## Monday, March 23, 2015 - SP.1-5 - I can recognize and create statistical questions (resulting in variability in the data). I can display data using a box and whisker plot and describe the data using measures of center and variability. I can find the mean absolute deviation (MAD) for a set of data and describe the variability of the data based on this measurement.

**Bell Work**- Common Core Performance Coach Book p.294 - statistical variability. Error analysis with box and whisker plots. The data set below could represent the ages in an after-school program. The students age 16 and 18 are high school students who come to the middle school to mentor or lead the group.

Graph A is the correct way to represent the data set. In both graphs, we see that the minimum value is 11, the first quartile is 12, the median is 14, the third quartile is 15, and the maximum value is 18. The difference is in the number lines which should
be used as a reference to compare ranges (quartiles) in the data set. only |

How the number line affects the range can be seen in different ways. One comparison we can make is through the interquartile range (IQR), which represents 50% of the data and can be found by subtracting the first quartile from the third. The IQR is visually represented by the box (or rectangle).

From the first to the third quartile (the IQR), the students' ages range from 12 to 15. This is a difference of 3 years. In graph A, we see this difference of 3 years, but in graph B, the IQR appears to be about 6 years, twice what it is supposed to be. Therefore, we can conclude that graph B misrepresents the data.

When constructing a box and whisker plot, the number line should not be confused with the data set. Think of it as a ruler measuring distance. Numbers on a number line should not be duplicated.

From the first to the third quartile (the IQR), the students' ages range from 12 to 15. This is a difference of 3 years. In graph A, we see this difference of 3 years, but in graph B, the IQR appears to be about 6 years, twice what it is supposed to be. Therefore, we can conclude that graph B misrepresents the data.

When constructing a box and whisker plot, the number line should not be confused with the data set. Think of it as a ruler measuring distance. Numbers on a number line should not be duplicated.

1st and 2nd Period Classwork(1) Students were individually conferenced with regarding their three box and whisker plots.(2) Mean Absolute Deviation (MAD) was introduced using the Skittle Task highlighting the following vocabulary: mean, absolute value, deviation. (3) MAD graphic organizer was completed discussing how the MAD compared in the two given examples regarding test scores. A high MAD typically means the data is more spread apart and farther from the mean. A low MAD typically means the data is less spread apart and closer to the mean.(4) Students worked in group to find the MAD of different scenarios of their choice. Use the Powerpoints below to review MAD and practice. |
3rd and 4th Period Classwork(1) Completion of Under the Sea was checked and reviewed.(2) The third box-and-whisker plot on the graphic organizer was completed and follow-up questions answered.
(3) Mean Absolute Deviation (MAD) was introduced using the Skittle Task highlighting the following vocabulary:
mean, absolute value, deviation. (4) MAD graphic organizer was completed discussing how the MAD compared in the two given examples regarding test scores. A high MAD typically means the data is more spread apart and farther from the mean. A low MAD typically means the data is less spread apart and closer to the mean. Use the Powerpoints below to review MAD. |

mean_absolute_deviation_graphic_organizer_completed.pdf | |

File Size: | 447 kb |

File Type: |

mean_absolute_deviation_powerpoint.ppt | |

File Size: | 1495 kb |

File Type: | ppt |

mean_absolute_deviation_glencoe_ls9_solutions.pptx | |

File Size: | 5671 kb |

File Type: | pptx |

**Homework**- All classes - Complete Unit 6 Test Review. Test scheduled for Tuesday, March 24th.

unit_6_test_review.pdf | |

File Size: | 134 kb |

File Type: |

## Tuesday, March 24, 2015 - SP.1 - 4. I can display data using a dot plot, histogram or box-and-whisker plot. I can interpret data from these three graphs and use measures of central tendency and variability to describe trends.

**Bell Work**- Check study guide.

**Classwork**- Unit 6 Test

**Homework**- Unit 7 introduction: vocabulary puzzle, ordering rationals, graphing and comparing integers.

u7_vocabulary_puzzle_ordering_rationals_graphing_and_comparing_integers.pdf | |

File Size: | 109 kb |

File Type: |

## Wednesday, March 25, 2015 - NS.6 - I can rename rationals in different forms and locate them on a number line. I can recognize opposite numbers as having equal distances from zero and that this distance is referred to as absolute value.

**Bell Work**- Review

__using the Common Core Performance Coach book p.300-301.__

**measures of center****Classwork**

(1)

**Amendments**to previous syllabus change:

- Work turned in within one week of due date will receive an 85 instead of 80 to be consistent with the previous quarters. 50 points will still be deducted after one week from the due date.
- Students who do not have homework completed will not go into the hall to finish their assignment, but are still required to come to tutoring to receive extra credit.
- Homework keys will continue to be posted online after homework is reviewed in class.
- Homework quizzes have been removed, but content from homework will be included in weekly quizzes.

(2) Reviewed

**Unit 7 Vocabulary, graphing opposites, and ordering rational numbers on a number line**. Please see solutions below. u7_vocab_puzzle_graphing_opposites_ordering_rationals_completed.pdf | |

File Size: | 637 kb |

File Type: |

(3)

**Rational Numbers**- what are they and how do we rename them (in order to compare them to other rationals and order them on a number line). Use graphic organizer to record notes and show examples. rational_numbers_use_with_graphic_organizer.pptx | |

File Size: | 284 kb |

File Type: | pptx |

rational_numbers_graphic_organizer_completed.pdf | |

File Size: | 287 kb |

File Type: |

(4) Complete

**Representing Rationals B-G** representing_rational_numbers_on_the_number_line_b-g.pdf | |

File Size: | 39 kb |

File Type: |

**Homework**- Finish Representing Rationals B-G.

## Thursday, March 26, 2015 - NS.6 - I can rename positive and negative rationals, order and represent them on a number line.

**Bell Work**- Review measures of center using Common Core Performance Coach book p. 302-303,

**Classwork**

(1) 1st, 3rd, and 4th period finished completing their

**Rational Numbers Graphic Organizer**.

rational_numbers_graphic_organizer_completed.pdf | |

File Size: | 287 kb |

File Type: |

(2) Review

**Representing Rationals B-G** representing_rational_numbers_on_the_number_line_b-g_solutions.pdf | |

File Size: | 346 kb |

File Type: |

(3) Complete

**Comparing and Ordering Rationals Graphic Organizer**. comparing_and_ordering_rational_numbers_graphic_organizer_completed.pdf | |

File Size: | 283 kb |

File Type: |

**Homework**- Complete "

**Opposites**" located on the other side of "Representing Rationals B-G"

opposites.pdf | |

File Size: | 56 kb |

File Type: |

## Friday, March 27, 2015 - NS.6 - I can rename positive and negative rationals, order and reprsent them on a number line.

**Bell Work**- Review Line (Dot) Plots using Common Core Performance Coach book p. 310-311.

**Classwork**

(1) Review "Opposites" task.

(2) Ordering Rational Numbers Practice - sample questions.

(3) Weekly Quiz

**Homework**- None! Have a wonderful weekend!