Lesson Planning Sheet Title: Box & Whisker Diagrams Learning Objectives: By the end of the lesson: All

students should be able to calculate the median from a Box and Whisker Diagram to comment on a distribution. Most students should be able to calculate the median and IQR from a Box and Whisker Diagram to comment on a distribution. Some students should be able to compare multiple distributions using the Median and IQG from a Box and Whisker diagram. Key words: Box and Whisker Diagram, Median, Inter-Quartile Range, Distribution Learning Activities A data sheet is provided to introduce Box and Whisker diagrams through an I.C.T. activity using the appropriate software. Starter/Introduction Students begin to compare two distributions of IQ for boys and girls. The dot plot is intended to simplify the representations so that basic comparisons can be made. A discussion could follow on the limits of representing data through dot plots. Students could work in pairs to question and support each others comparisons. Ideally they will recognise there is no discernable difference between boys and girls IQ by consideration of where the majority of the data lays and how it is spread. Development Use the findings from the starter to discuss the need for a more in depth quantitative comparison. Highlight that the two box plots on the first slide show where the most representative data fell and includes the median. The whiskers represent the limits of the extraneous values. Once the students have discussed the two box plots and made meaningful comparisons in relation to the median and spread, move on to the third slide. Students may benefit from having a print out of the third slide so they can work with the teacher to create the box plots from the cumulative frequency diagrams. Once the Box Plots have been created they should begin to make their own comparisons. Plenary The plenary is intended to deepen and assess the students ability to compare data sets using Box Plots in a practical context. As well as interpreting the statistics they should look for a real life physiological explanation for the changes. The class could work in pairs to present their explanations succinctly on mini-whiteboards, or individually in their books. Assess the progress through the clarity and precision of the comments regarding the median and spread. Differentiation More able: Students could create Box Plots from data represented in Stem & Leaf diagrams or simply as a list. Emphasis could be placed on explaining the statistics through a real life context. Less Able Having students could be restricted to comparing only the median average from Box Plots. Resources: Mini-Whiteboards Print Outs Autograph V3.3 Files IT Activity