Students will interpret, graph, and analyze data on the most popular dog breeds in America.
Common Core Standard
Summarize, represent, and interpret data on a single count or measurement variable (HS Statistics and
Interpret linear models (HS Statistics and Probability)
Calculate expected values and use them to solve problems (HS Statistics and Probability)
Represent and interpret data. (All grades)
Breed Popularity Analysis sheet for each student
Calculator (at teacher’s discretion)
Computers with internet access
- Have students think, pair, share about the following question:
- Why do we need expected values in data sets?
Explicit Instruction/Teacher Modeling
- Begin with a short review of linear models and expected values.
Independent Working Time
- Allow students to work independently on questions.
Review and Closing
- Review the answers to the questions.
Notes for Teacher:
- This lesson can be used to either introduce data trend analysis or as an interesting case study with concept review potential.
- It is highly recommended that teachers discuss number 16 with their students.
- Beware of potential stumbling blocks and pitfalls:
- For numbers 10 and 11, a decreasing trend line means an increase in average popularity. Some students may mistakenly interpret lower numbers as worsening popularity when the opposite is true.
Mislabeled, non-linear x-axis (not evenly spaced increments of time)