Making Data Simple

This bundle includes three handouts, one to be used after any administration of the MAP Growth test, one specifically used after the Fall, and one to be used for looking at growth from one MAP Growth test to another. The handouts walk you through getting to the reports, charts to fill out to help you see and understand your data, and reflection questions to help the data drive your instruction and support specific kids. All report are based on 2024 updates.

This worksheet walks you through several MAP reports based on the 2024 updates. I include how to get to the report, charts to help you analyze your results, and reflection questions to help you use the data to drive your instruction and help specific kids. I used this during a 3-hour PD session to train teachers on using MAP reports. If you're looking for a handout that further dives into the new Class Profile Report, check out my newest teacher worksheet: NWEA Fall MAP Data Analysis Worksheet

This worksheet walks you through analyzing growth results from two administrations of MAP Growth testing. The focus is on the Achievement Status and Growth Summary report, but also utilizes the Class Profile (both based on 2024 updates). I include how to get to the report, charts to help you analyze your results, and reflection questions to help you use the data to drive your instruction and help specific kids. The outline is (a) Looking Back--growth from one test to the next and (b) Looking Fo

Hello! I created this 4-step data analysis worksheet to help our teachers look at their Fall MAP results. It centers on the new Class Profile Report, and branches from there to the Student Profile and Learning Continuum. (All updated for the 2024 reports) The 4 steps are: Anticipate, Investigate, Interpret, (Dig Deeper), and Plot the Course. Yes, Dig Deeper is a bonus step #3.5. There are thought-promoting prompts within each step and click-by-click guides to reports in order to be as helpful as

I use this project to help introduce students to the four randomization-based sampling methods: Simple Random Sample, Stratified, Cluster, and Systematic. Each group gets 120 "people" that they must use on a poster to illustrate their assigned sampling method. After they use randomization to select a sample of size n > =30, they compare their sample to the 120 person population to see how well their sample represents the population distribution.

I use this project to solidify and assess student's ability to describe and display quantitative data. Students choose whether or not to collect their own data. If they decide not to, I give them one of these data sets. Once they have data, they display it in four different ways: Boxplot, Dotplot, Histogram, and Stem & Leaf. This helps them compare how the same data looks in different graphical forms. Then, based on each display, they describe the distribution (shape, center, spread, unusual

This bundle contains the four big group projects I use throughout my statistics course: Exploring Data, Sampling Methods, Probability in Games, and Inference. I use these to try and let me students really become statisticians. The biggest payoff I've seen over the years is an increase in correct statistical vocabulary use. I also have lots of posters to hang on my walls of student work.

I use this project as a culmination of my statistics course. It includes sampling methods and inference (confidence interval and hypothesis test). The project progresses at short intervals with different steps having different due dates along the way. I utilize a live/shared google doc and google sheet with each group to comment on their work electronically and update their process. You could just as easily have periodic progress checks in your class with physical components. This is a Word doc

I use this project to solidify and assess student's understand of probability. Students either select an existing board/card game or create their own. They then calculate several probabilities based on events in the game: Or, And, Given, display a chart, Expected Value, SD of the Expected Value, Independent/Non-Independent Events, and Disjoint/Non-Disjoint Events. These calculations go into a poster or slideshow. On presentation day, students teach and guide us through playing a couple rounds/t

Hey everyone, this is a fun activity to solidify confidence interval concepts. Students pair up and use rubber bands (decently thick ones) to shoot square erasers (something like THIS) down the hall as far as they can. They have to think through randomization in the shooter and independence before they begin. I go out before the day of the acitivity to shoot several erasers and calculate my average so that they have to interact with an average in relation to their confidence interval. This is a