Author:
Subject:
Statistics and Probability
Material Type:
Lesson Plan
Level:
Middle School
6
Provider:
Pearson
Tags:
6th Grade Mathematics, Five Number Summary, Problem-solving
Language:
English
Media Formats:
Text/HTML

# Characteristics Of Data

## Overview

Students critique and improve their work on the Self Check from Lesson 13.

# Key Concepts

Measures of spread (five-number summary) show characteristics of the data. It is possible to generate an appropriate data set with this information.

# Goals and Learning Objectives

• Apply knowledge of statistics to solve problems.
• Identify the five-number summary, and understand measures of center and use their properties to solve problems.
• Track and review choice of strategy when problem solving.

# Lesson Guide

Have students spend 10 minutes working alone to answer questions relevant to their solution.

# Critique

Review your work on the Self Check and think about these questions:

• Did you find the five-number summary? How will these numbers help you determine some of the values in the data set?
• What is the sum of the data?
• How many data points are in each quartile?

# Lesson Guide

Discuss the Math Mission. Students will revise their work based on feedback.

# Lesson Guide

Have students work in pairs. Ask students to try the task again from scratch, this time combining their ideas.

While students work in small groups, note:

• Different student approaches to the task
• Students' choice of problem-solving approaches
• Students' choice of math

Attend in particular to the students' mathematical decisions.

• Do they track their progress in use of their chosen mathematics?
• Do they notice if they have chosen a strategy that does not seem to be productive? If so, what do they do?
• Do students see that the sum of the data must be 150?
• Do students see that 0 and 28, 7 and 22, and two values adding to 23 (possibly 11 and 12) are all data values?
• How do they justify their solution?

Try not to make suggestions that move students toward a particular approach to this task. Instead, ask questions that help students to clarify their thinking. Have students consider these questions:

• What do you already know? What do you need to know?
• How can you represent the information in the box plot as a set of numbers?
• How many data values are in each half? In each quartile?

SWD: Students with disabilities may have a more challenging time identifying areas of improvement to target in their self-check. Model for students how to plan for revisions in their strategy based on the feedback they are given.

ELL: ELLs and other students may not recognize their progress. Point out the observations you have made about the misconceptions they have overcome and the achievements they have made with their math skills, math language, and terms.

• Answers will vary. The data set must meet the following criteria:
• 0 and 28 must be data values.
• The middle pair of data values must add to 23.
• 7 and 22 are data values.
• The data set must add up to 150.
• The 4 remaining numbers must be within the range of each quartile.

## Work Time

Work with your partner to revise your answer to the Self Check, based on the questions from the Opening and feedback from your partner.

Self Check Problem:

This box plot shows a summary of a data set of 10 measurements, each measured to the nearest inch.

• Create a possible data set so that the mean of the data set is 15 inches.
• Show your work and explain how you created the data set.

# Lesson Guide

Presentations will vary.

# Preparing for Ways of Thinking

• Look for students who realized their self check numbers do not work and revised their work.
• Look for students who have different data sets but still satisfy the specifications.
• Find two students who disagreed when putting the data set together and have them explain the conversation they had and how they convinced each other on what data points to choose.

# Prepare a Presentation

• Explain how you revised your work based on that feedback.

# Lesson Guide

Organize a whole-class discussion to consider issues arising from the work students did to revise their work. You may not have time to address all the issues, so focus the class discussion on the issues most important for your students.

• Have students who had strategies that didn't work share how and when they realized their strategy didn't work and what they did about it.
• Have students share how they addressed the questions you identified specifically for them.
• Have students ask questions and make observations as they view each other's work. SWD:

Students with disabilities may have difficulty determining what information to review and study in preparation for the Unit Assessment. Create a study guide or template for students that outlines the key skills and concepts with which they must be familiar for the Unit Assessment.

# Mathematics

• What part of the task was most difficult?
• Did you and your partner ever disagree about a set of data values? How did you resolve your difference of opinion?

# Ways of Thinking: Make Connections

Take notes as your classmates present their work and discuss how they revised it.

## Hint:

• Can you explain your strategy for deciding what values to include in your data set?
• Did you revise your work based on the questions in the Opening? If yes, how?
• What part of the task was the most difficult for you? Why?