Students make connections between different data displays and measures of center and measures of variability. In particular, they interpret data with greater MADs or IQRs as having greater variability. When students match data displays with descriptions of shape, measures of center, or measures of variability they make sense of the data display and the corresponding description or measure (MP2). When students participate in a Math Talk about finding the mean, they have an opportunity to notice and make use of the symmetric structure (MP7) of the values to determine the mean. Additionally, students need to be precise in their language (MP6). In the Take Turns routine students trade roles explaining their thinking and listening, providing opportunities to explain their reasoning and to critique the reasoning of others (MP3).

Math Community

Today, students use sticky notes to document actions in the “Doing Math” sections of the Math Community Chart that they see or hear throughout the lesson. During the Lesson Synthesis, students share what they noticed, and then they suggest additions for the chart as part of the Cool-down. The work today continues to build a foundation for developing math community norms in a later exercise and is the start of students identifying strengths in the actions of their peers.