1. WEEK 3 (23-26 SEPTEMBER 2013) HOMEWORK DUE TUESDAY: “TEXTING BY THE NUMBERS” DUE WEDNESDAY: HOW ARE YOU UNDERSTANDING DATA AND TECHNOLOGY? DUE THURSDAY: DUE MONDAY: COMPLETE WORK ON PATTERNS 1,2, AND 3 Data and Technology

2.  I can:  create a box and whiskers plot given a data set  answer questions about a situation using a box and whiskers plot  compare box and whiskers plots and draw statistical conclusions  use the graphing calculator to make a box and whiskers plot Day 1: Objectives

3. Step 1 (3 -5 min): Review your work on the Comparing Graphs worksheet. Add work, ideas, thoughts, or questions. Step 2 (2 min): Trade your paper with your partner (Orange-Green, Brown-Blue) Review your partner’s work. What do you see, think, wonder about his/her work? Record your thoughts on a sticky note. Step 3 (5 min): Share with your partner what you saw thought and wondered about his/her work. Orange and Brown will share first (90 sec), then Green and Blue will respond (45 sec). Reverse roles. Step 4 (5 min): Discuss, correct, and complete the work. Pair Share: Comparing graphs of data (worksheet)

4. Initial thoughts: i.In your notes record the number of texts you send on average per day. Check in with your group and record each of their averages. ii., write these numbers on a sticky and take it to Wesley (1 st period) or Caitlin (2 nd period). Ensure that each group member computes and records your group’s mean, median, mode, and range. iii., get the “Texting by the Numbers” worksheet from Jay (1 st ) or Madison (2 nd ). Texting by the numbers (20 minutes in class) ORANGE BROWN

5. The Worksheet i., read situation to your peers. Make sure everyone in your group understands the situation and what is being asked. ii., ensure that your group takes 3 to 5 minutes of private reasoning time to begin the problem. After the private reasoning time give each person in your group 30 to 60 seconds to share his/her work and thoughts so far. iii., ensure that your group works together to complete “Texting by the Numbers” part 1 and begins part II. Texting by the numbers GREEN BLUE ORANGE

6. , share out for your group. , facilitate group discussion and notes on class information Report out on “Texting by the Numbers” BROWN GREEN

7.  Get out the “Weighted Oranges Problem”. Review your work., supervise 3 to 5 min of PRT, then facilitate discussion making sure each group member participates by sharing thoughts and/or genuine questions. Revisit the “Weighted Oranges” Problem (10 min) ORANGE

8.  Assessment (20 minutes)  Homework: Finish “Texting by the Numbers” parts 1 and 2 Showing what we have learned… Upcoming assessments: Tuesday : Comparing Graphs (formative) Wednesday: Comparing Graphs and Weighted Averages (Summative) Thursday:

9.  I can:  determine which measure of central tendency would be best to use in a given situation  explain why one measure of central tendency is more appropriate than another in a given situation  draw conclusions about data or a situation if I’m given the range and/or measures of central tendency Day 2: Objectives

10.  3 min: Get out “Texting by the Numbers”. Revisit your work. Be prepared to share your work and thinking with your group and with the class. Make sure Jordan (1 st ) and Erin (2 nd ) have recorded your HW on the grade sheet. , ensure the PRT above, then facilitate each member of your group sharing his/her results. (4 min) , facilitate group discussion in critique and debating your responses. (3 min) , be prepared to share out for your group, then facilitate your group’s discussion of the class information. (5min) Day 2: Entry Task BROWN GREEN BLUE

11. , ensure PRT of 3 to 5 min, then give each member a chance to share his/her progress so far (4min). , after everyone has shared (above) facilitate comparing of your work and critique and debate. , facilitate group working and questioning as you finish part 1 and begin part 2 , be prepared to share your group’s work with the class, then facilitate your group discussion of the class work. Big Bucks: Measures of Center (30 minutes) ORANGE BROWN GREEN BLUE

13. Big Bucks 3. The Personnel Manager is going to interview prospective employees. Should she quote the mean, median, or mode as the average salary? Explain your choice. 4.If the employees want to justify a pay raise which measure of central tendency should they quote as the average salary? Explain your thinking.

14.  Put our class data in the calculator and create a box and whisker plot. Sketch the Box and Whisker Plot in your notes. Back to “Texting by the Numbers” Get out your group’s data and your “Texting by the Numbers “ work.

15.  How does our data compare to the data collected by Rachel and her mother?  How does our data compare to Rachel’s data?  Using our class data, what number of texts would you recommend per day for Rachel? Homework: Complete “Big Bucks” part A Think of all we have done and all you know and understand with ‘Data and Technology’. On what do you feel confident? On what do you still need to work? EXIT TASK:

16.  I can:  determine the effect on the measures of central tendency and range if all the data is transformed in the same way  use the graphing calculator to make changes to a set of data Day 3 Objectives

17. Day 3 ENTRY TASK: (PRT 5 min)  Brad and Tom are comparing their classes' scores on a math test. Both of their classes had mean scores of 80 on the test, but Brad's class had a range of 6 while Tom's class had a range of 30. If the highest possible score was 100, which class had the LOWEST score in it?  Which Statement would be true?  Brad's class had the lowest score in it.  Tom's class had the lowest score in it.  The lowest score occurred in both classes.  It cannot be determined from the information.  How do you know you are right?

18.  Each person in your group will have the opportunity to present and defend his/her answer to your group. (5 min)  The group will compare, critique, and debate all solutions. Your group’s goal should be to use mathematical reasoning to convince one another of the correct answer AND understand why the incorrect answers are incorrect. (6 min)  Did all groups come to the same conclusion? One group will facilitate the class discussion of this problem. Discussion should include correct and incorrect answers and mathematical reasoning. (5 min) Debriefing the Entry Task: BLUE GREEN

19.  Calculator for modifying a list and putting it into a new list:  The company is doing well enough that it can give all of its employees a 5% raise. Put the original data in L1. As a group discuss the math involved in raising something by 5%.  Record the new data set (L2): Send to TC to get info on how to get the calculator to do that math for you.  How would this change mean, median, mode and range? Support your answer. After you have had made predictions, send to TC for a calculator tip.  Mean?  Median?  Mode?  Range? “Big Bucks” part B (35 minutes) BROWN

20.  The company decides instead to give each employee a $2000 bonus. Record the new data set (L3). (How could you use the method from the % raise to tell the calculator to do this?)  Then: How does this change the mean, median, mode, and range? Predict, then do the work. Support your answer.  Mean?  Median?  Mode?  Range?  For which employees is the percentage raise better than the $2000 bonus? Explain. “Big Bucks” part B

21.  Did all groups reach the same conclusions? One group will lead the class discussion. Looking at correct responses incorrect responses and using Mathematics as the Authority to critique and debate and determine what is correct and incorrect. Debriefing “Big Bucks” part B (5 to 10 minutes)

22.  Temperature Comparison  Weighted Averages Assessment Tasks

23. Lesson Objectives:  create a table given a geometric growing pattern  describe in words how I see the geometric growing pattern  find the zero term, the next two terms, the 10 th term, and the nth term in a pattern.  define variables in a given context  represent linear and exponential geometric patterns as an explicit algebraic expression or equation, attempting quadratic patterns  explain the connection between my expression and the geometry of the pattern, what does my variable represent Introducing Unit 2: Algebraic Representation

24. GROWING PATTERNS I For each growth pattern assume that the pattern of growth remains the same from step to step. Pattern #1: Given the first three stages of the pattern below. Draw the next two stages and the zero stage.

25. StageWhat I See HappenNumber of Tiles 0 1 2 3 4 5 10 100 n Pattern #1

26. Pattern #2: Given the first three stages of the pattern below. Draw the next two stages and the zero stage.

27. StageWhat I See HappenNumber of Tiles 0 1 2 3 4 5 10 100 n Pattern #2

28. Pattern #3: Given the first five stages of the pattern below. Draw the next two stages and the zero stage.

29. StageWhat I See HappenNumber of Tiles 0 1 2 3 4 5 10 100 n Pattern #3

30. At a particular company, every employee receives a 4% cost-of-living increase to their salary.  What impact does this cost-of-living increase have on the mean and on the range of employee salaries at the company?  The mean increases but the range does not change.  The mean does not change but the range increases.  The mean and range both increase.  The mean and range do not change.  Support your answer. Day 4 Exit Task