## Tuesday, March 10, 2015 - SP.3 and 4 I can display numerical data using dot plots. I can summarize a set of data with a single number.

**Bell Work**- Raccoons and Carrots Task. Brainstorm and solve this task in group. Begin writing a rough draft. The final draft will be due Thursday, March 12. The following rubric will be used to grade this task.

raccoon_carrot_exemplar_patterns_and_fractions.pdf | |

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math_writing_rubric.pdf | |

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**Classwork**

(1) Launch - In math, what is mean, median, and mode? Discuss with group and use your resources to define these terms.

(2) Complete "M, M, and M." How many sets of five numbers can you find?

(2) Complete "M, M, and M." How many sets of five numbers can you find?

(3) Skittle Task - Create a frequency table with your partner for the skittles you received. Then, include data from the other members in your group. Create a line plot of to represent you and your partner's data. Check out Wendy's work! It's a great example, but don't forget to add titles and labels to your axes.

skittles_task_wendy_work_sample.pdf | |

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**Homework**- Create a line plot to represent the data for your group.

## Wednesday, March 11, 2015 - SP.3 and 4. I can display numerical data using bar graphs. I can summarize a set of data with a single number.

**Bell Work**- Edit and share your rough drafts for the Raccoons and Carrots Task. The document is attached under Monday's blog. Don't forget the final draft is due tomorrow.

**Classwork**

(1) Share and compare line plots created by different groups. See Wendy's example!

skittles_task_wendy_work_sample.pdf | |

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(2) Let's create a line plot of the class's data. What???? Why would you not want to do that? That would be way too much data to plot. Line plots are great for small amounts of data. There must be a better way to show the class data. Perhaps through a bar graph! Complete the class frequency table. Then, find the mean, median, and mode for the group data.

(3) Finally, create a bar graph for your class data and calculate the percentages of each skittle flavor for the class. How many skittles in the class were red? Yellow? Purple? Orange? Green? Use a calculator to find these percentages. Remember to divide the numerator by the denominator to rename the fraction as a decimal. Then, move the decimal two places to the right to rename it as a percent.

**Homework**- What are your group percentages for each color? What percent of your skittles were red? Yellow? Purple? Orange? Green? How does your data compare to the class percentages? Write a sentence for each color comparison.

## Thursday, March 12, 2015 - SP.3 and 4 I can display numerical data using bar graphs. I can summarize a set of data with a single number.

**Bell Work**- Work on final draft for Raccoons and Carrots Task. See Tuesday for a copy of the document. Check your group percentages for the Skittles Task.

**Classwork**

(1)

**on mean, median, mode and range.**

__Brain Pop video__(2)

**We will have order!**Students were given a set of test scores to analyze. 16 students acted as the recipient of these scores for the first set of data. Then a new set of data was given. First, they ordered themselves from least to greatest to find the median. Mirroring pairs (one from each end) sat down at the same time until the middle or middle pair was left standing. When there is a middle pair, this means the data is an even number. When there is one number in the middle, the data is an odd number. Students also found mode, mean, and range, and identified the outlier(s) of each set. Here's what the work would have looked like on paper.(3)

**Plickers**used to assess understanding of mean, median, mode, and range. The questions are attached below. brain_pop_mean.median.mode.range.pdf | |

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(4)

** Making predictions with Skittles Task.**__Are the same number of skittles made for each color? Is there a color/flavor that more is made? What data should we use to answer this question? Group data? Class data? All of Mrs. Heidesch's Classes?__With five colors, in theory, each color is 1 of 5 or 1/5 of the total flavors. Therefore, in theory, 20% of the skittles should be red, 20%, yellow, 20% purple, 20% orange, and 20% green. There is greater variation in data when dealing with smaller numbers which you saw in your groups. Some groups had a lot or more of one color, a lot or less of one color, or about the same of each color. What if we totaled the colors for all classes? How close will the data get to the theoretical probability? skittles_task_summarize_experimental_vs._theoretical_probabiity.pdf | |

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(5) 1st and 2nd Period began examining histograms using the test scores earlier. How do these sets of data compare? Any trends? Everyone will look at histograms next week along with box and whisker plots.

**Homework**- Complete the graphic organizer. You do not have to complete the practice problems on the other side, but you can always work ahead and get a jump start on homework next week. Skittle Bar graphs and percentages for class and group were collected from 1st and 2nd period. 3rd and 4th period will turn in their graphs and percentages on Monday. Have a wonderful weekend!

mean.median.mode.range.outlier_graphic_organizer_and_practice.pdf | |

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