## Unit 8.20 Classwork Selecting Measures of Center and Variability.docx - Section 1: Do Now

*Unit 8.20 Classwork Selecting Measures of Center and Variability.docx*

# Selecting Measures of Center and Variability

Lesson 20 of 22

## Objective: SWBAT: • Define and calculate the mean, median, mode, range, interquartile range, and mean absolute deviation. • Choose a measure of center and variability to represent a data set and justify those choices.

## Big Idea: What are the pros and cons of each measure of center? What are the pros and cons of each measure of variability? Students choose measures of center and variability to represent a data set and justify their choices.

*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 pictograph 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**.

*expand content*

I have students brainstorm pros and cons independently. If they struggle, I encourage students to look at their notes from this unit. As students are working, I walk around and monitor student behavior and progress.

#### Resources

*expand content*

I review the notes with students. I want students to understand how outliers affect the mean, but not the median or the mode. I want students to understand how the interquartile range is more specific than the range, since it shows the range of the middle 50 % of the data. This means that it is not affected by outliers. I want students to understand that the MAD is more specific than the range and the interquartile range since it shows how the values vary *within* a data set.

*expand content*

#### Calculating and Selecting

*25 min*

**Notes:**

- I
**Create Heterogeneous Groups**of 3-4 for this part of the lesson. - I give each group a
**Group Work Rubric.**I use it to record the effort and behavior of each group member. - One option is to give students laptops and have them use Microsoft Excel to calculate the measures of center and variability.

I explain the task to students. Not only do they need to calculate the measures, but they need to then select which measure they think best represents the data set. Students are engaging in **MP2: Reason abstractly and quantitatively **and** MP6: Attend to precision.**

As students work, I walk around and monitor student behavior and progress. If students struggle to complete a step, I tell them to look at their notes from the previous lesson and ask their group members.

When students start selecting their measures, I may ask them the following questions:

- What does that measure show?
- Why do you think that measure best represents this data set?
- Why don’t you think that the ______________ best represents this data set?

*expand content*

#### Closure

*7 min*

I ask students to share out their calculations and their selections of center and variability. Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others. **Some students may share that Data Set B has an outlier, therefore they should pick the mode or the median as the measure of center. Other students may share that that Data Set A has the same value for the median and mean. I make sure that students justify their choices using information from the data set.

Instead of giving a **Ticket to go**, I collect student work.** **

*expand content*

##### Similar Lessons

###### Appropriate Measure of Central Tendency

*Favorites(6)*

*Resources(17)*

Environment: Urban

###### I Can Measure Mass, Not Weight, With A Triple Beam Balance!

*Favorites(12)*

*Resources(12)*

Environment: Suburban

###### Genetics - Introduction to Punnett Squares

*Favorites(10)*

*Resources(14)*

Environment: Rural

- 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