What Are Statistics Really Telling Us

1
What Are Statistics Really Telling Us?
2
Lesson Plan Rationale
Students are bombarded with statistics in
advertisements everyday. They are constantly
being misled by the manipulation of these
statistics.
Our lesson plan will teach students to decipher
these statistics. They will take on the role of a
car company and create a biased advertisement
using statistics.
Students will also gain experience with
multiple representations using different types of
graphs.
3
Target Audience
This lesson plan is targeted toward eighth
grade mathematics students.
This lesson can be used with all eighth grade
students.
4
Objectives

• Students will learn how statistics are used in
  the media to persuade viewers.
• Students will learn to manipulate statistical
  data by representing it in multiple ways.
• Students will learn to create statistical
  information by researching different car
  companies.

5
Objectives

• Students will learn to be critical observers
  when looking at advertising statistics.
• Students will learn through research that one
  data set can represent different information.
• Students will learn to present data in a way
  that creates bias.
• Students will discuss the pros and cons of
  statistical manipulation.

6
Materials and Resources

• Computers with internet access

Rulers
Vehicle advertisements
Markers
Example presentation
Scissors
Construction paper
Glue sticks
Poster board
7
Timing
This lesson plan will conclude the unit on
statistics.
Five forty-five minute classes or two and a
half ninety minute classes are needed to complete
this lesson plan.
8
Day One Overview

• Introduction to statistics in the media

2 minutes
Example of statistics in the media for class
and small group discussion
35 minutes
Introduction to project
8 minutes
9
Day Two Overview
Create groups and assign car companies
10 minutes
Review different kinds of graphs that can be
used to represent statistical data
5 minutes
Start working on computer research
30 minutes
10
Day Three Overview
Students continue with research and start
organizing data for presentation
45 minutes
11
Day Four Overview
Work on presentations
45 minutes
12
Day Five Overview
Groups present their data to the class
40 minutes
Homework is assigned
5 minutes
13
Narrative Day One
Teacher introduces different ways the media
uses statistics.
Teacher shows a graph that promotes a car
company.
According to this data what car would you like
to buy, why?
Students discuss conclusions with their
neighbor.
14
Narrative Day One
Come together as a class and share what
conclusions were made.
Show two graphs that disagree with the first.
Let me show you two more graphs.
15
Narrative Day One
Now would you still like to buy the same car
from before, why?
Students discuss with their neighbor the new
statistics.
Come together as a class and share what new
conclusions were made.
Discuss as a class how the data was manipulated
to show bias.
16
Narrative Day Two
Introduce the Project
You will be put into groups to research a car
company. For example, Toyota, Chevy, Honda,
Dodge, Saturn, Ford, or Mitsubishi. You will
choose three car models to research. You will
compare the statistical data you find for your
company to other companies, and present it to the
class. Your goal is to use the statistical data
in your favor. You want to convince the class
that your company has the best cars. But you have
to remember that it does not make sense to
compare a car with an SUV or an SUV to a truck,
or a truck with a van. You cannot use the same
kind of graph more than once in your
presentation, there are many different kinds of
graphs you can choose.
17
Narrative Day Two
Review different types of graphs.
What are the different types of graphs that can
be used to represent statistical data?
Bar graph, Pie graph, Line Graph, Column graph,
Area graph.
The teacher answers any questions about the
project.
Students start their research right away.
18
Narrative Day Three
Students continue to research and assemble
their data. Teacher answers any questions
about the project. The teacher will not tell the
students what data to use or how to use it. He or
she will ask questions to get them thinking about
data manipulation. The teacher should remind the
students again that it would not make sense to
compare a truck with a car or a SUV to a van, it
makes sense to compare cars with cars, trucks
with trucks.
19
Narrative Day Four
Students gather statistical data and start
putting together the presentation.
Teachers should remind them to look at the
rubric while putting together the presentation.
20
Narrative Day Five
Students will take turns presenting their
company to the class. After each group presents
the class will discuss whether it was convincing.
Would you buy from this car company? What would
you have done differently, why?
After all the groups have presented, the class
will compare all data presented.
Are there any contradictory statistics?
21
Homework
For homework the class should write a one page
summary about the project addressing the
following
A) What company would you like to buy from
besides your own? Why? B) Did it surprise you
how the media can use data for their own bias?
Why? C) What are some things you can look out
for when reading statistics in the media?
22
Assessment Overview
Students will be assessed on their presentation
according to the rubric and the one page summary.
The presentations will be worth 60 points
24 points mathematics 15 points persuasiveness 9
points presentation 6 points creativity and
visual appearance 6 points summary
23
Assessment Rubric
24
Standards
Problem Solving Strand
8.PS.3 Understand and demonstrate how written
symbols represent mathematical ideas 8.PS.4
Observe patterns and formulate generalizations
8.PS.6 Represent problem situations verbally,
numerically, algebraically, and
graphically 8.PS.11 Work in collaboration with
others to solve problems 8.PS.14 Determine
information required to solve the problem
Reasoning and Proof Strand
8.RP.1 Recognize that mathematical ideas can be
supported by a variety of strategies 8.RP.2 Use
mathematical strategies to reach a
conclusion 8.RP.5 Develop, verify, and explain an
argument, using appropriate mathematical ideas
and language 8.RP.6 Support an argument by using
a systematic approach to test more than one case
25
Standards
Communication Strand
8.CM.3 Organize and accurately label work 8.CM.4
Share organized mathematical ideas through the
manipulation of objects numerical tables,
drawings, pictures, charts, graphs, tables,
diagrams, models and symbols in written and
verbal form 8.CM.5 Answer clarifying questions
from others 8.CM.6 Analyze mathematical
solutions shared by others 8.CM.7 Compare
strategies used and solutions found by others in
relation to their own work 8.CM.9 Increase their
use of mathematical vocabulary and language when
communicating with others 8.CM.11 Draw
conclusions about mathematical ideas through
decoding, comprehension, and interpretation of
mathematical visuals, symbols, and technical
writing
26
Standards
Connection Strand
8.CN.1 Understand and make connections among
multiple representations of the same mathematical
idea 8.CN.4 Model situations mathematically,
using representations to draw conclusions and
formulate new situations 8.CN.7 Apply
mathematical ideas to problem situations that
develop outside of mathematics
Representation Strand
8.R.1 Use physical objects, drawings, charts,
tables, graphs, symbols, equations, or objects
created using technology as representations 8.R.2
Explain, describe, and defend mathematical
ideas using representations 8.R.5 Use standard
and non-standard representations with accuracy
and detail 8.R.7 Investigate relationships
between different representations and their
impact on a given problem 8.R.8 Use
representation as a tool for exploring and
understanding mathematical ideas