Performance Based Learning and Assessment Task

The Normal Distribution Activity

I. ASSESSSMENT TASK OVERVIEW & PURPOSE:
The students are instructed to collect data and use the data to find the mean and
standard deviation to construct a bell curve to display the data. The students will also
answer questions involving standard deviation, z-scores, and variance.
II. CONTENT STRAND:
Statistics
III. OBJECTIVES:
The student will be able to:
• Organize and collect data about the research topic
• Sketch the graphs of the data using the bell curve.
• Use the graphing calculator to assist finding the mean and the standard
deviation.
• Analyze the data to successfully express results and conclusions.
IV. REFERENCE/RESOURCE MATERIALS:
Calculator & Graph Paper
V. PRIMARY ASSESSMENT STRATEGIES:
Students will be graded on the accuracy of their data results paired with the bell curve.
Students will also be assessed on the quality and neatness of their work. There will also
be a self-assessment that will provide the student with a checklist and a rubric for the
teacher.
Connecting Scatter Plots and Correlation Coefficient Activity

Strand
Statistics

Mathematical Objective(s)
The goal of this activity is be able to take data and correctly use the data to find the mean and
the standard deviation to construct a bell curve as well as answer questions involving standard
deviation, z-scores, and/or variance. This will also allow students to use higher level thinking
skills to create their own example of possible data that could fit the normal distribution.

Related SOL

The student, given a set of data, will interpret variation in real-world contexts and calculate and interpret
mean absolute deviation, standard deviation, and z-scores.

Standards

• compute basic statistics and understand the distinction between a statistic and a parameter
• use simulations to explore the variability of sample statistics from a known population and to
construct sampling distributions

Materials/Resources
• See attached data collection spreadsheet
• See attached results benchmark
• See TI Graphing Calculator Instructions
• Graph Paper
• Graphing Calculator

Assumption of Prior Knowledge

• Students have basic knowledge of central tendency.
• Students should be able to gather data and correctly plot histograms.
• Students will also need to have a basic knowledge of the Z-score formula and recognize the
corresponding variables.
• Students may have difficulty entering the data into the graphing calculator and finding the
appropriate statistics. The teacher may need to have a written guide for students to follow
with the keystroke entry process or the teacher may want to model the process prior to the
assignment. The teacher will need to guide the groups by giving helpful hints and/or
suggestions.
• The relevant contexts the student will encounter with this activity are: the trends of how
data can be spread across the normal distribution in the real world.

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Introduction: Setting Up the Mathematical Task
In this activity, you will investigate the relationship between real world data and the normal
distribution. Each group will collect data from at least 15 different sources in order to create
at least 3 different graphs. Students will be divided into groups of 2 or 3 persons in each
group. Below, you will find a detailed outline of what is specifically required.

The Normal Distribution Activity:

1) You have 1 class day to discuss and plan your data collection. Choose 3 of the
following options to collect data (1 option must include the create your own option):
a) People’s Heights (choose one gender – male or female) - optional
b) People’s Shoe Sizes (choose one gender – male or female) - optional
c) Create your own – MUST CHOOSE!
2) Gather the data – You have 4 days outside of class to collect this data or research the
data. See attached Data Collection Worksheet.
3) Complete results benchmark and self-assessment. See attached Benchmark. You
have 1 class day to complete this task before turning in your final draft of your
project.

Student Exploration
Students will be working together in groups of 2-3 students in each group through-out this
project. Groups will be chosen by the teacher based on student strengths and weaknesses.
The teacher will be circulating and offering guidance when necessary. The teacher should listen
to make sure the student’s data numbers are making sense. This will also give the teacher a
chance to have in depth discussions to address possible questions that may arise such as
outliers. After the projects have been turned in for grading, the class will have a discussion
about their findings and the conclusions that were drawn. The class will discuss the positive
and negatives aspects from this assignment.
Student/Teacher Actions:
• students should be discussing which Real World examples will choose. Teachers will listen
carefully and make appropriate and encouraging suggestions and comments.
• students should be gathering their data.
• students should be using the data to calculate the mean and standard deviation to
construct a bell curve and completing the attached benchmark.
• All work should be turned in and class discussion should be held regarding the results of
the project.

Monitoring Student Responses

o Students are to communicate their thinking by asking questions to group members,
making suggestions, and being active listeners to others in the group.

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 o Students are to communicate with each other in a supportive manner;
o Teachers are to carefully clarify questions and provide possible problem-solving
strategies to overcome difficulties without giving the direct solutions to the
students.

Assessment List and Benchmarks

• Students will complete each of the following:

1. Data Collection Worksheet

2. Benchmark

3. Self-Assessment

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 The Normal Distribution Self/Teacher Assessment

Name:__________________________________

Date:_________________________Block______

NUM Element Point Value Self Teacher

1 Has the data been correctly entered into the 3

table?

2 Is the data organized and clear to understand? 3

3 Are there 3 bell curves drawn? 3

4 Are the bell curves labeled, titled, and plotted 3

correctly?

5 Are the bell curves neat and organized? 3

6 Are the benchmark questions calculated 3

accurately?

7 Were all elements of the benchmark 3

complete?

TOTAL 21

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 3 Points 2 Points 1 Point 0 Points
Has the data been All data was Almost all data Few data was No data was
entered was entered entered entered
correctly entered into correctly into correctly into the correctly into correctly into
the table. table. the table the table.
the table?

Is the data organized All data is Most of the data Few of the data The data is not
organized and is organized and is organized and organized nor
and clear to understand? clear to clear to clear to clear to
understand. understand. understand understand.
Are there 3 Bell Curves All 3 bell curves At least 2 of the At least 1 of the None of the bell
are drawn bell curves are bell curves are curves are
drawn? drawn. drawn. drawn.

Are the Bell Curves All the bell Most of the bell Few of the bell None of the bell
curves are curves are curves are curves are
labeled, titled, and labeled, titled, labeled, titled, labeled, titled, labeled, titled,
and plotted and plotted and plotted and plotted
correctly. correctly. correctly. correctly.
plotted correctly?

Are the Bell Curves neat All of the bell Most of the bell Few of the bell None of the bell
curves are neat curves are neat curves are neat curves are near
and organized? and organized. and organized. and organized. nor organized.

Are the benchmark All of the Most of the Few of the None of the
benchmark benchmark benchmark benchmark
questions calculated questions are questions are questions are questions are
calculated calculated calculated calculated
accurately. accurately. accurately. accurately.
accurately?

Were all elements of the All the Most of the Few of the None of the
elements of the elements of the elements of the elements of the
benchmark complete? benchmark benchmark were benchmark benchmark
were complete. complete. were complete. were complete.
TOTAL

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 Data Collection Worksheet
Name: ________________________

TITLE

10

11

12

13

14

15

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 Data Collection Worksheet

Name: _____________Example___________

High School Female Shoe Sizes

1 10

2 7.5

3 8

4 7

5 8

6 6.5

7 9

8 7.5

9 8

10 8.5

11 7

12 8

13 9

14 6

15 7.5

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The Normal Distribution Name:
___________________________
Date:__________________Block_____

1) Plot the first Bell Curve below:

2) What is the data value associated with a z-score of 2.1? __________________________

3) What is the data value associated with a z-score of -1.7? _________________________

4) What is the range of data values that would allow 68% of the data to fall within the mean?

______________________________________________________________________

5) What is the variance of this data set? ________________________________________

6) Are there any outliers with this data set?(Outliers refer to data points that lie beyond 3 standard

deviation from the mean) _________________________________________________

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7) Plot the second bell curve below:

8) What is the data value associated with a z-score of 2? ___________________________

9) What is the data value associated with a z-score of -0.8 __________________________

10) What is the variance of this data set? ________________________________________

11) What is the range of data values so that 95% of the data would be within the

mean?______________________________________________________________________

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12) Are there any outliers with this data set? (Outliers refer to data points that lie beyond 3

standard deviation from the mean) _________________________________________________

13) Plot the third bell curve below:

14) What is the data value associated with a z-score of 0.5? _________________________

15) What is the data value associated with a z-score of -2.4? _________________________

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16) What is the variance of this data set? _________________________________________

17) What is the range of data values so that 99% of the data would fall within the mean?

______________________________________________________________________

18) Are there any outliers with this data set? (Outliers refer to data points that lie beyond 3

standard deviation from the mean) _________________________________________________

19) Why does not 100% of the data always fall within 3 standard deviations of the mean?

______________________________________________________________________

20) In your own words define the following vocabulary words:

a) Mean ______________________________________________________________

b) Standard Deviation ___________________________________________________

c) Variance ____________________________________________________________

d) Z-Score _____________________________________________________________

TI Graphing Calculator Instructions

1) Enter the Data

a) Press STAT & EDIT
b) Enter the data into 𝐿1 and 𝐿2
2) Press STAT

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3) Arrow over to CALC
4) Choose option #1 (1-VAR Stats)
a) 𝑥̅ is the mean
b) 𝜎 is the standard deviation for the
population(when you survey ALL involved)
c) 𝑠 is the standard deviation for the sample(when
you survey partial involved)
d) The variance is calculated by squaring the standard
deviation.

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