Statistics of Income: A Math, Technology, Economics, Sociology Thematic LessonMotivation: All too often, students learn new mathematical ideas without having the resources available to make those ideas meaningful. This lab is designed to be used thematically between the social studies, technology, and math classes. This lab gives students a chance to compare what they believe about wealth to what the statistics imply. Objectives: Students will develop an application for statistical concepts by applying statistics to common values based discussions in economics. Students will use technology to analyze data. Students will recognize that math does not always result in one single answer, but instead becomes the basis for discussion. Background: This lesson was used in an innercity high school. The lesson was coordinated between the math and technology classes so that students would finish their graphs and discussions in the computer lab in time to be discussed in the math class. It is suggested that the social studies and math teacher modify the questions at the end, and the procedures to support those questions to the skill level of the classes. 
Written: 2003 Modified: January 2010 

Statistics and Economic PowerBasic Spread Sheet ProjectIn this project, you will organize the IRS statistics of Income and create graphs to focus on the questions: Who has great economic power? Who does do not? How much economic power do those at the top really have? To do all this, you will use the standard concepts of statistics such as, median, mean, percentile and variance. You will also use the standard tools of statistics including charts, graphs, and spread sheets. Part 1: Acquiring the data:
Part 2: Median, Percentile, & Quartile:In this section you will calculate and interpret median, percentile and quartile. A: Starting
B: Finding Percentiles
Section C: Graphing the Data
Section D: Using Data and Graphs to Reason about Economic Power Use the charts and graphs you created to answer the following questions.

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