SWBAT correctly choose appropriate measures of center and spread depending on the type of data distribution. SWBAT compare measures of center and spread for two or more data sets.

Students will compare two or more data sets by using appropriate measures of center (median, mean) and spread (interquartile range, standard deviation).

10 minutes

Student will complete the entry ticket of the day (**Entry Ticket: Making it Relevant using Measures of Center and Spread**)where they have to compute the mean and median for two sets of data and them compare the two data sets.

This entry ticket draws on students’ previous work with descriptive statistics and provides a window/preview to students on the type of activities and questions we will be working on in class today. After the entry ticket, the class turns to a powerpoint lecture and discussion on comparing the center and spread of different data sets.

**Academic Vocabulary:**

**Center**

**Spread**

**Mean**

**Median**

**Interquartile Range**

**Standard Deviation**

*Note: place academic vocabulary on word wall as a strategy to assist students in learning academic vocabulary.

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30 minutes

After the entry ticket, I will review the **PowerPoint Slides: Making It Relevant: Comparing Data Sets by Measures of Center and Spread** presentation on comparing multiple data sets based on measures of center and spread.

After completing examples with students, I will ask them to complete a number of **Turn and Talks ** (see strategy folder for more information).

During this time students are actively engaging with the material, taking **Two-Column Notes**. I think it is important for explicit instruction to provide students with multiple opportunities to make meaning of the material through different domain of language, including speaking, listening, reading and writing.

15 minutes

To wrap up work on measures of center and spread, students work on the **Exit Ticket: Making it Relevant using Measures of Center and Spread **to show their understanding of the day's main learning objectives.

This activity can be utilized by the teacher in a number of ways. Students can work on the Exit Ticket as a collaborative activity where they work in groups. Alternatively, the Exit Ticket can be used as a formative assessment where students complete the assignment independently.

30 minutes

To conclude today's lesson I have students work in groups on their collaborative project: **Our City Statistics Project Overview**

For more details on the expectations and steps for the project see the **Project: Our City Statistics Assignment Sheet.**

For this particular working session of the project, I recommend that students work on calculating measures of center and spread appropriate to their research question and data. In this way, students are offered an opportunity to independently practice the day’s concepts in a meaningful context (group project).