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Statistics and Risk Management Describing Data
Performance Objective: After completing this lesson, the student will understand the importance and demonstrate competencies of being able to chart and describe collected data using basic charting and statistical methodologies.
Approximate Time: When taught as written, this lesson should take 8-10 days to complete.
The student will discuss the importance of visual presentations.
The student will see and understand the basic types of charting and graphs used
The student will explain what is the appropriate chart for a collected set of data
The student will understand the importance of chart and graph indices.
The student will understand some basic terms and concepts of statistics.
The student will be able to identify basic descriptive values relating to data lists.
The student will be able to calculate and compute Measures of Central Tendencies relating to data lists.
The student will be able to understand and compute variances and standard deviations relating to data lists
This lesson corresponds with Unit 5 of the Statistics and Risk
Management Scope and Sequence.
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TEKS Correlations: This lesson, as published, correlates to the following TEKS for Describing Data. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. 130.169 (c)(6)(E) analyze data presented in frequency distributions, histograms, and ogives 130.169 (c)(6)(F) construct and use descriptive indices 130.169 (c)(6)(C) generate a spreadsheet to collect, collate, organize, and analyze quantitative data 130.169 (c)(6)(D) use spreadsheets and graphical techniques to present data in a manner that is understood by and meaningful to colleagues and clients InterdisciplinaryTEKS: English: 110.31 (C) (21) (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs) 110.31 (C) (22) (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity 110.31 (C) (23) (C) use graphics and illustrations to help explain concepts where appropriate
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110.31 (C) (23) (D) use a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research
Math: 111.36 (C) (4) (A) compare theoretical and empirical probability; 111.37. (C) (3) (B) use probabilities to make and justify decisions about risks in everyday life
Occupational Correlation (O*Net - http://www.onetonline.org/)
Precision Agriculture Technician 19-4099.02 Similar Job Titles: Crop Specialist, Nutrient Management Specialist, Precision Agriculture Department Manager, Precision Agronomist, Precision Farming Coordinator Tasks:
Collect information about soil or field attributes, yield data, or field boundaries, using field data recorders and basic geographic information systems (GIS).
Create, layer, and analyze maps showing precision agricultural data, such as crop yields, soil characteristics, input applications, terrain, drainage patterns, or field management history.
Document and maintain records of precision agriculture information.
(Soft) Skills: Active Listening; Critical Thinking; Speaking; Problem Solving
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Instructional Aids: 1. Display for presentation, websites for assignments and class
discussion 2. Assignment Worksheets 3. Supporting Spreadsheets
Materials Needed: 1. Printer paper 2. Assignments and website information ready to distribute to
Student projects will be displayed to increase interest in Statistics
Equipment Needed: 1. Computer with presentation and Internet Access 2. Computers for Students to Conduct Research and Collect Data
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References: Statistics By the Numbers
Statistics By the Numbers features information about statistics and the how
they are calculated. A sample math problem defines and walks through the
steps for determining mean, medium, mode, range, and standard deviation.
Khan Academy: Statistics
Kahn Academys Statistics page offers a wide variety of instructional videos for
various statistics lessons. Some of these video lessons include: Mean Median
and Mode, Range and MidRange, Reading Pictographs, Reading Bar Graphs,
Reading Line Graphs, reading Pie Graphs, and more.
The University of Sheffield
(MASH) Mathematics and statistics help, including videos and problems to
Use arthitecture to explain the ogive curve.
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Teacher Preparation: Teacher will:
1. Review terms in outline, presentation, and handouts.
2. Locate and evaluate various resources and websites.
3. Have assignments and websites ready.
Learner Preparation: Break the boring barrier. Statistics can be fun and definitely
interesting. Find examples the student might find interesting;
candidate polling, drug testing results, exam grades, and wages
for various careers.
Introduction: STUDENTS will watch the Unit video found here: Introduction
Describing Data http://jukebox.esc13.net/untdeveloper/Videos/Describing%20Data.mov
STUDENTS will take the practice test and review using the Key, found in Common/Student Documents. EXHIBIT: Excitement for Statistics and Learning
INTRODUCE: Statistics afford an opinion some credence and can turn an opinion into accepted knowledge.
ASK: Ask students to express some opinions on a
wide range of topics and then challenge them to prove their opinion.
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I. The Visual Advantage A. Easier to make
comparisons. B. Easier to draw conclusions C. A picture is worth a 1000
words. II. Been Around for a While III. Pie Charting
A. Great for Small Number of Groups with Large Variances.
IV. Histogram Charting A. Better when Time is
involved. B. Data is Grouped and placed
along an Axis representing Time.
V. Scatter Charting A. Used to look for
relationships between two Variables or potential Clustering
B. Good for seeing a Correlation or Cluster.
C. Ogive Charting D. Utilizes a line to connect
data. E. When used correctly it can
predict values between and beyond.
VI. Descriptive Indices A. Indices are used to Identify
Groups in Comparison Studies.
VII. Descriptive Scales A. Nominal B. Ordinal C. Interval D. Ratio
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Provide Assignment sheets and discuss
and answer any questions about
assignment (In class or take home-
VIII. Tool of Knowledge
A. Statistics: The study of collecting, organizing, and analyzing data.
1. For Research 2. For Reporting
B. Research Statistics? C. Descriptive Statistics:
Procedures used to organize and present data in a convenient and communicable form.
D. Inferential Statistics: Procedures employed arrive at broader conclusions or inferences about populations on the basis of samples.
IX. When did this come about? A. We find Statistical
Information (State of Things) in 1749.
B. By the 18th century, the term "statistics" designated the systematic collection of demographic and economic data by states.
C. In the early 19th century, the meaning of "statistics" broadened, then including the discipline concerned with the collection, summary, and analysis of data.
Provided .docx files
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Data Types E. Qualitative Data F. Quantitative Data
1. Discrete data 2. Continuous data
Sample Measurements A. Count: Number of Sores B. Range/Low/High: The