## Unit 8.18 TTG Mean Absolute Deviation.docx - Section 6: Closure and Ticket to Go

*Unit 8.18 TTG Mean Absolute Deviation.docx*

# Mean Absolute Deviation

Lesson 18 of 22

## Objective: SWBAT: • Collect and display data in a table and line plot • Define mean absolute deviation. • Calculate the mean and mean absolute deviation of a data set. • Compare the distribution of two data sets using mean absolute deviation.

## Big Idea: What is mean absolute deviation? Students apply their knowledge of mean and absolute value to understand mean absolute deviation. Students collect data about estimating 30 seconds that they will use in the next lesson.

*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 bar graph in order to answer questions. Each edition of Scholastic Action 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**.

*expand content*

#### How long is 30 seconds?

*7 min*

I read over the questions. I call on students to share out their answers. Most students think they are a pretty good judge of passing time. Students may bring up situations like having a job where it is important to be able to accurately judge how much time has passed.

For step 1, I ask students which question is a statistical question. I want students to realize that the second question is interesting, it addresses a specific population, and it will allow for variability.

I explain that students will get a laptop to use the count up timer to measure the amount of time that has passed. I ask students what procedures are important to have in place to ensure that our data is accurate. Students participate in a **Think Pair Share. **I call on students to share their ideas. My students wanted to make sure that students didn’t look at the clock or watches. They also wanted to make sure that the student was not able to see the count up timer of another group. They also brought up that students shouldn’t count out loud because it might distract others.

#### Resources

*expand content*

#### Collecting the Data

*5 min*

**Notes:**

- Students will need access to a laptop or another timer.
- I put students in groups of 2-3 to time each other.

Each group gets a laptop and collects their data. Once they are finished, they record their data on the “Our Class Data” sheet that I have displayed on the document camera. I will use this data to input into the next lesson’s packet, Comparing Mean Absolute Deviation. Students are engaging in **MP5: Use appropriate tool strategically **and** MP6: Attend to precision.**

#### Resources

*expand content*

I review the vocabulary with students. Students should recognize that the measures of center (or central tendencies) are mean, median, and mode. Students should be familiar with the differences and similarities between range and interquartile range.

Mean absolute deviation is a new term for my students. I acknowledge that it sounds intimidating, but I assure students that their existing knowledge will help them make connections. I break down the different parts of MAD by review what students know about mean and absolute value. I explain that deviation is just a fancy word for the difference between values.

Students may be overwhelmed by this definition, but I assure them that we will work together during this lesson and the next lesson to build an understanding of MAD.

*expand content*

#### Calculating MAD

*16 min*

I explain that Data Set A and B came from two groups of people measuring how long each person thought it took for 30 seconds to pass. Students use the data in the tables to create two line plots.

I ask students what they notice about these data sets. I want students to notice that the values in Data Set B are more spread out. Students may compare the ranges of the two data sets. I want students to notice that the values in Data Set A are more clustered together.

I ask students to make a prediction: Which data set will have the higher MAD? Students participate in a **Think Pair Share. **I call on students to share their ideas. Some students may recognize that the MAD of Data Set B will be bigger, since the values are more spread out.

Next we go through the steps of calculating the MAD together. To help speed up the process, I give students the sum of each data set so they can more efficiently calculate the mean. We label the mean on each grid. Then we go through the data set and count the distance from each value in the set and the mean. For example, for Data Set A the mean is 29. For the value 26, I put a 3 in the grid above the 26, since that value is 3 seconds away from the mean. Since there are three 26’s, my grid will have three 3’s stacked on top of the 26. I do this for each value of in the set. I do not put positive and negative distances. Instead, I just explained to students that we were finding the absolute distance between the value and the mean. I found that the grid helped students to organize the distances and see their distribution.

The last step is to add up all of the distances and divide by the number of values in the data set. We revisit the predictions that students made at the beginning of this section.

#### Resources

*expand content*

#### Closure and Ticket to Go

*10 min*

I read over the questions. Students participate in a **Think Pair Share. **I want students to be able to use the line plot to explain that the values in Data Set B are further from the mean, compared to Data Set A. I want students to be able to summarize that the MAD measures the average distance between each point in a data set and the mean. Furthermore, if Data Set C has a MAD of 12.4 seconds it tell us that the values are more spread out from the mean than the values in Data Set A and Data Set B. Just from the MAD we do not know the mean or values in the data set. I pass out the **Ticket to go **and the **Homework. **

*expand content*

##### Similar Lessons

Environment: Urban

###### Change and Central Tendency

*Favorites(15)*

*Resources(17)*

Environment: Urban

###### The Egg in a Flask Mystery (Day 1 of 2)

*Favorites(31)*

*Resources(18)*

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