# Game Show! Unit Review - Describing Data using Statistics

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This Game Show! unit review of "Describing Data using Statistics" is a fun Powerpoint game. It works great as a review before a test and my students love to play this game! All the questions are multiple choice which is a plus if your class has "clickers." Play the game as a class and put students in small groups, or have multiple games going if students have access to their own forms of computer devices.

Categories of the Game:
Statistical Thinking - requires knowledge of mean, median, mode, range, interquartile range, mean absolute deviation
Single Variable Data - requires knowledge of dot plots, histograms, box plots, shape, outliers, categorical data
Bivariate Data - requires knowledge of two- way frequency tables
Scatter Plots - requires knowledge of correlation, causation, linear/exponential/quadratic models
Linear Regression - requires knowledge of eyeballing, equations for lines of best fit, slope interpretation, correlation coefficient interpretation

The unit is aligned to Common Core's Algebra course and the standards are listed below.

Common Core Standards:
CCSS.HSS.ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
CCSS.HSS.ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center and spread of two or more different data sets.
CCSS.HSS.ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
CCSS.HSS.ID.B.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
CCSS.HSS.ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
CCSS.HSS.ID.B.6a Decide which type of function is most appropriate by observing graphed data, charted data, or by analysis of context to generate a viable function of best fit. Use this function to solve problems in context.
CCSS.HSS.ID.B.6c Using given or collected bivariate data, fit a linear function for a scatter plot that suggests a linear association.
CCSS.HSS.ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
CCSS.HSS.ID.C.8 Compute (using technology) and interpret the correlation coefficient “r” of a linear fit. (For instance, by looking at a scatterplot, students should be able to tell if the correlation coefficient is positive or negative and give a reasonable estimate of the “r” value.) After calculating the line of best fit using technology, students should be able to describe how strong the goodness of fit of the regression is, using “r”.
CCSS.HSS.ID.C.9 Distinguish between correlation and causation.

See similar resources:
Statistics: Representing and Interpreting Data(Box Plots, Histograms, Dot Plots) CARD SORT
Statistics: 2 Way Frequency Tables BINGO GAME
Statistics: Scatter Plots and Lines of Best Fit FOLDABLE
Statistics: POSTERS
Statistics: Math Reading Article (Case Studies of Really Bad Graphs Found in the Media)
Statistics Project: U.S. Home Energy & Tax Themed Analysis of Real-World Data
Statistics: Vocabulary Activities
Statistics: Line of Best Fit MYSTERY ACTIVITY (FREE!)

This topic is also covered in:
Algebra State Exam Prep: Study Guide w/ Notes and 2 Practice Tests

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