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# Comparing Box Plots and Making Predictions

Lesson 7 of 20

## Objective: SWBAT use center and spread to make a prediction about a new data set, based on the practice in which they've been engaged.

Class follows a soft start today. In some classes, students need to put the finishing touches on yesterday's work of creating three different histograms for the same data. On the board, I write

**Sit with someone who has a different histogram than you.**

**Who has the most accurate histogram?**

This is enough to get kids back to that work and to allow me to start a few conversations about bin width. I don't want to hit them with a definition of shape all at once; they need a few examples on which to hang this knowledge before we get there. So I circulate and lay some scaffolding for this. I ask about the shape (in an informal sense, not Statistical Shape) of different histograms and try to get kids talking about the story each graph tells.

For kids who need to finish creating the histograms, they have time for that now, and most are eager to finish up.

After a few minutes, and as students complete the tasks they've found for themselves, I return Linear Practice #2, which students tried at the end of last week. This gives everyone a chance to see their results, and if they're otherwise unoccupied, identify a few growth areas and ask questions. At the ten minute mark, I'll ask for everyone's attention, and we'll turn our full attention to solving linear equations.

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#### Linear Equation Gallery Walk

*10 min*

I tell the class that I've seen a few common errors on Linear Practice #1 and Linear Practice #2, and that I'd like for everyone to improve their scores on Linear Practice #3 - which is coming up at the end of class today - by focusing their attention on a few of these common errors.

Around the room, I have posted a series of examples and practice problems, based on the common errors I'm talking about. You can see what I've put up around my room in each of the photo resources for this section.

Gallery Walks are great because they give students the chance to get up, vote with their feet on what they'd like to learn, and to have the informal conversations that can happen when they find themselves standing next to a colleague who is working on the same thing.

I want to give students approximately ten minutes to go to each poster and try an example from each one. It's important to be flexible here. If this goes really well, I'm happy to give students a little more than ten minutes. Some classes really embrace this structure, and when they do, I let them run with it.

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#### Linear Practice #3

*10 min*

Today's class ends with our third Linear Practice trial. Please refer to this lesson for my overview of this task, which student tried for the first time last Tuesday, and again last Thursday.

Unlike the first one, I count this one for a grade on Mathematical Practice #1. Here is how I grade it: LP3 Grading Strategy. I don't show students this slide until I return their work in an upcoming class. For now, I just say that I expect everyone to try to solve as many equations as they can, and for everyone to better than they did last time.

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- UNIT 1: Number Tricks, Patterns, and Abstractions
- UNIT 2: The Number Line Project
- UNIT 3: Solving Linear Equations
- UNIT 4: Creating Linear Equations
- UNIT 5: Statistics
- UNIT 6: Mini Unit: Patterns, Programs, and Math Without Words
- UNIT 7: Lines
- UNIT 8: Linear and Exponential Functions
- UNIT 9: Systems of Equations
- UNIT 10: Quadratic Functions
- UNIT 11: Functions and Modeling

- LESSON 1: The Game of Greed and an Intro to Statistics
- LESSON 2: Creating Box Plots and Generating Data
- LESSON 3: Introducing Delta Math and Getting Better at Solving Equations
- LESSON 4: Data and Plots on the Number Line
- LESSON 5: Making Data to Fit a Representation
- LESSON 6: Jigsaw: Histograms With Differently Sized Bins
- LESSON 7: Comparing Box Plots and Making Predictions
- LESSON 8: Generating Data and Stats Practice
- LESSON 9: Analyzing Linear Practice Data with Center and Spread
- LESSON 10: Group Quiz: Plots on the Real Number Line
- LESSON 11: Problem Set: Texting vs. Social Media
- LESSON 12: Background Knowledge: Percentages and Practice
- LESSON 13: Where Does My Stuff Come From? Part 2: Organizing Data
- LESSON 14: Where Does My Stuff Come From? Part 3: Two Way Frequency Tables
- LESSON 15: Social Media Problem Set #2
- LESSON 16: Where Does My Stuff Come From? Part 4: U.S. Trade Data
- LESSON 17: Where Does My Stuff Come From? Part 5
- LESSON 18: Where Does My Stuff Come From? Part 5, Day 2
- LESSON 19: Writing Prompt Assessment: Which Basketball Player Would You Choose?
- LESSON 20: Unit 2 Exam