## Unit 8.12 TTG Choosing the Best Measure of Center.docx - Section 6: Closure and Ticket to Go

*Unit 8.12 TTG Choosing the Best Measure of Center.docx*

# Choosing the Best Measure of Center

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.

#### Do Now

*7 min*

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 circle graph in order to answer questions. Each edition of Scholastic Action typically includes a graph on its back page.

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

*expand content*

#### Problem

*7 min*

I ask students to use the skills we have developed in this unit to answer the questions. Students participate in a Think Write Pair Share. I quickly review the answers to problem 1. I want to ensure that students are able to accurately calculate the mean, median, mode, and range.

#### Resources

*expand content*

#### 3 Corners

*5 min*

**Note:**

- Before this lesson, I place 3 signs in 3 corners of my room that read median, mean, and mode.

I review the expectations for moving around the room. I also encourage students to go to their corner and try not to be persuaded by what other people are doing. I am interested in different ideas.

I give students a minute to talk about why they are in their corner. Then I call on students at each corner to share out their reasoning. Students are participating in **MP3: Construct viable arguments and critique the reasoning of others.**

#### Resources

*expand content*

#### Outliers

*5 min*

We go over the notes together. I want students to understand that an outlier greatly affects the mean, since we add up all of the values and then divide by the number of values in the set. I also explain that depending on the situation, it may be better to choose a particular measure of center.

#### Resources

*expand content*

#### Practice

*16 min*

**Notes:**

- Before this lesson, I use the exit tickets from the previous lesson to
**Create Homogeneous**groups of 3-4 students. - Each group also gets a
**Group Work Rubric.** - I create and
**Post a Key.**

Students work in their groups while I walk around to monitor student progress and behavior. Students are engaging in **MP2: Reason abstractly and quantitatively, MP3: Construct a viable argument and critique the reasoning of others, MP4: Model with mathematics **and** MP6: Attend to precision. **

If students are struggling, I may ask them one or more of the following questions:

- How do you calculate the mode/median/mean?
- Are there any outliers? How do you know?
- For this situation, which measure of center is the best? Why?

When students finish a page, I quickly check in with them. If they are on track, I let them use the key to check their work and move on.

*expand content*

#### Closure and Ticket to Go

*10 min*

I ask students to turn to problem 3 about the gymnasts. I quickly go over the mean, median, and mode for each gymnast. Then as ask students to share out which gymnast they would pick to compete in the state competition. I am interested to hear *why* students nominated particular gymnasts. Students are engaging in **MP2: Reason abstractly and quantitatively, MP3: Construct viable arguments and critique the reasoning of others, **and** MP4: Model with mathematics**.

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

*expand content*

##### Similar Lessons

###### Appropriate Measure of Central Tendency

*Favorites(6)*

*Resources(17)*

Environment: Urban

###### The Absolutes of Mean Absolute Deviation

*Favorites(8)*

*Resources(27)*

Environment: Urban

Environment: Suburban

- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: 100 Students Project: What If The World Were 100 People?
- LESSON 2: 100 Students Project: What do we want to know about our students?
- LESSON 3: 100 Students Project: Revising Questions & Planning the Survey
- LESSON 4: 100 Students Project: Conducting the Survey
- LESSON 5: 100 Students Project: Tallying Data and Brainstorming about Presentations
- LESSON 6: 100 Students Project: Analyzing Survey Results
- LESSON 7: 100 Students Project: Presenting Your Findings
- LESSON 8: 100 Students Project: Project Reflection
- LESSON 9: Median, Mode, and Range
- LESSON 10: Mean
- LESSON 11: Playing with Measures of Central Tendency
- LESSON 12: Choosing the Best Measure of Center
- LESSON 13: Show what you know
- LESSON 14: Introduction to Box Plots
- LESSON 15: Box Plots and Interquartile Range
- LESSON 16: Arm Span Day 1
- LESSON 17: Arm Span Day 2
- LESSON 18: Mean Absolute Deviation
- LESSON 19: Comparing Mean Absolute Deviation
- LESSON 20: Selecting Measures of Center and Variability
- LESSON 21: Statistics Jeopardy
- LESSON 22: Unit Test