1. Explore/Explain 2 Grams of Fat

2. Ms. Grant’s Health Education class took a field trip to the local mall to conduct various health surveys. One of the surveys was to generate information about the amount of fat a person thinks he or she eats each day. The question was stated in the following manner: How many grams of fat do you think you eat in each day?

3. 2.Which statement card(s) would make a good starting point(s) for creating a data set that would satisfy these statements? Why? 3.What type of data would be reasonable for the situation? 4.What are the benefits of having your students generate data in this manner? 1.What information have you been?

4. Middle School-Explore Explain 2 Spreadsheet.xls

5. Part 1: Format Formulas Part 2: Complete Grams of Fat Table Save as: JDoe_Grams_of_Fat_Spreadsheet Generating Data Tutorial: Grams of Fat Activity 1 Formatting Chart Cells

6. Time To Play Part 1: Collecting Data Part 2: What if? Tutorial: Grams of Fat Activity 1 Formatting Mean, Median, and Mode

7. How does using the spreadsheet software compare to manipulating data and graphing data by hand? Comparison Software Justification Software Justification Student Value Student Value

8. Create a graphical representation of your data using the Chart Wizard. Tutorial: Fat Grams Graph Activity 2 Creating the Grams of Fat Graph

9. Gallery Walk Would you expect the graphs to be similar or different? What similarities would you expect to see? What differences would you expect to see?

10. Gallery Walk Which type of graphical representation did you choose to display your data? Why did you choose to display the data in this way? Would it be better to consider one of the other types of graphical representation? Why or why not? Compared to the other graphical representation, did you see a better choice for displaying the data? If so, which one and why? Can you determine the different measures of central tendencies with the type of graph you selected? What are some of the strengths of using a dynamic spreadsheet to generate graphs?

11. How does using the spreadsheet software compare to manipulating data and graphing data by hand? Comparison Software Justification Software Justification Student Value Student Value

12. 2.What can you infer from the graph you were given? 3.Do you need to define missing information or labels before you can create your data set? Why is this important? 4.What are the benefits of having your students generate data in this manner? 1.What information have you been given?

13. Middle School-Explore Explain 2 Spreadsheet #2.xls

14. Gallery Walk Would you expect the graphs and data tables to be similar or different? What similarities would you expect to see? What differences would you expect to see?

15. Gallery Walk What are some of the benefits of generating data from generic graphs for the student? What are some of the benefits of generating the verbal descriptors of different types of graphical representations? Which type of graphical representation did you choose to display your data? Why did you choose to display the data in this way? Would it be better to consider one of the other types of graphical representation? Why or why not?

16. Gallery Walk Compared to the other graphical representation, did you see a better choice for displaying the data? If so, which one and why? Can you determine the different measures of central tendencies with the type of graph you selected? What are some of the strengths of using a dynamic spreadsheet to generate graphs?