Grade 6: Introduction to Creating a Box Plot
Lesson Topic: Constructing a Box Plot (IM Grade 6 Unit 8 Lesson 16)

Objective:
Students will be able to:
 Construct a box plot for a set of data by dividing the data set into quartiles
 Know what information a box plot shows and how it is constructed

Time Required: 75 minutes

Materials Needed:
 Teacher computer with internet access
 1 computer/laptop per student with internet access
 Student Handouts from IM Lesson

Teacher Preparation:

Engage (15 minutes):
 Launch the Notice and Wonder: Puppy Weights activity. Give students independent “think time” to collect or write down thoughts.
 Class discussion might focus on which weights are most common, the range of the weights, or the organization of the weights in the table.
 Prompting questions to students might focus on other ways that the data could be presented or organized or other questions we might want to know about the data.

Explore (30 minutes):
 Students open the Tuva DottoBox Plot: Graphing Life Expectancy in 2010
 Students work through the activity independently receiving formative assessment feedback through the autograded features.
 Pause student activity where students get stuck or confused to discuss as a whole class.
 Assist students as needed to reach the final step of drawing the box plot.

Explain (10 minutes):
 Project final step of Tuva activity with the box plot drawn on the board.
 Go through the names of each of the important numbers in the fivenumber summary of the box plot and discuss the method that students used to find those values (cutting the data in half and then into quartiles).
 Go back through the steps of the activity as needed to make sure students can explain the process used.
 As a class, determine the interquartile range (IQR) of the box plot and discuss what that number tells us about the life expectancy.
 If time allows, discuss what information can be seen in the box plot that wasn’t as obvious in the dot plot.

Elaborate (15 minutes):
 Students complete the Lesson 16 Practice Problems independently or with a partner.
 Review the problems as a whole class, focusing on common misconceptions.

Evaluate (5 minutes):
 After reviewing the practice problems, have students answer the following wrapup questions:
 What is one piece of information that we can find from looking at a box plot?
 What is one important difference between a box plot and a dot plot?
 Collect student work on practice problems as needed.

Additional Lesson Strategies:
 Pause students as needed during the Tuva activity to model how to use the tools if students are struggling with that.
 Leave the work from the Explore/Explain on the board so that students can refer to it as they work on the practice problems.
