“Day D” April 5, 2018 8:01 - 9:01 Exploratory 9:03 - 10:03 8:01 - 9:01 Exploratory 9:03 - 10:03 10:05 -11:05 Social Studies 11:07 -11:37 11:39 -12:41 LUNCH (1st Lunch- need $) Science 12:43 - 1:43 English 1:45 - 2:45 Math The expression when your math teacher is moving on to the next chapter but you still don’t know anything. 

Be ready to share with the class when called on. Do now: Be ready to share with the class when called on. Take out your H.W. Determine the solution

I will be able to: calculate the distances of data points So that I can: Understand that the mean is a balance point by calculating the distances of the data points from the mean and calling these distances deviations. I will show that I understood it by using the fair share method/balancing point to successfully complete at least 3 real world problems independently or with my partner with at least 80% accuracy. 6.SP. A.2, 6.SP. A.5

Language Objective By the end of the lesson, students will be able to use the language domains reading and writing to communicate the academic math language of statistics. They will verbally communicate and write/calculate the distances of data points so that they can understand that the mean is a balance point by calculating the distances of the data points from the mean and calling these distances deviations. They will show their understanding by using the fair share method/balancing point to successfully complete at least 3 real world problems independently or with my partner with at least 80% accuracy. Academic Math Vocabulary: data point, distance between data point, deviation

Be ready to share with the class when called on. Make a conclusion about the graph below. Be ready to share with the class when called on.

Display different types of variables What’s the difference? Bar Graph Histogram Space means nothing Space mean something Shape means nothing Shape means something Continuous Display different types of variables

Homework check: pg. 32

Homework check: pg. 33

How do you feel? topic.

Understanding the Mean Each person at the table should: Grab one handful of cubes. Count them and write the number on a sticky note. We will be asking participants to engage in two separate activities – this one uses snap cubes to demonstrate mean as fair share, and the sticky note activity demonstrates mean as balance point. Michael has suggested that we should take the group up through Slide 79 (the example where the mean doesn’t work out neatly to a whole number) BEFORE we conduct the second activity. The instructions for that activity are in the notes for Slide 79.

Understanding the Mean Work together at your table to answer the following question: If you redistributed all of the cubes from your handfuls so that everyone had the same amount (so that they were “shared fairly”), how many cubes would each person receive? “Teach” this lesson similarly to the way you would with students.

Understanding the Mean What was your answer? - How did you handle “leftovers”? - Add up all of the numbers from the original handfuls and divide the sum by the number of people at the table. - Did you get the same result? Obviously, the answer represents the mean – but make sure they understand it represents a “fair share” as the underlying concept of the mean. - What does your answer represent?

https://www.youtube.com/watch?v=9of5gI9Yg00

Where is the balance point for this data set? X X X X X X We can manipulate the data points to help us see where the balance point would be. Even though we don’t yet know the balance point, as long as we make balanced /equal moves toward the center (an equal number of data point “moves”), we can transform the data set without affecting the mean. *Note, in case it comes up: This works the way it would with a fulcrum in physics (Force times Distance). That means it’s possible to move different numbers of data points on either side. For example, you could move two points one space each on the left and one point two spaces on the right without affecting the balance. And, not that you’d want to during our presentation, you could also make moves away from the center without affecting the mean. 14

Where is the balance point for this data set? X X X X X X We can manipulate the data points to help us see where the balance point would be. Even though we don’t yet know the balance point, as long as we make balanced /equal moves toward the center (an equal number of data point “moves”), we can transform the data set without affecting the mean. *Note, in case it comes up: This works the way it would with a fulcrum in physics (Force times Distance). That means it’s possible to move different numbers of data points on either side. For example, you could move two points one space each on the left and one point two spaces on the right without affecting the balance. And, not that you’d want to during our presentation, you could also make moves away from the center without affecting the mean. 15

Where is the balance point for this data set? X X X X X X We can manipulate the data points to help us see where the balance point would be. Even though we don’t yet know the balance point, as long as we make balanced /equal moves toward the center (an equal number of data point “moves”), we can transform the data set without affecting the mean. *Note, in case it comes up: This works the way it would with a fulcrum in physics (Force times Distance). That means it’s possible to move different numbers of data points on either side. For example, you could move two points one space each on the left and one point two spaces on the right without affecting the balance. And, not that you’d want to during our presentation, you could also make moves away from the center without affecting the mean. 16

Where is the balance point for this data set? X X X X X X We can manipulate the data points to help us see where the balance point would be. Even though we don’t yet know the balance point, as long as we make balanced /equal moves toward the center (an equal number of data point “moves”), we can transform the data set without affecting the mean. *Note, in case it comes up: This works the way it would with a fulcrum in physics (Force times Distance). That means it’s possible to move different numbers of data points on either side. For example, you could move two points one space each on the left and one point two spaces on the right without affecting the balance. And, not that you’d want to during our presentation, you could also make moves away from the center without affecting the mean. 17

Where is the balance point for this data set? X X X X X X We can manipulate the data points to help us see where the balance point would be. Even though we don’t yet know the balance point, as long as we make balanced /equal moves toward the center (an equal number of data point “moves”), we can transform the data set without affecting the mean. *Note, in case it comes up: This works the way it would with a fulcrum in physics (Force times Distance). That means it’s possible to move different numbers of data points on either side. For example, you could move two points one space each on the left and one point two spaces on the right without affecting the balance. And, not that you’d want to during our presentation, you could also make moves away from the center without affecting the mean. 18

Pg. 39-40 you try 1

Pg. 39 #2

students # of tosses students # of tosses students # of tosses students # of tosses

How do you feel? topic.

Pg. 39-40 you try 4 and 5

Pg. 47 #2 I/We… No, the total distances are not the same, 11 is not the mean The mean must be 10 for the total of the distances to be equal (left would be 4 and right would be 4) This side is a total distance of 7 4 2 1 1 This side is a total distance of 1

How do you feel? topic.

Do Pg. 47 #3 and 4 with your partner or independently

Do Pg. 47 #3 and 4 with your partner or independently

How do you feel? topic.

I can use my examples to help! Homework: Handout

Exit Ticket

Accommodations Read or reread presentation or activity directions, as needed or after prompting Use examples to model and act as a guide for emerging learners