Reflection: Discourse and Questioning Choosing the Best Measure of Center - Section 4: Outliers


During this part of the lesson a student asked a great question, “How do you know if a value is an outlier?”   I explained that for now we would define an outlier as a value that is either much higher or much lower than the other values in the data set.  I also let students know that as they get into more advanced math classes, they will define an outlier more specifically.  

Later in this unit, when students became more familiar with boxplots I revisited this question.  I told students that in more advanced math classes they define an outlier as a value that falls more than 1.5 times the length of the box.  I presented this more advanced definition, but my expectation was that for 6th grade students would use the more basic definition.

  What makes a value an outlier?
  Discourse and Questioning: What makes a value an outlier?
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Choosing the Best Measure of Center

Unit 9: Statistics
Lesson 12 of 22

Objective: SWBAT: • Calculate the mode, mean, median, and range of a data set. • Define and identify outliers in a data set. • Determine which measure of center best represents a given situation.

Big Idea: Does the mean, median, or mode best represent this data set? Students calculate the measures of center and consider outliers and context in order to choose the best measure of center.

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