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Statistical Literacy is needed by all students to interpret the world.
Statistics and Mathematics are two different fields; however, statistical questions are often asked in assessments with questions that are mathematical in nature rather than statistical.

The Shape of Data

The distribution of the data; How the data is spread out or grouped

Characteristics about the data as a whole can be described

Process of Doing Statistics

1. Formulate Questions

Clarify the problem at hand

Formulate 1 (or more) questions that can be answered with data

2. Collect Data

Design a plan to collect appropriate data

Employ the plan to collect the data

3. Analyze Data

Select appropriate graphical and numerical methods

Use these methods to analyze the data

4. Interpret Results

Interpret the analysis

Relate the interpretation to the original question

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2 types of Data:

Categorical- Data grouped by labels

Example: Favorite type of (blank)

Numerical- Data that counts things or measures on a continuous scale

Example: How many miles to school, Temperature over Time, etc.

Sampling

Statistics does not involve gathering from the "whole" population but instead uses a representative sample

This takes into account variability

Variability: gender, time of day surveyed, culture, etc.

Students need to consider how they are to gather data that will include a representative sample

Using Existing Data Sources

Print Resources: Newspapers, Maps, Children's Literature

Web Resources: USDA Economics Research, Google Public Data Explorer

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Classification

Involves making decisions about how to categorize things, a basic activity that is fundamental to data analysis.

Graphical Representations:

Students should be involved in deciding how they want to represent their data.

Creating graphs require skill and precision. With that they are able to choose appropriate scales and labels when creating their graph of choice.

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Resources via AZ Department of Education:

Assistive Technology (https://www.azed.gov/specialeducation/at/)

Accessible Educational Materials (https://www.azed.gov/specialeducation/aem/)

Mathematical Resources (https://www.azed.gov/standards-practices/k-12standards/mathematics-resources/)

Other Activities for Special Education Students:
Activity 20.4:
Materials: Two large loops of string, attribute blocks

Direct students to put all red pieces inside one loop of string, and all triangles in the other loop of string. The students should be left to struggle to determine where to put the red triangles. You should use labels for students with disabilities on each loop of string.

Activity 20.6:
Materials: Up to three loops of string, attribute blocks or Woozle Cards or illustrations of geometric figures, Attribute Label Cards or written labels on notecards

Place the loops of strings into the shape of a Venn diagram. Label each loop of string with the labeling material of your choice. Place the label cards facedown and have a student pick a piece for you to place. For students with disabilities, you will need to provide a list of the labels with pictures for each. Begin to sort the pieces according to the hidden label rules. The students should try to guess what the labels for each loop are without saying it aloud. You can have students who think they understand place a card down into the proper loop. Those who think they know the answers can be asked to "play teacher" and respond to other students' guesses. Wait to turn the label cards up until most students have figured out the rule.

Activity 20.13
Materials: Cash register tape, ruler

Ask the students this question: "What is the mean length of our feet in inches?" You may want to measure in centimeters rather than inches. Each student will cut a piece of cash register tape that matches the length of their foot. Students will record their names and the length of their foot in inches on the strips. Before taking the mean of the whole class, place students in groups of even numbers (4, 6, or 8). Have students in each group tape their group member's strips end to end. The students must figure out a method of finding the mean without using the lengths written on each strip. Each group will share their method with the class. They will use this information to figure out how to find the mean of the whole class. For students with disabilities, help them fold the strip to see how to divide the strip into equal lengths.

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ESS Short Logo.png is Exceptional Student Services. ESS ensures that public education agencies in Arizona have special education programs, policies, and procedures that comply with the federal Individuals with Disabilities Education Act (IDEA) and its implementing regulations, and that eligible children and youth with disabilities receive a free appropriate public education (FAPE).

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This extra Padlet can be used as a reference guide to see all different types of graphs at once.

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When Frog and Toad go walking, Frog loses a button. As they search to find the button, they find many buttons. Whenever Frog's friend asks, "Is this your button?" Frog responds. "No, that is not my button! That button is ___, but my button was ___."
This classic story is a perfect lead-in to sorting activities as described within the chapter. Young students can model the story directly with set of buttons, shells, attribute blocks, or other objects with a variety of attributes.

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In this book, appropriate for 1st or 2nd grade, a little girl gathers data from her family on what is important to them to decide where the family would have the best vacation. This book nicely introduces the concept of gathering data to answer a question.

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Physical Technology:
Graphing calculators

Websites (For Data):
https://www.data.gov/
https://www.ers.usda.gov/data-products/
https://www.google.com/publicdata/directory
https://www.cia.gov/the-world-factbook/
https://www.census.gov/
https://www.worldofstatistics.org/
https://dasl.datadescription.com/
https://chance.dartmouth.edu/
https://onlinestatbook.com/rvls.html
https://www.gapminder.org/
https://legacy.baseballprospectus.com/sortable/

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Biostatistics, Bioinformatics Workshop Set for Atlanta in May The 6th Workshop on Biostatistics and Bioinformatics is scheduled to take place May 4-6, 2018, in Atlanta. Hosted by the Department of Mathematics and Statistics at Georgia State University, the goal of the workshop is to stimulate resea…

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"Stand By Me" Activity we will be doing in class.

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Online manipulatives:
https://www.desmos.com/
https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Line-of-Best-Fit/
http://nlvm.usu.edu/en/nav/topic_t_5.html
https://tuvalabs.com/