Chelsea Bush

Subject/Period(s): Algebra 1/2 – 60 minutes Topic: Measures of Center and Variation

Content Standard(s):
A1.S-ID.A.1 Represent real-value data with plots for the purpose of comparing two or more data sets.
A1.S-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or
more different data sets.
A1.S-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of outliers if present.

Mathematical Practice(s):
MP. 3 – Discussion after collaborative learning activity (create justification argument for data set comparison and listen to peers’) group work poster activity (individual
justification for differences in measure of center and variation)
MP. 5 – Collaborative learning groups activity and group work poster activity (determining, and justifying, measures of best fit where the tools are the measures of center)

Language Objective:
B
B LI-7: responding to questions and statements in academic discussions by asking questions and sharing one’s views on facts, ideas, and/or events.

I can discuss, with my group, real-world examples of mean, median, mode, and range.
I can discuss, with my group, my interpretation of the data distribution and justify my answer.

Terminal Objective:
I can plot data sets and explain the similarities and differences of center and spread between two data sets.

Warm Up: 5 minutes

Number talk: Which one doesn’t belong? “9 16 25 43”

Blooms Level Sub-Objective Time Teaching Strategy Active Student Participation/

Check for Understanding
1. Groups will create a 5 minutes Anticipatory Set: Pose question: “What do you After question: Students respond to prompt question with
list of real-world remember about mean, median, mode, and prior knowledge.
Knowledge examples that can be range?” Responses will be written on the board.
represented by measures The groups create a list of real-world examples that can be
of center. (group work) Students, in groups of 4, will represented by measures of center and variation.
brainstorm and use collaborative whiteboards to
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create a list of real-world examples that can be A student from each group will be randomly selected to share
represented by measures of center and variation. an example from their group’s list.

Teacher is: writing the responses of students to

the prompt questions and then listening to groups
brainstorming or asking guiding questions to
jumpstart brainstorming.

2. Using your own 20 minutes Activity: (collaborative learning groups- 4
words, compare the drivers. Roles: time keeper, synthesizer,
Analysis center and spread of two negotiator, and facilitator) Students work in
data sets. groups of four and they will complete the task
Evaluation on a collaborative white board. Students will
create two plots to display the data, compare the
two sets of data based on centers and spread,
then determine which measure(s) fit the data
best based on the question. (task given on
worksheet)
Teacher is: explaining the activity, observing  from all angles. The time keeper ensures that the group is
groups working, and asking guiding or “what­if”
questions.
Groups: Each group will produce a white board with two
graphs, an analysis comparing the two data sets, and their
interpretation of which measure best fits the data based on
the question.
Individual: All students will be problem solvers. The
facilitator moderates the group’s discussion, keeps them on
task, and verifies that all members are contributing. The
synthesizer will sum up all the information that the group
discusses. The negotiator will challenge, when necessary, the
problem solvers to ensure the group is looking at the problem
pacing themselves and managing their time appropriately.
Each student will be held accountable to know all the
information because students will be called on, at random,
during the discussion to defend their analysis.

3. Groups will share 10 minutes
their explanation of the
Evaluation comparison of the center
and spread of two data
sets with the class.
Class discussion: Groups will present their
graphs and interpretation of the comparison of
the center and spread of the data sets to the
class. Other groups are allowed to ask questions
or agree.
Teacher is: leading classroom discussion and
asking clarifying questions.
Groups will share their interpretations of the comparison of
center and spread between the two data sets. Students will
engage in a group discussion as to whether they agree or
disagree with other groups and justify their responses.
Other groups will either agree or ask questions.

4. Each student will 15 minutes Activity: (group work) Each student in the group Groups: Each group will represent their data on a poster
write sentences will roll two dice seven times (using the random using a table and a graph. The group will indicate and justify
Application comparing two data sets generator) and the data will be recorded. The which measure of center best fits their data.
based on measures of group will then represent their data using a table
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Comprehension center and variation, and a graph. The group will determine which
measure(s) best fits their data. Students will
individually determine which measure(s) for their
individual dice data. Each student will do an
analysis that compares their individual data to the
groups data.
Individual: Students will plot their individual dice data. They
will indicate and justify which measure of center best fits
their data. Each student will also compare their individual
data, plot, and measure(s) to the overall group data. They will
write a few sentences comparing their data to the overall
group data.

Teacher is: explaining activity, observing groups

work, helping groups as needed, and asking
questions.

Closure: 3 minutes

Student-generated: “In your groups, discuss what you found interesting today or what you learned.”

Call on a few students to share

Formative Assessments: how to check for understanding

Look for plot of the given data sets
Look for comparison of speed distributions using measures of center and variation
Listen for measures of center and variation language
Look for evidence of analyzing the numerical summaries and data plots for comparison
Focus on posing group questions

Materials Needed:

 Whiteboards/markers

 Task Worksheet (attached)

 PowerPoint of expectations
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 Roles explanation paper

 Posters

 Markers

 Dice (random.org/dice)

 Cups (green and red) – Used as stop and go indicators. Green: we are working! Red: please come help us!
Chelsea Bush

Facilitation Notes
 Number talk – 5 minutes: Which one doesn’t belong?

 Brainstorming-
o Does anyone remember what measures of center are? (mean, median, mode)
o Read objective
o 2 minutes- “Create a list on your whiteboard of examples of measures of center.”
o 2 minutes – groups share one example
o Brainstorming guiding questions:
 What can you think of that uses averages?
 What can you think of that when something has the most, they win?

 Task Worksheet-
o Explanation: 3 minutes
 *Group roles* - All drivers, roles: facilitator, synthesizer, negotiator, and time keeper – read off presentation
o 15 minutes – Task completed on white boards
o Questions: TO GROUPS!
 How does this graph look different from the other one?
 What measure or measures do you think best represent this data? Why?
 Why does is represent the data better than the other measures?
 Why are the best fit measures different for northbound cars than southbound cars?
 How are the measures of center and variation different from each other?
 Are there any outliers in either of the data sets?
 What would happen to the data if more cars drove by during that 15-minute period?
 What differences do you notice?
 What similarities do you notice?

 Class discussion- 10 minutes

o Questions:
 What numerical summary do you think best fits the data (northbound or southbound)?
 Why do you think that measure fits the data better than _____?
 Do you agree with this table’s interpretation?
 If you disagree, why?
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 How would the data have changed if a speed of 100 was added to the Southbound data set?

 Poster activity-
o Explanation: (PowerPoint) 2 minutes
o One student from each group gets materials (plastic bag of markers and poster)
o 18 minutes – poster activity. (If need more time, will roll over to beginning of class the next day)
o Questions:
 How can you represent this data in a graph?
 Why did you choose this measure of center as the best fit?
 What would be a disadvantage to using range to best describe the data?
 Why do you think measures of centers are a good way to represent data?
 What would happen if you took out this number (outlier)?
 What would happen if your group was able to roll 10 more times, how would it affect your measures of center and
variation?

 Closure – 3 minutes
o Student-generated: “In your groups, discuss what you found interesting today or what you learned.”
 Formative assessment – listen to groups discuss
o Call on a few students to share