## 8.17 Tasks.docx - Section 4: Tasks

# Arm Span Day 2

Lesson 17 of 22

## Objective: SWBAT: • Calculate the median, mean, quartiles, and interquartile range of a data set. • Use excel to input, analyze, and display data.

## Big Idea: What is the distribution of arm spans for our class? Students use Microsoft Excel to analyze the arm span data for their class.

*50 minutes*

#### 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 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**.

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#### Arm Span

*7 min*

I read over the questions. Students participate in a **Think Pair Share.** I call on students to share out their answers.

I show students that even though creating a box plot in Microsoft Excel is not ideal, there are websites where you can input the information of a data set and it will generate one for you. I ask students, “What do you know about the data from this box plot?” and “What is the mean of this data set?” I want students to be able to identify the minimum, maximum, lower quartile, upper quartile, median, and interquartile range by looking at the box plot. A common mistake is that students think they use these values to calculate the mean. I want students to recognize that a box plot does not show us all of the values in a data set, therefore we cannot use it to calculate the mean.

#### Resources

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#### Our Class Data

*1 min*

**Note:**

- Before printing this packet, I type in the class’ data from the previous lesson, Arm Span Day 1. This way students have an accurate data set to work with.

I show students their data. I also have them take out their packet from the previous lesson, Arm Span Day 1. They will use the notes and directions to help them with the remainder of the lesson.

#### Resources

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#### Tasks

*30 min*

**Notes:**

- Students get into their
**Heterogeneous Groups**of 3-4 students from the previous lesson. - This lesson requires laptops. Depending on the number of laptops you have, you can give one laptop to each group, or you can have each student work on their own laptop.

Students pick up laptops and move into their groups. Students work on completing the tasks as I walk around and monitor student behavior and progress. If students are struggling, I remind them to use their notes from the previous lesson. I take note at the other charts students create using their data. Students are engaging in **MP1: Make sense of problems and persevere in solving them, MP5: Use appropriate tools strategically, **and** MP6: Attend to precision**.

If students complete their tasks successfully, they work on the Challenge.

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#### Closure and Homework

*5 min*

I ask students to reflect on their work for the past two lessons. What did you learn about the arm span of your classmates? How did you figure that out? What more do you want to learn about using Microsoft Excel? Students participate in a **Think Pair Share. **I call on students to share their reflections.

I pass out the **Homework. **

#### Resources

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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