1. Statistics Day One – M, M, M, R and Histograms
Objective: You will analyze a set of data using mean, median, mode, and range by completing a warm-up with a partner and create a histogram and discuss distribution of data using a histogram
Warm-up: With a partner complete the worksheet What Does It All Mean (10 min)
CW:
Discuss M, M, M, and R
Develop a Histogram
Discuss characteristics of Histograms
HW: WKSH CWD130
Warm-up requires students to remember box plots and m, m, m, and r
Use worksheet from 4th quarter training for data to demonstrate how to create Histograms
HW: is from 4th quarter training, too.

2. Statistics Day Two – Box-N-Whiskers
Objective: You will be able to construct a box plot using the five-number summary as a class and with your table mates read and understand the Box-n-Whisker Plots (box plot). CW: Creating and Reading Box-n-Whisker plots HW: Complete WKSH Investigation 5 packet
Warm-up: Find the m, m, m, and range for: 68, 91, 86, 89, 88, 82, 95, 85, 80, 78, 82, 68, 86, 96, 73, 68, 91, 80, 90, 86, 72, and 87 Complete CWD130
Review warm-up to use with classwork
Use worksheet from 4th quarter training – CC Investigation 5
Review vocabulary

3. Statistics Day Three – MAD and Variability
Objective: You will find mean absolute deviation and discuss variability in a set of data individually by completing a worksheet
CW: Mean Absolute Deviation WKSH
HW: Variability of Athletes
Warm-up: Complete #1 and #3 on Worksheet Mean Absolute Deviation CW: Complete Mean Absolute Deviation, work with a partner to #9, then discuss as a class
4th quarter training WKSH Mean Absolute Deviation
HW: 4th quarter training WKSH Variability of Athletes

4. Statistics Day Four – Analyze Data
Objective: You will analyze data using center and variability and determine if a question is statistical or not. CW: Complete Warm-up and start worksheet p Exercises HW: Complete WKSH
Warm-up: What is a statistical question? Look at the two questions below and identify what is different between the two:
How tall am I?
How tall are the students in my class?
CW: Turn the following question into a statistical question.
Do you exercise?
1st day of analyzing data leads students through the process of analyzing data in different graphs.

5. Statistics Day Five – Sampling and Data Shapes
Objective: You will determine if a sample is representative or not and understand measures of center and shapes of distribution by working in tables through examples.
Vocabulary:
Representative Sample - A sample in which every member of the population has an equal chance of being included in the sample. Random sampling is the best way to produce a representative sample that will support valid inferences.
Review meanings of Measures of Center, Range and Outlier.
CW: CC Additional Investigation p. 31
HW: none
Warm-up: The student government wants to survey the student body about how many hours they spend doing homework every night. Which sample is most likely to be representative of the opinion of the entire student body at school?
A. Survey the first 30 students in the cafeteria line at lunch.
B. Select 30 students randomly in the hallways in between classes.
C. Survey all students in Band.
D. Select 30 students randomly from the A/B Honor Roll list.

6. Sampling Classwork
Centennial Middle School is considering the following location for a Grade 7 field trip: science museum, state park, or Ballet Company. The principal wants to survey a sample of students to find which location Grade 7 students would prefer. Do you think the following are good surveys? Why or why not?
The principal surveys the members of the science club for the sample
The principal surveys every tenth student to walk into the middle school on a given morning
The principal surveys a group of randomly-selected Grade 7 girls
If you had to develop a random sample of Grade 7 students, how would you choose your random sample?

7. Data Shapes Classwork
Mrs. Johnson is comparing the test scores of her 1stperiod to scores of her 3rd period. The Mean Absolute Deviation of the 1st period scores is 6.7, and the Mean Absolute Deviation of 3rd period is What conclusion can Mrs. Johnson draw about the two classes?
A. 1st period scores were relatively consistent with the mean compared to 3rd period.
B. 1st period scores varied greatly compared to 3rd period.
C. 3rd period scored higher on the test overall.
D. 1st period scored higher on the test overall.
Turn to p. 31 and with your table work through all the questions. We will discuss in 10 minutes.
Work through pg 32 (7-11) min.
pg 33 ( 15-20) min.
Class set given by county in workroom.

8. Statistics Day Six – Multiple Sets of Data
Objective: You will use visual representations: histogram, line plot, box-n-whisker plots, median, mean, measures of center, and measures of variability to analyze data sets with a partner.
Warm-up: Review notes on how to create a histogram, line plot, box-n-whisker plot, mean, median, and MAD. Work with a partner for this. CW: Student booklet: Data Distribution problem 4.2 page 78 HW: Survey your parents/neighbors (2 people) about how long it takes them to get to work.

9. Statistics Day Seven & Eight – Analyze Data
Objective: You will create a review of concepts on Statistics by completing an activity – Summarizing Data Goal Day One – Work through 1-5 on sheet Goal Day Two – Complete sheet HW: Day Two review concepts for a test.
Warm-up: Get in groups of three or four and sit at a table. CW: Groups will work together to complete Summarizing Data. Each group will determine what needs to be completed for homework