Group+2

M.O.A1.2.19: **gather data to create** histograms, **box plots**, scatter plots and normal distribution curves and **use them to draw and support conclusions about the data.** 21C.O.9-12.1.TT.6: Student **uses advanced features and utilities of spreadsheet software (e.g.**, formulas, **filters**, pivot tables, pivot charts, macros, conditional formatting), to perform calculations and to **organize, analyze and report data**.
 * === Grade Level === || Algebra 1 ||
 * === Current Project === || Box and Whisker Plots ||
 * ===** Current Learning Standards Addressed **=== || **M.S.A1.2 Algebra**
 * 21C.O.9-12.1 Information and Communication Skills**

21C.O.9-12.2.TT.3: Student **uses** multiple electronic sources of information and multiple technology tools and resources tools (e.g., digital cameras, graphing calculators, probes, mp3 players, handheld devices, other emerging technologies, simulations, **models**, browsers, word processing, authoring tools, spreadsheets, databases) to collaborate with others, to formulate a hypothesis, **to solve problems**, make decisions, **and present and justify the solutions**. ||
 * 21C.O.9-12.2 Thinking and Reasoning Skills**
 * ===** Summary of Current Lesson **=== || Students collect real-world data and analyze it using this type of graph in order to make informed analysis. ||
 * === Analysis of indicators of Engaged Learning in Current Lesson (strengths and opportunities for improvement). === || The current project is standards based and challenging. It currently lacks authenticity. It is somewhat student directed because the student may create or collect their own set of data to analyze. The project is not very collaborative and does not have a large audience outside of the classroom ||
 * === Summary of Technology Uses in Current Lesson === || Student are using Excel spreadsheet to analyze data. ||

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|| Students can also collect data that is very relevant to their personal lives - such as reaction times while texting, productivity (time management), or test score analysis. ||
 * === NEW Adaptation Title === || Plotting Data ||
 * === Learning Standards Added (if any) === || None ||
 * === Summary of Your Adaptation === || Once students have learned how to collect data and analyze it using the B&W plot, the students will extend this skill into graphing using a line of best fit. ||
 * ===** How you strengthened the use of technology and the Indicators of Engaged Learning **=== || Using a line of best fit allows for students to more easily see data sets that are relevant to them. This also permits the students to find and see the outliers within their data. This teaches another way to graph and analyze data.