Find the mean, median and mode Determine the quartiles Identify outliers Create a box-and-whiskers with appropriate labels on poster paper Cell phone or access to gas APPs 101 Consensogram template Spark 101 4 Corners and a Diamond template Spark 101 Paired Verbal Fluency template Calculators Notebook Lesson Component Time Allotted Teacher Procedure Activator (Prior to showing the video presentation) Time: 5 minutes Use the Spark 101 Consensogram template to gauge students’ experience central tendency (mean, median, and mode). How are these statistics used? Have scholars look for advertisements that use words like “most popular”, “best in class”, “number 1” and discuss how they determine the advertising. Using the chart below, have students use sticky notes to rate their responses. Question: Are advertisements always telling the truth about their product? Problem/Motivation (Part I of video) Time: 4-8 minutes The problem statement is shown in the first 1:48 minutes of the video. After the problem statement is stated, ask students to think about the problem statement and to write their problem statement on the Guided Notes. The link below will help students understand central tendency. Math Guided notes include: (for varied levels of math skills) Mean Median Mode Minimum Value Maximum Value
Post the solutions around the room, and have students do a Gallery Walk to look at all of the other groups’ work. You also can give them Post-It notes to provide feedback to other groups and initiate discussion by posting questions, challenges, or compliments on other groups’ proposals. Have students present their proposals to the rest of the class by giving a presentation. You can have students role-play a proposal scenario in which they must persuade an investor/committee/etc. to invest in their plan. You can also provide a reward to the group with the best presentation. Checks for Understanding What are the several constraints we need to keep in mind while solving this problem? Which measure of central tendency would give an accurate portrayal of gas prices? Which measure would mislead the consumer? Solving the Problem (Part II of video) Time: 2-5 minutes Show this second segment of the video to your students, letting them know that they will be comparing their solutions to the actual solution shared by the industry professional(s). Comparing Solutions and Meaning (Describe process for identifying possible solution(s) to the problem presented) Time: 5 minutes Grouping: Independent Pairs Small groups (3-5) Whole group After the second part of the video, have students work in their groups to discuss and write answers to the following questions on their Guided Notes: Which technologies/application did the team end up using? When is it now feasible to use these apps? Checks for Understanding Cold call on groups to share out their answers with the rest of the class. Future Impact and Meaning (Part III of video) Time: 2-5 minutes Show this and final segment of the video to your students, letting them know that they will be reflecting on their thoughts related to pursing possible education pathways and careers presented in the video. Future Impact and Meaning (Have students reflect on how solving the problem relate to current or future goals) Time: 5 minutes Grouping: Independent the third part of the Spark 101 video, have students work in their groups to discuss and write answers to the following questions on their Guided Notes: How were your group’s solutions similar to those generated by other teams? How were they different? In cases where they were different, which solution was better? Why? Also asks groups to complete the statistical analysis and present to the class.