S-ID.1.1

Represent data with plots on the real number line (dot plots, histograms, and box plots).

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Formative Assessments
Formative Assessments
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Students are asked to construct a dot plot corresponding to a given set of data.
A Tomato Garden
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Students are asked to construct a box plot corresponding to a given set of data.
Trees in the Park
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Students are asked to construct a histogram corresponding to a given set of data.
Winning Seasons
Virtual/Hands-on Manipulatives
Virtual/Hands-on Manipulatives
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This is an online graphing utility that can be used to create box plots, bubble graphs, scatterplots, histograms, and stem-and-leaf plots.
Advanced Data Grapher
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In this activity, students can create and view a histogram using existing data sets or original data entered. Students can adjust the interval size using a slider bar, and they can also adjust the other scales on the graph. This activity allows students to explore histograms as a way to represent data as well as the concepts of mean, standard deviation, and scale. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.
Histogram
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http://www.cpalms.org/Public/PreviewResourceUrl/Preview/25859
Box Plot
Assessment Questions
Assessment Questions
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FSA Sample Question
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Videos of Expert Instruction
Videos of Expert Instruction
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This marine biologist discusses her use of graphical representations to help determine the most cost-effective management strategies for sea turtle conservation.
Graphs Help Identify Cost-Effective Sea Turtle Conservation Strategies
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NOAA Fishery management relies on histograms to show patterns and trends over time of fishery data.
Histograms Show Trends in Fisheries Data Over Time
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Hook/Performance Tasks
Hook/Performance Tasks
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This problem could be used as an introductory lesson to introduce group comparisons and to engage students in a question they may find amusing and interesting.
Haircut Costs
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Students conduct an investigation to determine the rate of change in the popping of microwave popcorn. They formulate a question, design and implement a plan to collect data, analyze the data by measures and graphs, and interpret the results in the context of the original question.

“What Does the Normal Distribution Sound Like?” by STEW

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The task provides a context to calculate discrete probabilities and represent them on a bar graph.
Random Walk III
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The purpose of this task is to allow students to demonstrate an ability to construct boxplots and to use boxplots as the basis for comparing distributions.
Speed Trap