Session 5 - Interpreting Shape, Center and Spread

Interpreting Shape, Center, and Spread - Grade Band: High School).

Step 4

These closing activities will help the students solidify their knowledge

Activity: What measures should I use? and Answers

Directions for Giving the Task:

The activity is called What measures should I use?
Students will be given a data set.
They are going to graph it on a histogram.
Then, they will decide which measure of center and which measure of spread they should use to describe the data set.
Then they should find those measures of center and spread and describe them in the context of the problem.
The answer key, What measures should I use? and Answers can be used by the facilitator to monitor student responses and to offer guidance when needed.

Focus: MP3: Construct viable arguments and critique the reasoning of others

Decorative question mark:

This activity intends to verify that students can understand the right times to use the correct measure of center and spread.

Directions for Giving the Task:

This activity is called Fill in the Statistical Blanks.
Students will read the paragraph.
Using the words from the word bank, students will fill in the blanks with those words.
Students will also use a small data set to calculate mean, median, and mode, graph the histogram, and determine what changes if an outlier is removed.

Decorative question mark:

This is to verify that students understand the concepts covered in this lesson.

After students do the Post-Lesson Knowledge Check, you will want to look over their answers.
The Fill in the Statistical Blanks & Answers is here so the facilitator can compare student responses to the answers.
Use the suggestions below to help decide if they “got it” or are still struggling with this skill.

Decorative question mark:

Based on the results of the screener you will reteach, practice, or advance to the next skill. This is commonly called differentiation.

You will base your next steps on the results of how well the student has learned the skills from this toolkit.

If a student demonstrates the ability to fill in the blanks and answer questions on part 2 with less than 80% accuracy (missing more than 3 items) then they may need to review a portion of this toolkit (for example, finding mean or finding the median).

If a student demonstrates more than 80% accuracy in this activity (both parts 1 & 2), that may demonstrate that they very strongly mastered this skill quickly (so they can tell you exactly what it means and how it works or they can teach it to someone else). This means they are ready for a more challenging skill - such as the real-world application suggestions included in this toolkit.