https://padlet.com/jsando32/xcr9gmu2f7le4tvk Made by Jazmin Sandoval & Corinne Gonzales en-us 2021-10-20 21:21:10 UTC 2025-09-30 16:59:33 UTC hello@padlet.com jsando32 https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1831695687 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

]]> 2021-10-20 21:31:38 UTC https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1831695687 jsando32 https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1860046730 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

]]> 2021-11-01 23:45:55 UTC https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1860046730 jsando32 https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1860060448 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. 

]]> 2021-11-01 23:57:12 UTC https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1860060448 jsando32 https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1860252403 This extra Padlet can be used as a reference guide to see all different types of graphs at once. ]]> 2021-11-02 01:31:12 UTC https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1860252403 jsando32 https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1860273340 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.]]> 2021-11-02 01:40:20 UTC https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1860273340 jsando32 https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1860283704 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.]]> 2021-11-02 01:44:56 UTC https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1860283704 jsando32 https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1862794479 "Stand By Me" Activity we will be doing in class.]]> 2021-11-02 20:44:45 UTC https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1862794479 cngonza8 https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1863668114 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/

]]> 2021-11-03 04:42:48 UTC https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1863668114 cngonza8 https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1863680547 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/]]> 2021-11-03 04:51:19 UTC https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1863680547 cngonza8 https://padlet.com/jsando32/xcr9gmu2f7le4tvk/wish/1863688489 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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