5.1 - Connecting new chapter to previously learned material.

Kim Conrad
1/9/18

Started @ 9:47
30 Chips in cups per table of 4.
Label your journal with date and “Data and Probability” (writes on board) ​(routine, organized)

First person (in x position): Take 6

Pass to next person- take 6
Then 8
Then 4
(maybe you could say NW corner and move east, etc., or assign numbers)

Both hands on head when done getting chips. (​Good management strategy! Keeps them away from chips.)

In journal, set up a line plot. Plot the distribution of chips in your group. ​(Great connection, using vocab from
last chapter.)
Here’s how you’re gonna do it: (draws on board) - (very clear directions)

______/_______/______/_______/______/_
4 5 6 7 8

Put an X above the number to show how many people have that number of chips.

Each of you from this group will come up and draw your X up on the board. (participatory and fun)
Check person next to you and see that your line plot looks exactly like this. (Partner checking is great)
Thumbs up once you’ve checked with partner.

Here’s my question: (focuses attention - prepare to think!)

Which data point or number occurs most often?
6
Prove it. (“Cuz 6 has two x’s and others have one.”)
In math, we call the number that occurs the most in a data set the “mode”.
We remember that because it starts with mo, just like mode. ​(I like “In Math…” and the pneumonic device.)

Where did I max out? 8

Lowest? 4
How about the middle number? 6
It’s the same difference between 4 and 6 and 6 and 8.
In math we call this the median. Have you heard that word before? Have you heard this word in another
place? When you’re driving there’s a patch of grass or concrete that separates the L and R. Same thing.
(Good connections to background knowledge.)
How could I find the difference between the lowest and highest number?
Penny: 4. I looked at the highest and lowest, 4 and 8. I know 4 + 4 = 8, so there’s 4 in between.
Annie: highest number minus lowest. (!!) (You elicited two ways, both of which were valid.)
In math we call this the range. (ex.: Sat was a rough day; I felt a range of emotions.)
Lucy - the variety?
Work with group now. If I said these were ​real​ potato chips, you would think this was really unfair. :)
Put your brain into fairness mode, and figure out how to get equal amount.

In two minutes, write down how you equally distributed the chips. (Love the journal writing.)

I know I have your attention when your pencil is down.

I noticed that most of you said, “Zahwa has 8, Noura only has 4, so here’s 2.”
If I put them all together: 4 + 6 + 6 + 8 = 24.
How many groups am I making? 24/4 = 6.

This strategy of finding the total, dividing by number of groups, is called finding the average, or the mean.
It’s an important term in data and probability. (reinforces math vocabulary)

9:10 Vocab sheets right into your journal. Take two minutes to give an example for each word using the data
that we just worked with. Check with your partner to be sure she has an example.
9:12...9:14... ok, everybody should be finished in 1 minute...9:17: When you’re done, please put your chips in
your bucket.
(Estimate about a minute per vocabulary word...seems like a lot of time, but apparently that’s what it can take
them.)

Swap your notebooks for your benchmark work we were doing yesterday.