Students enter silently according to the Daily Entrance Routine.. Students are handed their Do Now assignments at the door. The questions on this assignment are pulled from an online bank of questions created by our data team. These questions are pulled from the same bank used to create unit tests. As stated in previous lessons, my students this year are struggling significantly with the demanding reading expectations in word problem solving, which is the make-up of most of their unit tests. These assessments tend to be more complex in words and terms, making vocabulary review pertinent. As students read through their Do Now they are encourage to:
Some essential questions to focus on when reviewing the answers:
In the last 5 minutes of class we review the answers to the homework from the previous night (SMARTboard resource attached as a pdf file). I make sure to focus the time around the answer to the first question. We discuss and students are responsible for writing the conclusions to the data given as box and whisker plots. These diagrams show the points score in each game of a football season for two teams, the Rams and Patriots. Their interquartile ranges are slightly different (Rams: 11 and Patriots: 14.5) indicating that there was slightly more variability in scoring for the Patriots that the Rams. The Rams had a larger median at 32.5 points versus the Patriots median of 20.5, indicating that the Rams were scoring more points per game. We discuss this information and why it is important using the following guiding questions:
*Disclaimer: I am a Giants fan. There might be some bad-mouthing of the Patriots in my notes. I don’t force my students to write that part. :)
After we review answers to the do now and answer any student questions, Class Notes are distributed. The red font is meant to be copied off the board by students. Student begin by filling out their heading and copying the aim. Then, we move on to copying the definition of the first term and answering any questions about term definitions and examples to help students understand. The following may be used to check for understanding of the new terms and review the notes:
Sample data, avg of 60:
50, 55, 60, 65, 60, 70
Running through the questioning and continuing to push students to analyze what does this value or that difference represents requires access of MP1. In order to understand what he data represents, students may need lots of examples, especially relevant to their own experiences, such as grades, scores on a test, time spent on the phone or on a trip.
In the next section of class students receive their class work. The first example shows two teams, the Flamingoes and the Cougars and the number of points they scored at different basketball games in one season. I walk students through finding the mean absolute deviation for one team. And explain what it represents. The mean is 40 point. This means on average they scored 40 points per game. The MAD is about 6.7, which means on average, each value, or score on each game, is 6 points away from the mean.
Students are then asked to follow the same procedure to find the MAD for the cougars, with help from their neighbors. We check together to make sure we all agree on the MAD, about 1.3. I ask students to discuss the different MAD values and what this means about the data. As they are discussing, I ask them to make note of the graph of the data.
The paragraph included with blanks to fill in will hopefully aid in the understanding of these complex ideas as students will not have to create them themselves. They will thus have the time to focus on reading and understanding what the paragraphs say after correctly filling in the blanks.
Students are asked to work until the end of class, making the last five minutes silent and independent, to complete the class work sheet which I will collect to check over and provide feedback. Students are also advised to ask questions during class and on their worksheet to push further understanding. This is a complex topic that will need lots of spiraling and review in further assignments.