## Reflection: Connection to Prior Knowledge Central Tendency - Section 1: Do Now

The original Do Now is a heavy amount of information to give students in this section of the lesson. It should inspire students to complete work throughout a class based on information they already have, not overwhelm them with information before I have even started speaking. As I reflect on the reasons why I gave this much information, I remember how rushed I felt during this part of the year to give students as much information as possible, before the state test. I made that error you try so hard not to make throughout the year. A better Do Now is included in this reflection. It reviews some of the prior skills needed to understand the meaning of central tendency: calculating averages and interpreting them.

In each problem from the do now, I chose numbers that would allow students to better conceptualize the difference in classroom groups’ scores and how that affected the averages (i.e. some classes have most students failing and some have most passing). The essential questions that push student thinking when we discuss their answers are:

A.   How did the average (mean) change when we had most students failing the class?

B.   The means in #1 and #2 are very similar. Does this also mean that the scores were very          similar?

The second question in the Do Now will allow me to review the basic meaning of “mean” or average: a measure of the center of the data. It is significantly lower than the average for problem #1 because so many students (the data) scores low. But it is questions #1 and #3 that will allow me to begin introducing the trickier concept of the difference between measures of central tendency and variability. Even though the averages are similar in these two problems, the scores are vastly different. The scores in problem #3 are more varied than in problem #1. And even if students cannot arrive at using this word during our review of this Do Now, I will at least have planted a seed of thought in terms of what information the mean did NOT give us.

Connection to Prior Knowledge: A more stimulating conversation

# Central Tendency

Unit 7: Statistics and Probability
Lesson 1 of 11

## Big Idea: students work independently and in pairs to calculate ans use measures of central tendency to describe distributions

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55 minutes