Updated: Jan. 31, 2019
1. The graph above shows how the combined market share has changed for the top two companies in several industries. It originally appeared elsewhere on NYTimes.com. After looking closely, think about these three questions:
• What do you notice?• What do you wonder?What are you curious about that comes from what you notice in the graph?• What might be going on in this graph?Write a catchy headline that captures the graph’s main idea. If your headline makes a claim, tell us what you noticed that supports your claim.
The questions are intended to build on one another, so try to answer them in order. Start with “I notice,” then “I wonder,” and end with “The story this graph is telling is ….” and a catchy headline.
2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment. Teachers of younger students are welcome to post what their students have to say, or they can have their students use this same activity on Desmos.)
3. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button or the @ symbol to address that student directly.
On Wednesday, Jan. 30, our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern Time to help students’ understanding go deeper. You might use their responses as models for your own.
4. On the afternoon of Thursday, Jan. 31, we will reveal more information about the graph at the bottom of this post. Students, we encourage you to post an additional comment after reading the reveal. How do the original New York Times article and the moderators’ comments help you see the graph differently? Try to incorporate the statistical terms defined in the Stat Nuggets in your response.
• Read our introductory post, which includes information about using the “Notice and Wonder” teaching strategy.• Learn about how and why other teachers are using this feature, and use the 2018-19 “What’s Going On in This Graph?” calendar to plan ahead for the 25 Wednesday releases. • Go to the A.S.A. K-12 website, which includes This is Statistics, resources, professional development, student competitions, curriculum, courses and careers.
Updated: Jan. 31, 2019
This week’s graph came from David Leonhardt’s Op-Ed “The Monopolization of America.” An Op-Ed advances an idea rather than reports on news. Using this graph and your personal experience, you have the opportunity to evaluate his stance and bring your own opinion to the discussion.
What is a monopoly? A monopoly is a company or group of companies with exclusive control over a product (like cellphones or peanut butter) or service (like air travel or social media). Mr. Leonhardt shows the market share control by the top two largest companies in several industries. (Note that this is neither a representative nor random list of industries.)
Mr. Leonhardt says that Americans have objected to monopolies since the British granted a tea monopoly to the East India Company in 1773. In protest, the colonists dumped the tea in Boston Harbor. Many Americans have regarded monopolies as threats to market competition and individual freedom. Supreme Court Justice Louis Brandeis said a century ago, “We may have democracy, or we may have wealth concentrated in the hands of a few, but we can’t have both.”
Our graph shows the recent change in the market share of the top two companies in an assortment of industries. Since market share data is not collected by the federal government, the data presented here was compiled by the Open Market Institute, whose “mission is to expose and reverse the stranglehold of corporate monopolies.” Go to their website to see a timeline on monopolies and additional industries. Note the technology companies listed at the bottom.
Why do we care if America is becoming more “monopolized?” Mr. Leonhardt says the monopolization of America will raise prices, hold down wages, sway government policy, discourage entrepreneurship, and even increase digital privacy. Think of an industry or product you think has a high market share. Could these be the effects of this concentration? Do you see benefits of high market concentration? Join the debate!
Here are some of the student headlines that really capture the meaning of this graph: “Survival of the Fittest” by Sierra and “Superior Products or Superior Tactics?” by Tawfiq. Good noticing and wondering leads to snappy headlines!
You may want to think critically about these additional questions.
What characteristics do the industries share that:
■ Have the greatest market share?
■ Have the smallest market share?
■ Have a declining market share?
■ Are technology companies? (Go to this site to see the statistics for the search engine and e-commerce industries.)
Name a local industry in your community that is not on this list, such as hospitals or movie theaters. How has its market share changed over time? Has it increased or decreased? How has this affected you and your community?
Below in the Stat Nuggets, we define and explain mathematical terms that apply to this graph. Look into the archives to see past Stat Nuggets.
Thank you for participating in “What’s Going On in This Graph?”, which is intended to help you think more critically about graphs and the underlying data. Critical thinking is an essential element of statistics, the science of learning from data. Data visualizations, like this graph, are an important part of statistics. They help us to understand and learn from data.
Keep noticing and wondering. We continue to welcome your responses.
Join us Wednesday, Feb. 6 to notice and wonder about pop music and how we consume it. We look forward to your responses between 9 a.m. - 2 p.m. Eastern Time during the live online moderation.
Stat Nuggets for “The Monopolization of America”
Market share is the percentage of an industry’s total sales that is earned by a company or group of companies. Market share is calculated by dividing the company’s sales by the industry’s sales.
In the Monopoly graph, the market share is the combined percentage of total revenues of the two largest companies in an industry. For example for social network sites, in 2012, the total revenue was .8 billion with 61 percent for Facebook and 14 percent for LinkedIn. In 2017, the total revenue was .6 billion – a 433 percent increase! Facebook had 72 percent, LinkedIn declined to 11 percent, and Twitter appeared at 6 percent.
The graphs for “What’s Going On in This Graph?” are selected in partnership with Sharon Hessney. Ms. Hessney wrote the “reveal” and Stat Nuggets with Erica Chauvet, a professor at Waynesburg University in Pennsylvania. Ms. Chauvet moderated online with Chris True, a mathematics instructor at the University of Arizona.B:
【就】【连】【杜】【若】【都】【听】【的】【一】【愣】。 “【这】【乐】【念】【怎】【么】【回】【事】，【这】【是】【阵】【前】【倒】【戈】【了】【吗】？”【业】【小】【花】【听】【的】【喜】【笑】【颜】【开】，“【她】【这】【决】【定】【可】【真】【是】【太】【好】【了】，【大】【祭】【司】【法】【印】【就】【在】【花】【魂】【堂】【里】，【等】【重】【启】【了】【法】【印】，【咱】【们】【来】【花】【鬼】【界】【的】【任】【务】【可】【就】【完】【成】【一】【大】【半】【了】！” 【杜】【若】【回】【过】【神】【没】【好】【气】，“【我】【倒】【希】【望】【这】【是】【真】【的】。”【可】【那】【有】【那】【么】【简】【单】？ 【果】【然】，【陆】【陆】【续】【续】【回】【过】【神】【的】【长】【老】【们】
【年】【轻】【女】【子】【无】【奈】【的】【叹】【了】【口】【气】，【爱】【莫】【能】【助】，“【现】【在】【也】【只】【能】【听】【天】【由】【命】【了】……” 【说】【完】，【她】【抬】【起】【手】，【轻】【轻】【拍】【了】【拍】【若】【雅】【的】【肩】【膀】，【摇】【了】【摇】【头】，【转】【身】【走】【了】。 【她】【要】【去】【找】【今】【天】【的】【晚】【饭】。 【小】【溪】【边】【的】【野】【菜】【只】【剩】【三】【天】【的】【量】……【得】【试】【着】【抓】【水】【里】【的】【鱼】【了】。 【等】【鱼】【吃】【的】【差】【不】【多】，【就】【该】【迁】【徙】【去】【别】【处】【落】【脚】【了】…… 【这】【苦】【日】【子】，【什】【么】【时】【候】【才】【是】【个】【头】大乐透开奖结果走势图带坐标连线【此】【刻】【的】【许】【小】【雅】【恨】【不】【得】【马】【上】【就】【去】【找】【总】【编】【理】【论】，【说】【好】【的】【不】【带】【家】【属】，【她】【田】【七】【葵】【这】【样】【高】【调】【的】【出】【现】，【算】【什】【么】【意】【思】？ 【然】【而】【还】【没】【等】【许】【小】【雅】【发】【作】，【于】【梦】【梦】【似】【乎】【发】【现】【了】【倪】【秋】【轩】【用】【余】【光】【瞪】【了】【自】【己】【一】【眼】，【便】【又】【从】【善】【如】【流】【的】【解】【释】【道】，“【不】【过】，【也】【可】【能】【只】【是】【送】【七】【葵】【过】【来】【的】，【不】【一】【定】【和】【我】【们】【一】【起】【去】【团】【建】。” 【许】【小】【雅】【听】【到】【这】【句】【话】，【愤】【怒】【的】【心】【情】【却】【丝】
“【只】【是】【这】【样】【一】【来】，【岂】【非】【坐】【失】【良】【机】！” 【安】【禄】【山】【闻】【言】【顿】【时】【皱】【起】【了】【眉】【头】，【其】【他】【幽】【州】【众】【将】【也】【沉】【吟】【不】【语】。 【按】【照】【安】【禄】【山】【的】【意】【思】，【敌】【人】【就】【在】【对】【面】，【连】【肉】【眼】【都】【能】【看】【得】【到】，【自】【然】【是】【越】【快】【摧】【毁】【越】【好】。 【事】【实】【上】，【最】【后】【一】【刻】，【如】【果】【不】【是】【太】【始】【阻】【止】，【他】【早】【就】【命】【令】【曳】【落】【河】【军】【团】【继】【续】【衔】【尾】【追】【杀】【了】。 【虽】【然】【说】【有】【一】【部】【分】【是】【忌】【惮】【王】【冲】【的】【实】【力】，【但】
【三】【年】【的】【而】【时】【间】【转】【瞬】【即】【逝】，【随】【着】【英】【语】【考】【试】【结】【束】【铃】【声】【响】【起】，【我】【的】【高】【中】【生】【涯】【落】【下】【帷】【幕】。 【那】【年】【的】【盛】【夏】，【我】【远】【离】【家】【乡】，【去】【了】【南】【方】【的】【一】【所】【大】【学】，【开】【始】【新】【的】【生】【活】。 【大】【学】【四】【年】【我】【好】【像】【变】【得】【更】【沉】【默】【寡】【言】，【除】【了】【在】【墨】【兮】【面】【前】，【我】【大】【都】【不】【怎】【么】【说】【话】，【荒】【芜】【的】【内】【心】【随】【着】【波】【动】【的】【长】【河】【悠】【悠】【前】【行】，【上】【课】，【考】【试】，【考】【证】，【考】【研】，【做】【着】【条】【条】【框】【框】【里】【的】
“【大】【胆】【刁】【民】，【见】【到】【圣】【上】【还】【不】【行】【礼】？” 【来】【到】【车】【队】【前】，**【大】【喊】【道】。 【听】【到】【这】【话】，【李】【晔】【也】【很】【无】【语】，【好】【好】【地】【装】【逼】【话】，【怎】【么】【从】【你】【口】**【来】【就】【变】【味】【了】。【对】【方】【这】【人】【都】【被】【押】【着】【呢】，【怎】【么】【行】【礼】？ 【李】【晔】【挥】【了】【挥】【手】，【示】【意】【士】【兵】【松】【开】。 【韩】【三】【郎】【也】【没】【想】【到】【眼】【前】【这】【便】【装】【打】【扮】【的】【年】【轻】【男】【子】【会】【是】【圣】【上】，【但】【看】【着】【架】【势】，【应】【该】【是】【可】【以】【肯】【定】【的】，【连】
【卓】【翊】【和】【者】【彤】【离】【开】【长】【春】【教】，【慢】【慢】【的】【走】【着】。 【卓】【翊】【问】【道】：“【彤】【儿】，【这】【段】【时】【间】【你】【去】【哪】【了】？【我】【找】【你】【找】【的】【好】【辛】【苦】。” 【者】【彤】【看】【着】【卓】【翊】【说】【道】：“【翊】【哥】【哥】，【对】【不】【起】，【我】【就】【是】【想】【静】【静】。” 【卓】【翊】【点】【点】【头】【说】【道】：“【没】【事】，【你】【现】【在】【想】【好】【了】【吗】？” 【者】【彤】【点】【点】【头】。 【卓】【翊】【说】【道】：“【不】【要】【再】【离】【开】【我】【了】【好】【吗】？【我】【娘】【其】【实】【也】【很】【后】【悔】，【她】【只】【是】【有】