1. Statistics—True or False? A webquest designed for an Algebra 1 class on collecting, organizing and analyzing data

2. Introduction We hear statistics presented to us all the time in many different areas of our lives. The divorce rate is 50%. Jon did really well in math he received a 95%. There is a 45% chance of precipitation. Do we really understand statistics and their implications? Can we take statistics at face value? What does it really mean that the divorce rate is 50%? Does that mean that your parents are 50% likely to get divorced? What does it mean that Jon got 95%? On a test? For the term? On attendance? If there is a 45% chance of precipitation does that mean that there is a 45% chance of it raining and/or a 45% chance of it snowing making it really 90%? This webquest will help you explore how statistics are computed and what questions we have to ask ourselves in order to fully understand each statistic.

3. Task In groups of three, you will be gathering and organizing data about a team in the NBA. You will then analyze that data using sound mathematical operations. After analyzing the data you can manipulate it any way (as long as it is mathematical sound) in order to persuade the rest of the class that your team is the best team in the NBA. You will have to write a persuasive paper individually to be turned into me. Then as a group you will be presenting your argument in any form you choose. (PowerPoint, webpage, poster, etc)

4. Process Each group will choose an NBA team from the class list. Using http://www.hoopshype.com/players.htm and www.nba.com gather statistics for the players on your team. (age, height, weight, Free Throws, Points per game, number of wins/losses, number of years of experience, etc.)http://www.hoopshype.com/players.htm www.nba.com You are now going to perform mathematical operations on these statistics. (find the mean, median, mode, and range) You can use the National Library of Virtual Manipulatives website http://nlvm.usu.edu/en/nav/vlibrary.html to help you perform these operations.http://nlvm.usu.edu/en/nav/vlibrary.html Your assignment is to persuade the rest of the class through an oral presentation that your team is the best team in the NBA. You can use any of the data that you have collected about your team and you can leave any of the data out that you don’t want to include because it may hurt your case. You just have to qualify the statistics that you come up with. (Refer to the example shown in class.) Click here for a Process Guide about persuasive arguments to help you develop your argument about why your team is the best team in the NBA.here As part of persuading Mrs. Evans, you (individually) need to write a paper (double spaced, 12 point font) that includes all five parts of a persuasive argument. (Click here to see the five parts of the a persuasive argument) Make sure that you include your mathematical operations and arguments in the paper. Show how you came up with the statistics that are helping you argue your case. Make sure that you reference where you found the original data. (i.e. the hoopshype webpage or the nba webpage) here

5. Evaluation (Your mathematical processes will be evaluated using the following rubric) DistinguishedProficientApprenticeNovice Understands the Problem Identifies special factors that influence the approach before starting the problem Understands the problem Understands enough to solve part of the problem or to get part of the solution Doesn't understand enough to get started or make progress Uses Information Appropriately Explains why certain information is essential to the solution Uses all appropriate information correctly Uses some appropriate information correctly Uses inappropriate information Applies Appropriate Procedures Explains why procedures are appropriate for the problem Applies completely appropriate procedures Applies some appropriate procedures Applies inappropriate procedures Uses representationsUses a representation that is unusual in its mathematical precision Uses a representation that clearly depicts the problem Uses a representation that gives some important information about the problem Uses a representation that gives little or no significant information about the problem Answers the ProblemCorrect solution of problem and made a general rule about the solution or extended the solution to a more complicated solution Correct solutionCopying error, computational error, partial answer for problem with multiple answers, no answer statement, answer labeled incorrectly No answer or wrong answer based upon an inappropriate plan

6. Evaluation (Your group presentation will be evaluated using the following rubric) SuperiorAdequateInadequateMinimal ContentThe speakers provide a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence. The speaker adapts the content in a specific way to the listener and situation. The speaker focuses primarily on relevant content. The speaker sticks to the topic. The speaker adapts the content in a general way to the listener and the situation. The speaker includes some irrelevant content. The speaker wanders off the topic. The speaker uses words and concepts which are inappropriate for the knowledge and experiences of the listener (e.g., slang, jargon, technical language). The speaker says practically nothing. The speaker focuses primarily on irrelevant content. The speaker appears to ignore the listener and the situation. DeliveryThe speakers deliver the message in a confident, poised, enthusiastic fashion. The volume and rate varies to add emphasis and interest. Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as 'ahs,' 'uhms,' or 'you knows.' The volume is not too low or too loud and the rate is not too fast or too slow. The pronunciation and enunciation are clear. The speaker exhibits few disfluencies, such as 'ahs,' 'uhms,' or 'you knows. The volume is too low or too loud and the rate is too fast or too slow. The pronunciation and enunciation are unclear. The speaker exhibits many disfluencies, such as 'ahs,' 'uhms,' or 'you knows.' The listener is distracted by problems in the delivery of the message and has difficulty understanding the words in the message. The volume is so low and the rate is so fast that you cannot understand most of the message. The pronunciation and enunciation are very unclear. The speaker appears uninterested. OrganizationThe message is overtly organized. The speaker helps the listener understand the sequence and relationships of ideas by using organizational aids such as announcing the topic, previewing the organization, using transitions, and summarizing. The message is organized. The listener has no difficulty understanding the sequence and relationships among the ideas in the message. The ideas in the message can outlined easily. The organization of the message is mixed up and random. The listener must make some assumptions about the sequence and relationship of ideas. The message is so disorganized you cannot understand most of the message. CreativityVery original presentation of material; captures the audience’s attention. Some originality apparent; good variety and blending of materials / media. Little or no variation; material presented with little originality or interpretation. Repetitive with little or no variety; insufficient use of materials / media. Length of Presentation Within two minutes of allotted time.Within four minutes of allotted time.Within six minutes of allotted time.Too long or too short; ten or more minutes above or below the allotted time.

7. Evaluation (Your persuasion paper will be evaluated using the following rubric) 531 IdeasThis paper is clear and focused. It holds the reader's attention. Relevant details (mathematical computations) enrich the central theme. The writer is beginning to define the topic, even though development is still basic or general. As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. OrganizationThe organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text. The organizational structure is strong enough to move the reader through the text without too much confusion. The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion; there is no identifiable internal structure. VoiceThe writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing. The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling and the math doesn’t back up what they are saying. The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience. Word ChoiceWords convey the intended message in a precise, interesting, and natural way. The words and statistics are powerful and engaging. The language is functional, even if it lacks much energy. It is easy to figure out the writer's meaning on a general level. The writer struggles with a limited vocabulary, searching for words and statistics to convey meaning. Sentence FluencyThe writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading. The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical, more mechanical than fluid. The reader has to practice quite a bit in order to give this paper a fair interpretive reading. ConventionsThe writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few that just minor touchups would get this piece ready to publish. The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability. Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make the text difficult to read. PresentationThe form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye. The writer's message is understandable in this format. The reader receives a garbled message due to problems relating to the presentation of the text.

8. Conclusion Please answer the following questions… How can statistics be misleading? How can statistics give us an overall view of a set of data? How has your attitude changed about the statistics you hear everyday? When analyzing data, how does the quantity and variety of the data that is collected affect the results computed?

9. The End What a slam dunk!!!

10. Teacher’s Pages Extra info for teachers (the nitty gritty details) when using this webquest in the classroom

11. Teacher’s Page (Core Objectives) This webquest is based on the Utah State Office of Education core curriculum standards for Elementary Algebra. Specifically on Standard 5, Objective 5.1 which is: Formulate and answer questions by collecting, organizing and analyzing data. This webquest takes it one step further when analyzing the data. It makes students really look at how the quantity and variety of data collected affects the mathematical results that are calculated and displayed. This webquest could also be used after a lesson in Algebra 1 or 2 on probability.

12. Teacher’s Page Before the Webquest: Complete this assignment using Pioneer Library’s eMedia and World Book Online Watch Cyberchase (Episode #102-Castleblanca) from eMedia and as we watch the students will fill out the following questionnaire. Why do the kids have to recollect the data? (be specific) How did they use the data they collected to find Hacker? Name three things that the girl at the end had to do to make sure that her data was valid. In essay form write what you learned about collecting data from watching this movie. After watching the movie and filling out the questionnaire we will have a discussion about what we have learned about collecting data. To aid in the discussion and learning process about data and statistics we will then read this article from the world book online. Larsen, Michael D. "Statistics." World Book Online Reference Center. 2007. [Place of access.] 27 July 2007 http://www.worldbookonline.com/wb/Article?id=ar530720http://www.worldbookonline.com/wb/Article?id=ar530720 After the students have read the article they will be put into groups to discuss what they have read and think is important from the article. Their assignment as a group is to come up with an algorithm for collecting, organizing, analyzing and presenting data as statistics. They will then list their algorithm in steps and present it to the class. Based on all of the group presentations come up with a class algorithm for collecting, organizing, analyzing and presenting data and statistics.

13. Teacher’s Page Class NBA List Los Angeles Lakers (42) Los Angeles Lakers (42) Dallas Mavericks (34) Dallas Mavericks (34) Detroit Pistons (30) Detroit Pistons (30) Orlando Magic (22) Orlando Magic (22) Phoenix Suns (27) Phoenix Suns (27) Denver Nuggets (24) Denver Nuggets (24) Seattle SuperSonics (24) Seattle SuperSonics (24) San Antonio Spurs (29) San Antonio Spurs (29) Indiana Pacers (21) Indiana Pacers (21) Washington Wizards (27) Washington Wizards (27) New Jersey Nets (26) New Jersey Nets (26) Utah Jazz (26) Utah Jazz (26) Milwaukee Bucks (24) Milwaukee Bucks (24) Philadelphia 76ers (22) Philadelphia 76ers (22) Golden State Warriors (27) Golden State Warriors (27) Los Angeles Clippers (23) Los Angeles Clippers (23) Portland Trail Blazers (25) Portland Trail Blazers (25) New Orleans/Oklahoma City Hornets (25) New Orleans/Oklahoma City Hornets (25) Boston Celtics (19) Boston Celtics (19) Chicago Bulls (33) Chicago Bulls (33) If the students are fighting over what team they want either in their individual group or with other groups it might be easier to have them draw their team out of a hat. Make sure that each group has a different team. Each of the teams here is hyperlinked to a yahoo list of websites for that specific team. The students may use these individual team websites in addition to the hoopshype and nba websites.

14. Process Guide #8: Persuasive Arguments So you want to get people to think like you? One of the best ways to do this is to present your argument in a way that convinces them your way is the right way. In order to successfully argue your point, it is important that you not only show how good your idea is, but you need to refute the opposition. Research done needs to include topics and ideas that go against your argument. Setting up a persuasive argument for either a presentation or paper can take many different forms. The following outline is simple, yet effective strategy to present and defend a persuasive argument. Introduction - Inform the reader/listener about the issue at hand. State the facts that surround the situation. State your case - Discuss why your way is the best way. Share evidence and expert opinions supporting your position. Examine and refute the opposition - It is vital that you recognize and discredit opposing views. Look for flaws, loopholes, and reasons to reject other suggestions. If there are positive aspects of the opposing view, point them out, but compare them to the overall benefit of your case. Reconfirm your position - Now it is time to review the main points of your arguments. Be sure to address any items that may have come while refuting the opposition. Conclude that your position is superior - Be confident in your closing that your way, is indeed, the only way based upon all the information just provided. This page was designed by Dan McDowell for the Triton and Patterns Projects of San Diego Unified School District. Last updated July 7, 1999.Dan McDowellTriton and Patterns Projects