SWBAT:
• Collect and display data in a table and line plot
• Define mean absolute deviation.
• Calculate the mean and mean absolute deviation of a data set.
• Compare the distribution of two data sets using mean absolute deviation.
• Use Microsoft Excel to analyze data.

What does the mean absolute deviation tell us? Students use the data they collected in the previous lesson and Microsoft Excel to analyze data sets.

7 minutes

See my **Do Now** in my Strategy folder that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to analyze a line graph in order to answer questions. Each edition of Scholastic News typically includes a graph at the end each edition.

I ask for students to share their thinking. Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others**.

5 minutes

I review the vocabulary with students. If students struggle to remember the definitions, I have them review their notes from the previous lesson. I want students to be able to explain that the MAD is the average distance from each value in a data set and the mean. I also want students to understand that the MAD is a measure of variability since it deals with the spread of values in a data set.

10 minutes

I explain that Data Set E and F came from two groups of people measuring how long each person thought it took for 30 seconds to pass. Students use the data in the tables to create two line plots. I have students work in partners to create line plots and calculate the mean absolute deviation.

As students work, I walk around and monitor student behavior and progress. If students struggle to complete a step, I tell them to look at their notes from the previous lesson.

Once students have completed the problems, we come back together to review their work. I ask for a student to show and explain how they calculated the MAD for Data set E. They ask their classmates for questions or comments about their work. Then I ask another student to show and explain how they calculated the MAD for Data Set F. They ask their classmates for questions or comments about their work. I ask students how they can use the line plots to support what they found out about the MAD for the data sets. I want students to use words like “clustered” and “spread out” to compare the data on the line plots.

15 minutes

**Notes:**

- I
**Create Heterogeneous Groups**of 4 students. - Each student needs access to a laptop with Microsoft Excel.
- Before printing this packet, I input the data from each of my four classes into the packet. This way, each group member has the data they need to complete the task.

I explain the task. Students get their laptops and move into groups. Students are engaging in **MP5: Use appropriate tools strategically **and** MP6: Attend to precision**.

If I see a number of students struggling with the same step, I will model it on my own spreadsheet on the projector. If students successfully complete their task, they can work on the Challenge.

13 minutes

I have students share out the MAD for each class. I read the closure problems. Students work independently to answer them. Students share out their ideas. I want students to be able to answer question 3 and 4 and use the data set and the MAD to justify their choices. Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others.**

I pass out the **Ticket to go **and the **Homework. **