mean." Student enters 851 into the calculator, presses divide, enters 12, and presses equals to get the average (70.9) and write, stamps, etc. the average (70.9°) in the corresponding place in the equation.
CHECK AND SCORE STEP Teacher Says/Does Student Response Give each student the rainfall/temperature table and say "Find the mode for total rainfall." Student vocally states or points to the mode (2). Give each student the rainfall/temperature table and say "Find the mode of average high temperature." Student vocally states or points to the mode (72°).
\[\[File:Insert Picture here.jpg\]\]STUDENT PRACTICE: Give each student the monthly rainfall/temperature table. Now it's your turn. Look at the table and use it to find the median. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step. \*\*Note: Have the students write the numbers, but do not score writing ability. If students are unable to write the number, they can use number stamps or direct the teacher to write it for them. CHECK AND SCORE STEP Teacher Says/Does Student Response Give each student the rainfall/temperature table and say "Find the median for total rainfall for summer months. Summer months are June, July, and August. They are shown in blue on the table." Student puts the numbers in order (either by writing them or using Velcro numbers or number stamps, etc.). Wait for the student to initiate this step or say "Keep going." Student identifies the middle number (7). Give each student the rainfall/temperature table and say "Find the median for total rainfall for spring months. Spring months are March, April, and May. They are shown in green on the table." Student puts the numbers in order (either by writing them or using Velcro numbers or number stamps, etc.). Wait for the student to initiate this step or say "Keep going." Student identifies the middle number (2). Give each student the rainfall/temperature table and say "Find the median for total rainfall for fall months. Fall months are September, October, and November. They are shown in brown on the table." Student puts the numbers in order (either by writing them or using Velcro numbers or number stamps, etc.). Wait for the student to initiate this step or say "Keep going." Student identifies the middle number (2). Give each student the rainfall/temperature table and say "Find the median for average temperature for summer months. Summer months are June, July, and August. They are shown in blue on the table." Student puts the numbers in order (either by writing them or using Velcro numbers or number stamps, etc.). Wait for the student to initiate this step or say "Keep going." Student identifies the middle number (88°). Give each student the rainfall/temperature table and say "Find the median for average temperature for spring months. Spring months are March, April, and May. They are shown in green on the table." Student puts the numbers in order (either by writing them or using Velcro numbers or number stamps, etc.). Wait for the student to initiate this step or say "Keep going." Student identifies the middle number (72°). Give each student the rainfall/temperature table and say "Find the median for average temperature for fall months. Fall months are September, October, and November. They are shown in brown on the table." Student puts the numbers in order (either by writing them or using Velcro numbers or number stamps, etc.). Wait for the student to initiate this step or say "Keep going." Student identifies the middle number (72°).
CHECK AND SCORE STEP Teacher Says/Does Student Response Give each student the rainfall/temperature table and say "Do you see any outliers for total rainfall?" Student indicates no. Give each student the rainfall line graph and say "Do you see any outliers for total rainfall?" Student indicates no. Give each student the rainfall table for rainfall in Tuscan and say "Let's look at this table to see total rainfall in Tuscan. Do you see any outliers for total rainfall?" Student indicates yes. "Which month is an outlier?" Student identifies September. Give each student the rainfall line graph for rainfall in Tuscan and say "Now show me that outlier on the line graph." Student points to corresponding point on graph.
INDEPENDENT PRACTICE: Data Analysis Skills Test Teacher Says/Does Student Response Error Correction Give each student the 'Data Analysis Skills Test 2'. Read directions for each problem and have student select response. Record whether response is correct or incorrect. Only provide praise for completing assessment (if student needs encouragement). Do not provide specific praise for correct answers while student is testing. Once the student has completed the test, review missed problems with the student.
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MASSI CULMINATING ACTIVITY: Have the student analyze the local weather patterns. They can either take data by reading a thermometer and tracking rainfall, or lookup the information online. They can then graph the data in scatterplots and line graphs to identify outliers or patterns in the data. Then have students complete descriptive statistics on the data. Students can track other relevant weather data as well.
BUILD TOWARDS FULL GRADE LEVEL COMPETENCE
Here are ideas to build competence towards the full grade level competence using this same activity. See the unit plan and talk with the general education teacher for more ideas.
Component | Activity | What Student Does | Generalization/ Fluency |
Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. | Students will enter a data set (e.g., average high and low temperatures across a year for a specific location) into an appropriate graphing calculator or computer program to fit into a normal distribution. Students then evaluate the area of normal curves. | Decides if data set is appropriate for distribution analysis. Enters data into graphing calculator (or other appropriate computer program) to run descriptive statistics and fit a normal distribution. Evaluates the area of normal curves. | Have students complete data analysis across different data sets (e.g., different years, different locations, etc.). |
Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. | Creates two way frequency data tables (showing a relationship between two categorical variables). Have students create a table analyzing students' participation in sports vs. other extracurricular activities, also showing men vs. women's participation. Interpret relative frequencies and analyze for associations and trends. | Students create tables reflecting categorical data with at least two types of variables. Students then analyze the data looking for associations and trends. | Present as many types of categorical data sets as possible, with multiple categories. |
Worksheet 1: Generalization (Concepts and Symbols)
Circle all of the outliers on each of the scatterplots below: \[\[File:Insert Picture here.jpg\]\] \[\[File:Insert Picture here.jpg\]\] \[\[File:Insert Picture here.jpg\]\]
\[\[File:Insert Picture here.jpg\]\]
Month |
\[\[File:Insert Picture here.jpg\]\]
Total Rainfall (Inches) |
\[\[File:Insert Picture here.jpg\]\]
Average High Temperature | |
March | \[\[File:Insert Picture here.jpg\]\] | 1 | 65° |
April | \[\[File:Insert Picture here.jpg\]\] | 2 | 68° |
May | \[\[File:Insert Picture here.jpg\]\] | 1 | 75° |
June | \[\[File:Insert Picture here.jpg\]\] | 2 | 77° |
July | \[\[File:Insert Picture here.jpg\]\] | 2 | 80° |
August | \[\[File:Insert Picture here.jpg\]\] | 8 | 84° |
How many total inches of rain fell in April? ___________________________ What was the average high temperature in March? ______________________________ How many total inches of rain fell in June? ___________________________ What was the average high temperature in August? ______________________________ How many total inches of rain fell in May? ___________________________ What was the average high temperature in July? ______________________________ Worksheet 2: Generalization (HS Grade Aligned Component)
Find the range of the data for total rainfall: \[\[File:Insert Picture here.jpg\]\] Find the average (mean) of the data for total rainfall: \[\[File:Insert Picture here.jpg\]\] |
\[\[File:Insert Picture here.jpg\]\]
Month \[\[File:Insert Picture here.jpg\]\] Total Rainfall (Inches) \[\[File:Insert Picture here.jpg\]\] Average High Temperature March \[\[File:Insert Picture here.jpg\]\] 1 65° April \[\[File:Insert Picture here.jpg\]\] 2 68° May \[\[File:Insert Picture here.jpg\]\] 1 75° June \[\[File:Insert Picture here.jpg\]\] 2 77° July \[\[File:Insert Picture here.jpg\]\] 2 77° August \[\[File:Insert Picture here.jpg\]\] 8 84°
No Yes If yes, what is the outlier?______________ \[\[File:Insert Picture here.jpg\]\] Total Rainfall (Inches) \[\[File:Insert Picture here.jpg\]\] Average High Temperature March \[\[File:Insert Picture here.jpg\]\] 1 65° April \[\[File:Insert Picture here.jpg\]\] 2 68° May \[\[File:Insert Picture here.jpg\]\] 1 75° June \[\[File:Insert Picture here.jpg\]\] 2 77° July \[\[File:Insert Picture here.jpg\]\] 2 77° August \[\[File:Insert Picture here.jpg\]\] 8 84°
No Yes If yes, what is the outlier?______________ |
\[\[File:Insert Picture here.jpg\]\]
Total Rainfall (Inches)|\[\[File:Insert Picture here.jpg\]\] Average High Temperature March|\[\[File:Insert Picture here.jpg\]\]|1|65° April|\[\[File:Insert Picture here.jpg\]\]|2|68° May|\[\[File:Insert Picture here.jpg\]\]|1|75° June|\[\[File:Insert Picture here.jpg\]\]|2|77° July|\[\[File:Insert Picture here.jpg\]\]|2|77° August|\[\[File:Insert Picture here.jpg\]\]|8|84° Are there any outliers for the total rainfall data? No Yes If yes, what is the outlier?______________|- |
What is the mode of the data for total rainfall:
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What is the median of the data for total rainfall during summer (blue):
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Find the range of the data for average high temperature:
\[\[File:Insert Picture here.jpg\]\] Find the average (mean) of the data for average high temperature: \[\[File:Insert Picture here.jpg\]\] |
\[\[File:Insert Picture here.jpg\]\]
Month \[\[File:Insert Picture here.jpg\]\] Total Rainfall (Inches) \[\[File:Insert Picture here.jpg\]\] Average High Temperature March \[\[File:Insert Picture here.jpg\]\] 1 65° April \[\[File:Insert Picture here.jpg\]\] 2 68° May \[\[File:Insert Picture here.jpg\]\] 1 75° June \[\[File:Insert Picture here.jpg\]\] 2 77° July \[\[File:Insert Picture here.jpg\]\] 2 77° August \[\[File:Insert Picture here.jpg\]\] 8 84°
No Yes If yes, what is the outlier?______________ \[\[File:Insert Picture here.jpg\]\] Total Rainfall (Inches) \[\[File:Insert Picture here.jpg\]\] Average High Temperature March \[\[File:Insert Picture here.jpg\]\] 1 65° April \[\[File:Insert Picture here.jpg\]\] 2 68° May \[\[File:Insert Picture here.jpg\]\] 1 75° June \[\[File:Insert Picture here.jpg\]\] 2 77° July \[\[File:Insert Picture here.jpg\]\] 2 77° August \[\[File:Insert Picture here.jpg\]\] 8 84°
No Yes If yes, what is the outlier?______________ |
\[\[File:Insert Picture here.jpg\]\]
Total Rainfall (Inches)|\[\[File:Insert Picture here.jpg\]\] Average High Temperature March|\[\[File:Insert Picture here.jpg\]\]|1|65° April|\[\[File:Insert Picture here.jpg\]\]|2|68° May|\[\[File:Insert Picture here.jpg\]\]|1|75° June|\[\[File:Insert Picture here.jpg\]\]|2|77° July|\[\[File:Insert Picture here.jpg\]\]|2|77° August|\[\[File:Insert Picture here.jpg\]\]|8|84° Are there any outliers for the average high temperature? No Yes If yes, what is the outlier?______________|- |
What is the mode of the data for average high temperature:
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What is the median of the data for average high temperature for spring (green):
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Materials:
Rainfall scatterplot
\[\[File:Insert Picture here.jpg\]\]
\[\[File:Insert Picture here.jpg\]\]
Month |
\[\[File:Insert Picture here.jpg\]\]
Total Rainfall (Inches) |
\[\[File:Insert Picture here.jpg\]\]
Average High Temperature | |
January | \[\[File:Insert Picture here.jpg\]\] | 1 | 51° |
February | \[\[File:Insert Picture here.jpg\]\] | 4 | 55° |
March | \[\[File:Insert Picture here.jpg\]\] | 2 | 63° |
April | \[\[File:Insert Picture here.jpg\]\] | 2 | 72° |
May | \[\[File:Insert Picture here.jpg\]\] | 3 | 79° |
June | \[\[File:Insert Picture here.jpg\]\] | 8 | 86° |
July | \[\[File:Insert Picture here.jpg\]\] | 7 | 89° |
August | \[\[File:Insert Picture here.jpg\]\] | 6 | 88° |
September | \[\[File:Insert Picture here.jpg\]\] | 7 | 81° |
October | \[\[File:Insert Picture here.jpg\]\] | 2 | 72° |
November | \[\[File:Insert Picture here.jpg\]\] | 1 | 62° |
December | \[\[File:Insert Picture here.jpg\]\] | 3 | 53° |
\[\[File:Insert Picture here.jpg\]\] \[\[File:Insert Picture here.jpg\]\]
Equation for Range: \[\[File:Insert Picture here.jpg\]\]
'Equation for mean/average:'
\[\[File:Insert Picture here.jpg\]\]
Tuscan Yearly Rainfall
\[\[File:Insert Picture here.jpg\]\] Month \[\[File:Insert Picture here.jpg\]\] Total Rainfall (Inches) January \[\[File:Insert Picture here.jpg\]\] 1 February \[\[File:Insert Picture here.jpg\]\] 1 March \[\[File:Insert Picture here.jpg\]\] 2 April \[\[File:Insert Picture here.jpg\]\] 1 May \[\[File:Insert Picture here.jpg\]\] 2 June \[\[File:Insert Picture here.jpg\]\] 0 July \[\[File:Insert Picture here.jpg\]\] 0 August \[\[File:Insert Picture here.jpg\]\] 1 September \[\[File:Insert Picture here.jpg\]\] 8 October \[\[File:Insert Picture here.jpg\]\] 1 November \[\[File:Insert Picture here.jpg\]\] 0 December \[\[File:Insert Picture here.jpg\]\] 0
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\[\[File:Insert Picture here.jpg\]\]
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