## Mastermind Part 2 - Section 2: Mastermind Project Part 2

# The Mastermind Project, Day 4: Interpreting Data and Drawing Conclusions

Lesson 6 of 11

## Objective: SWBAT interpret quantitative data by explaining changes in measures of center, spread, and shape. They will also be able to interpret the qualitative data they have gathered while working on this project, and to synthesize their thinking about both kinds of data into a coherent argument.

## Big Idea: The Mastermind Project serves as an introduction to the first three Mathematical Practices, as students use data to construct an argument and write a paper about their experiences playing the game.

*75 minutes*

Today's class is a work period, and I want students to go straight to it. I project Part 1 of the Mastermind Project on the screen, and as students enter the room I say that this is what they should finish right away.

As students get situated at their seats, I visit each table to check in. I ask if they have any questions, I give them some tips about how to collect qualitative data, and I tell them that as soon as they're done with Part 1, they should show me, and I'll give them a copy of Part 2.

#### Resources

*expand content*

#### Mastermind Project Part 2

*20 min*

As students complete Part 1, I provide them with Part 2, on which students will try to interpret the qualitative and quantitative data they've gathered on Part 1. Please take a look at my Video Overview of this part of the project.

As I give Mastermind Part 2 to students, I say, "Remember that you've had your own experience playing Mastermind, but that there's also the experience that your class has had as a group, and these may be different from each other. I'd like for you to think about both as you complete this part of the project."

*expand content*

#### Mastermind Project Part 3

*35 min*

Please check out my video narrative for a description of Part 3 of the Mastermind Project.

As each student completes Part 2 of the project, I give them a copy of MM Part 3. What usually happens is that they finish in waves, so I'll pull a few kids together and explain my expectations for this part when they're ready.

As I do this, I like to point out that I know we're only a few days into the school year, but that I want them to tell me everything they can on this paper. It's true that this is a project, but it's also very much a formative assessment: I'm learning about the work habits and thinking styles of each student, and I encourage you to think of it as an opportunity for the same as your students work to complete the project.

*expand content*

##### Similar Lessons

###### Describing Data - Day 1 of 2

*Favorites(14)*

*Resources(12)*

Environment: Urban

###### Our City Statistics Project and Assessment

*Favorites(9)*

*Resources(17)*

Environment: Urban

###### Straight Walkin' With Statistics - Day #1

*Favorites(4)*

*Resources(13)*

Environment: Suburban

- UNIT 1: Statistics: Data in One Variable
- UNIT 2: Statistics: Bivariate Data
- UNIT 3: Statistics: Modeling With Exponential Functions
- UNIT 4: Statistics: Using Probability to Make Decisions
- UNIT 5: Trigonometry: Triangles
- UNIT 6: Trigonometry: Circles
- UNIT 7: Trigonometry: The Unit Circle
- UNIT 8: Trigonometry: Periodic Functions

- LESSON 1: The Game of Greed
- LESSON 2: The Mastermind Project, Day 1: How to Play
- LESSON 3: The Mastermind Project, Day 2: Choosing the Best Representation
- LESSON 4: The Stroop Effect
- LESSON 5: The Mastermind Project, Day 3: Gathering and Organizing Data
- LESSON 6: The Mastermind Project, Day 4: Interpreting Data and Drawing Conclusions
- LESSON 7: What's Wrong With Mean?
- LESSON 8: Measures of Dispersion
- LESSON 9: The Normal Distribution
- LESSON 10: Review and Problem Solving
- LESSON 11: Unit 1 Exam