1. “Day F” April 8, 2019 7:51 - 8:51 Exploratory 8:53 - 9:53 9:55 - 10:55
7: :51
Exploratory
8: :53
9: :55
Social Studies
10:57 -11:27
11:29-11:59
12:01-12:31
Science
LUNCH (2nd Lunch)
12:33- 1:33
English
1: :35
Math

2. Do now:
When the timer goes off, turn and talk to your partner about your solution and how you came to it.
Take out your H.W.
Determine the solution

3. Objective:
I will be able to: Display numerical data in plots on a number line, including dot plots. As well as, summarize numerical data sets in relation to their context, such as by: giving quantitative measures of center (mean)
So that I can learn how to: Understand that the mean is a balance point by calculating the distances of the data points from the mean and calling these distances deviations, or that the mean can be found by the “fair share method”.
I will show that I understood it by verbally discussing the summary of numerical data sets with my partners by explaining how to use the fair share method/balancing point to successfully display numerical data on dot plots and complete at least 3 real world problems from my classwork.
6.SP. A.4, 6.SP. A.5

4. Vocabulary: data point distance between data point Deviation Mean
Balance point
Fair share
Dot plot

5. Turn and talk to your partner about your conclusion
(Review)
Make a conclusion about the graph below.
Turn and talk to your partner about your conclusion

6. 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

7. How do you feel?
topic.

8. 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.

9. 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.

10. 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?

12. 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. 12

13. 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. 13

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. 14

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. 15

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. 16

17. Pg. 39 you try 1

18. Pg. 39 #2 (we do step 1, you do steps 2 and 3)

20. Final outcome for page 39
students
# of tosses
students
# of tosses
students
# of tosses
students
# of tosses

21. How do you feel?
topic.

22. 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

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

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

25. How do you feel?
topic.

26. I can use my examples to help!
Homework:
Handout

27. Exit Ticket complete on handout

28. Accommodations
Read or reread presentation or activity directions, as needed or after prompting
Video (with subtitles)
Manipulatives
Sentence frames/starters for discourse
Use examples to model and act as a guide for emerging learners