Data analysis - what the data tells us?

After several weeks of collecting data, we regrouped. Each student got a copy of their homeroom’s raw data sheet. We went over the data sets to make sure the “Minute Elapsed” column was accurate. After pulling random names from sticks, students came up to the board and plotted how many minutes elapsed for their homeroom on an aggregated line plot.

After all three homerooms’ data were plotted, students broke up into groups to discuss the line plot from two angles:

1. Patterns about specific homerooms
2. Trends in fourth grade

Below are some of the trends discussed in all three homerooms:

Homeroom 201's Data Discussion

Homeroom 301's Data Discussion

We discovered that homeroom 200 had the most consistent time. The three homerooms talked about whether that was actually the case and according to the other students, the data wasn’t accurate. We went on a tangent about the importance of good data and why Torres (the data collector) put 16 minutes elapsed for most of the days. Some of the students said, Torres was being lazy and really didn’t look at the clock at the wall and just put down the minutes that was on the schedule. After that informative discussion, Torres promised to do a better job.

Homeroom 200's unreliable data.