Grade 6 Statistics- Conceptual Lessons
Type of
Lesson Title and Objective/Description
Knowledge
& SBAC
Claim
C
Hook Lesson: What is Statistics?
3,4
As a class, students will write a series of questions about a chosen event. From
this, students will determine if the questions are good candidates for gathering
statistical data, in that they can be answered with variability.
P
Practice: Sorting and Generating Questions
1
Students will practice writing statistical questions and/or determining if a
question would provide statistical variability.
P,C
What Does it Mean
1,4
Students will discover that mean is the “average” of a set of data by taking
columns of blocks and “equally redistributing” the blocks. Students will practices
solving problems by finding the mean and the mean absolute deviation (MAD).
P
Practice: Calculating Mean and MAD
1
C 1,2
5-Number Summary
Students will discover that the median is the value for which half of the numbers
are larger and half are smaller or is the arithmetic mean of the two middle
numbers if there is an even set of numbers in the data set by participating in a
data collecting/analysis activity about their class. Using this information,
students will be able to make, read and explain the components of a box plot and
histogram and be able to discuss how to find the inter-quartile range (IQR), and
what that tells us about the data.
P,C,RK
Statistics Unit Project
1, 2, 3, 4
Students will sample at least 60 people using a statistical question. Students will
display the results of their sample and analyze the results to make inferences
about a certain population.
Suggested Math Practice
Time
embedded
Frame
1-2 days
1 day
3, 7
2 days
3,8
1 day
1,5,6,7,8
2 days
1,7
Unit
Project
1, 3, 5, 6
1
P, RK
1,3,4
P,C, RK
1,2,3,4
P
1,2,3,4
Puppy Weights
Students continue their work with looking at data from a dot plot and using that
data to construct a box plot. Students will describe the center, spread and overall
shape of the data.
Comparing Fast Food
Students will use fat and calorie data to complete a frequency table and to learn
how to construct a histogram. Students will compare and contrast bar graphs
and histograms. Students will learn that data can take on different shapes
depending on how the distribution changes over the intervals.
Practice and Problem Solving: Reading, Creating, Analyzing Statistical Data
1 day
Summative Assessment – all 4 claims
1-2 days
NOTES: 3 Week Unit Addresses Standards: SP 1, 2, 3, 4, 5
Types of Knowledge:
Facts (F)
Procedures (P)
Concepts (C )
Relational Knowledge (RK)
3-4 days
3,5,7,8
2-3 days
3,5,7
SBAC Claims:
1) Concepts & Procedures
2) Problem Solving
3) Communicating & Reasoning
4) Modeling & Data Analysis
2
Teacher Directions: What is Statistics?
Materials
 Highlighter – 1 per student
 1-2 minute video of something students are interested in and where someone could gather
statistical data (examples: concerts, sporting events)
Objectives
 Students will learn the difference between a statistical and non-statistical question.
 Students will learn how to write a statistical question from a data display.
 Students will be introduced to the concept that variability includes graphical displays that
have “shapes” which include “center” and “spread”.
Teacher Notes
Choose a short video or project a picture of a crowd of people at some type of event, such as a
concert or sporting event, based upon the interests of students in the class. Before watching the
video or looking at the picture, let students know that they are going to generate some questions
about the people attending the event and why a business might want to research attendees or fans
at a certain event. (Marketing and advertising at the venue are good examples.)
After watching the video, or looking at the picture ask student volunteers to give you questions
about the attendees. Record these questions on the board, as students record them on the
worksheet. Be sure that students are providing both statistical and non-statistical questions. For
a sporting event, sample questions are provided below:
Statistical Questions
What is the income of the attendees at the
baseball game tonight?
How many games in a season do the people at
tonight’s game attend?


Non-Statistical Questions
How many members are in the musical group
One Direction?
What time does the game start tonight?
Statistical questions have variability in responses
Non-statistical questions can be answered with one answer, or a fixed answer (E.G. the
distance from the earth to the sun; number of students in my math class (only if it is one
class; if this question was asked of the whole school it would have variability); the result
of adding 3 and 7, etc.)
Once 8-10 questions have been generated by the class, have a student read prompt one, and then
complete one together. Allow for the class to go through and circle the single answer questions.
Have students check with a partner and then have a brief class discussion about those questions
that should be circled.
Have a student read prompt two and have a short discussion, using the examples provided, about
what is meant by the word variability. A few more examples include:
 How many minutes does the typical 6th grade student spend on homework per week?
IMP Activity: What is Statistics?
4

o This is a statistical question in that to find the answer, data would have to be
collected and analyzed. It is expected there would be variability amongst the
responses.
How many siblings does the typical 6th grade student have?
o Once again, data would need to be gathered, and responses would vary from
student to student.
Have students then go through and highlight questions that have variability within the responses.
After students have finished highlighting, discuss highlighted questions with the class.
Have students answer prompt 3 and call on several student volunteers to read their definition of
variability. Come to a class conclusion about the definition. Let students know that what they
have been doing is learning the difference between a statistical question and a non-statistical
question and that statistics are seen in many different applications in life. Examples include
sports (teacher could show statistics on a particular player or team); U.S. Census (teacher could
show statistical data that is gathered every 10 years in the U.S.); surveys generated by marketing
companies, etc. Discuss what the components of a statistical question are, and then create a class
definition. Have students record this in the box on page 1.
Practice
Direct students to turn to page 2 and have a student read the prompt. Give students 5 minutes to
read through the eight questions, and determine if the questions are statistical questions or not.
Have them check with a partner and then ask pairs to share their response and why they believe
the question represents a statistical question or not.
Answers:
Yes/No
Question
No (not answered by collecting data)
1) How many school days are there in April?
Yes (could be answered by collecting data 2) How many hours did the kids in our class sleep
and there would be variability in that data) last night?
Yes (could be answered by collecting data 3) How old are the kids in our school?
and there would be variability in that data)
Yes (could be answered by collecting data 4) What percent of people like watermelons?
and there would be variability in that data)
No (yes, no response; no variability in
5) Asking a friend if they like chocolate ice cream?
data)
Yes (could be answered by collecting data 6) What is the age of attendees at a LA Lakers
and there would be variability in that data) game?
No (answered by a single number; not
7) How old is the Anaheim Angels Franchise?
answered by collecting data that vary)
Yes (could be answered by collecting data 8) What is the distance that students in our school
and there would be variability in that data) live from school?
Have students go back and re-write questions 1, 5 and 7 so that they would be question that
could be used to collect statistical data. Monitor as students are writing questions and have
students share their responses. Use thumbs up/down after a student reads their question. If a
IMP Activity: What is Statistics?
5
student disagrees, ask them to explain why they disagree and how they would change the
question.
Writing Questions from Data Displays
Let students know that once a statistical question has been created data has been collected from a
large enough sample that the next step is to display the data and that the data displays can vary.
(In this unit, students will be learning how to display two new ways, the histogram and box plot.)
Students should be familiar with the data displays from earlier grades. Have a brief discussion
about what the data is displaying in the first problem, and what is being compared. Have
students write down a possible statistical question that could have been used to collect that
particular data. Have several students share their question, and then discuss with the class
whether the question is a statistical question based upon what they learned in the beginning of
the lesson. Have students revise their question if needed. Repeat this process for problems 2
through 4.
Introduction to Measures of Center and Measures of Spread/Variability and Measures of
Shape
Note to the teacher: within this unit students will be learning about measures of center, measures
of spread/variability and looking at the general shape of data displayed in a graphical format in
order to analyze and interpret data. Each measure of center and measure of spread/variability
inclusive within the grade 6 Common Core standards will be explored in future lessons.
Within this lesson is the opportunity to informally look at the general shape of each data display
within “Writing Questions from Data Displays.” Some prompts when looking at each one might
be:
 What is the general shape of the display? (Bell curve, flat, skewed to the left or right?)
 Is the data bunched together in one particular area?
 Is the data spread out? Is there a large “range” in the data?
This is meant to be a time to just introduce/preview these ideas and terms to let students know
that they will be exploring collecting data, learning how to display the data in a variety of ways
as well as how to interpret or analyze the data.
Notes for the Teacher:
Measures of Center
 Mode
 Median
 Mean
IMP Activity: What is Statistics?





Measures of Spread/Variability
Range
Interquartile Range (IQR)
Variance
Standard Deviation (High School Topic)
Mean Absolute Deviation (MAD)
6
Teacher Directions: What Does it Mean?
Materials:


1” cubes (about 35 per student or pair of students)
Copies of What Does it Mean? (1 per student)
Part 1: Developing a Conjecture about Mean
 Have a student volunteer read the scenario and then have a class discussion about
the type of experiment that was performed.
o Traci flipped a coin 10 times, but knowing from the prior unit on probability
that the more times an experiment was performed the outcomes would get
closer to the theoretical probability, she performed the experiment 6 more
times.
 Pass out the blocks to students, and model building the columns from the graph
provided. Instruct students to build the columns and to answer questions 2- 4. Once
students are finished, have them compare their results with an elbow partner.
 Students should have 5 blocks in each column.
 Have a class discussion about what students think the “mean” means and how
distributing the columns into “fair shares” demonstrated finding the mean by use of
manipulatives. (Conceptually)
Part 2: Testing the Conjecture about Mean and Defining the Procedure
 Tell students that we are going to look for a pattern to come up with a rule for
finding the mean of a set of data by splitting up the class and looking at 4 sets of
data. They will need to use the blocks, and redistribute them into equal columns to
find the mean of their data set.
 Have different groups of students work on each of the data sets, 1, 2, 3, or 4. Once
students have found the mean using their blocks select a student to come to the
board and record the sum of the data and their mean into the appropriate row and
column.
o Data chart on the board should look like this:
Set 1:
Set 2:
Set 3:
Set 4:

Set #
3, 4, 5, 6, 4, 4, 2
1, 3, 3, 5, 4, 2
7, 4, 2, 4, 3
5, 5, 4, 4, 7
Sum
Mean
Once you have the data have students answer question #5. After two-minutes, have
them compare their answer with an elbow partner. Randomly select pairs to share
what relationship they see between the sum of each data set and the mean.
Students should come to the conclusion that the mean can be found by dividing the
sum of the numbers by the number of numbers in the data set (sample space). (You
may need to frame questions to get students to see this relationship.) Explain the
IMP Activity: What Does it Mean?
5


word conjecture: A conjecture is a statement that is believed to be true but is not
yet proved.
Tell the students that we are going to try out our conjecture one more time with
Traci’s data. Have students complete #6, and then share their results with the class.
Discuss as a class, the procedure for finding the mean and have them complete
questions 7 and 8.
Part 3: Mean Absolute Deviation
In this part of the lesson students will learn about a measure of variability, mean
absolute deviation (MAD). Students will further their understanding of this measure of
variability in terms of variance in high school. MAD can be defined as the average distance
of each data value is from the mean. The MAD is a gauge of “on average” how different the
data values are from the mean value.
 Have a student volunteer read the first two statements about mean absolute
deviation (MAD).
 Go through the two examples with students on how to find MAD, by either using a
number line to find absolute distance between each value in the data set to the mean
or the table. (Note: one of the values of the data set was 5, which has an absolute
value of 0 on the number line, which is why only 6 of the 7 experiment results are
shown.)
 Have students look at the procedure for finding the MAD. Ask students if this
procedure for finding mean is the same as they discovered early. (Yes!)
 Direct students to answer the final question on the page with a partner. Once most
pairs have something recorded, ask for volunteers to share their responses. This is
the average between each data value. 1.4 is relatively small, which means that
Traci’s results were close to the mean value.
Part 4: Practice
 Put students into groups of 6 and have them complete problems 1 – 4. Answers will
vary depending upon the data sets for each group. Walk around and monitor
students.
o If there is a group that does not have 6 members, tell them to randomly select
a number between 0 and 15 for each problem to fill in the remaining blanks.
They will choose a new number for each blank they have to fill in.
IMP Activity: What Does it Mean?
6
Teacher Directions: 5-Number Summary
Materials:





Tape Measure in Inches, or Yard Sticks (Long Enough to Measure Student Height)
Copies of 5-Number Summary Worksheet (1 per student)
Blank Paper (about 50 sheets)
Markers
Printed Set of Vocabulary Words (see attached documents)
Opening Question
 Place the following picture, or a picture of a median that you have downloaded up for
students to see. Ask them to write down their response to the following question.
Median
The center divider of a highway or road is
called a median. In the picture at the right,
this is the floral area that the arrow is pointing at.
How else could you describe the word median?


While students are answering the question, randomly measure the height of 11
students in the class. Give them a blank piece of paper and a marker and have them
write their height in inches in large font on the piece of paper.
After you have measured 11 students, have students discuss with an elbow partner the
answer to the opening question. After 1 minute, randomly select pairs to share what
how they could describe the word median.
Revisiting Traci’s Experiment
 Have students silently read the first statement and first question. Let students know
that they will be working with another measure of central tendency today to find
another way to approximate a central value.
 Have students rewrite Traci’s values in sequential order on the lines provided. You
may want to stop and define the word sequential for students.
 Have them circle the median value, which is 5 and record this value in letter (b). Have
a student read aloud (b) and then discuss this other definition of the word median.
Mathematical Medians
 Have the 11 students come up to the front of the class and hold up their numbers. They
do not need to stand in numerical order.
 Ask the class how they can figure out what the median number is, or the number that
falls in the middle, numerically. Take responses until a student suggests that it might
be easier to rearrange the students in numerical order.
 Have the students rearrange themselves in numerical order and then have the students
record the 11 numbers in problem 1 on their worksheet. Ask them to predict the
IMP Activity: 5-Number Summary
7













median. Remind them of how they thought about what a median was in the opening
task.
Have the 11 students “fold the line in half” with students with the first and last value
meeting, the next numbers meeting, etc. There should be one student in the middle,
left without a partner. Explain to the class that this is the median. Have them record
the actual median in problem 1c, and then instruct them to write the word median
under the 6th number, which was the person without a partner, in the middle.
Unfold the line, and hand the student who represents the median the vocabulary card
labeled median.
Have students complete number 2 alone. Once everyone has had a chance to write
something down, have students discuss with an elbow partner.
Have a volunteer read problem 3 and then have a class discussion about how you can
also label the median as Quartile 2. Hand the student who is holding the median
vocabulary card the Quartile 2 card as well. (You can tape vocabulary cards under their
number card so the student does not have to hold 3 cards individually.)
Have students complete #3, recording the answer for what Q2 is and writing Q2 under
the appropriate number.
Have a volunteer read problem 4 and then have a discussion, asking students how they
might find the number that represents Quartile 1. Have the first half of the line
physically fold in half to see the median of the 1st half, or Q1. You might want to ask the
students what the word quartile means; does it sound like any other words that we
know? Once the class has agreed upon the number have them complete #4, recording
the answer for what Q1 is and writing Q1 under the appropriate number.
Hand the student who is holding the Q1 number the Quartile 1 vocabulary card.
Repeat the process you did in #4 for #5 but for Quartile 3, this time having the upper
half of the line fold in half to reveal the median of the upper half.
For problem 6, have a class discussion asking students if there are any numbers that do
not fit with the trend of the others, or are all of the students relatively the same height.
Note: if a student is sensitive about being shorter or taller than the rest of the class, do
not use them for this activity as an example of an outlier. Perhaps you can mention a
particularly tall teacher on campus, how would they fit in with the student data? Or a
professional basketball player. If there is an outlier, have them hold the outlier
vocabulary card.
Have a class discussion about the maximum and minimum values of the data set, and
have students record those values.
Using the maximum and minimum values, have students find the range of the data set.
Direct students to answer question 8a. Once students have had a chance to write
something down, randomly select students to share their answer. The range is the
smallest interval that contains all of the data set.
Have students complete question 9; ask for a volunteer to come up and share their
work and answer.
IMP Activity: 5-Number Summary
8
Creating a Box Plot
At this time you will help students create a boxplot using the data collected at the opening of
the class period.
 Have students fill in the 5-number summary chart with the values recorded on page 2.
 Let students know that they must create a number line on which they will then graph
the data.
The following is a sample Box Plot based upon the data set below.
Sample Student Grades on 11-different Tests over the Course of a School Year
82, 90, 80, 94, 85, 78, 91, 88, 95, 90, 93

Scores written in sequential order:
o 78, 80, 82, 85, 88, 90, 90, 91, 93, 94, 95
Minimum Value
78
Lower Quartile
(Q1)
82
Median (Q2)
90
Upper Quartile
(Q3)
93
Maximum Value
95
Reflection
 Have students answer questions 10a and 10b with a partner or in a group. Randomly
select groups to share how they think measuring the heights of 3rd grades would
change the boxplot, as well if they had used the data of the heights of the staff and
faculty at the school site. Would there be any outliers? (Particularly tall or short
teachers; how would they skew the data?)
 As a review, have students find the mean of the data set and compare it to the median.
If you’d like to save time, ask students how they would find the mean and then do it for
them. The important part of this question is how does the mean compare to the
median and what might account for the difference and why.
What if there is an Even Number of Numbers in the Data Set?
IMP Activity: 5-Number Summary
9
Students practiced finding the median if there are an odd number of numbers in the data set,
but will now see that there is a slightly different procedure for finding the median of the set of
data with an even set of numbers.
 You can have students give you 10 random numbers, or you can ask students a
question, have them write the number in larger font on a piece of scratch paper and
then randomly select 10 students to come to the front of the room. Possible questions
are:
o How many pets do you own?
o How many cousins do you have?
o What’s your favorite number between 1 and 50?
o What’s your shoe size?
 Follow the same directions as in Mathematical Medians; you will want to help students
identify the difference between find the median, Q1 and Q3 with an even set of
numbers as compared to an odd set, in the first task. After the majority of the class has
finished the problems, have a class discussion to double-check answers and to clear
any misconceptions students might be having about finding Q1, Q3, outliers,
interquartile range, minimum and maximum values or range. Confirm class data
before having students move on to the boxplot.
 Once the class has the same set of values for the 5-number summary, have students
construct a boxplot. It would be valuable to have a discussion about what number to
start the number line with, and what intervals should be used along the number line.
 After students have constructed the box-and whisker plot, have several students come
up and share their plots, especially if some students used different intervals. Ask
questions as to if the different intervals make the data look different when plotted.
 Once again for review, have students find the mean and discuss how it relates to the
median.
 Have students look at the diagram of a boxplot that is skewed to the right and one that
is skewed to the left. Have them analyze if the boxplot they just created is skewed, and
if it is, how so.
Reflection
 You may choose to have the students answer these individually and then compare with
an elbow partner, and then share with the class or answer each question in terms of a
class discussion.
Note: A common misconception amongst students is that the longer a whisker is, or the larger
a quartile or section of the box is, the more data values it contains. This is not the case, as each
portion of the box and whisker contains approximately 25% of the data set. Quiz students as
to what a larger box, or longer whisker really means. (The data has more variance, or has a
larger spread (how stretched or squeezed a distribution is).)
Practice
 Students now have an opportunity to try two problems on their own. Note that the
data in #26 is in sequential order, but #27 is not. Walk around and monitor students
as they are solving these two problems.
IMP Activity: 5-Number Summary
10
median
IMP Activity: 5-Number Summary
11
Quartile 2
IMP Activity: 5-Number Summary
12
Quartile 1
IMP Activity: 5-Number Summary
13
Quartile 3
IMP Activity: 5-Number Summary
14
Outlier
IMP Activity: 5-Number Summary
15
Minimum
Value
IMP Activity: 5-Number Summary
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Maximum
Value
IMP Activity: 5-Number Summary
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Mean
IMP Activity: 5-Number Summary
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Teacher Directions: Comparing Fast Food
Materials
Copies of Comparing Fast Food – 1 per student
Copies of Data Table (Burger Kind & Chick-fil-A) – 1 per pair of students
Rulers (optional) – 1 per student
Calculator (optional)
Objective
Students will use total fat and calorie data to complete a frequency table and to learn how to
construct a histogram. Students will learn that data can take on different shapes depending on
how the distribution changes over the intervals.
Teacher Notes
Have students look at the data provided on total calories and total fat for select items at a fast
food restaurant. Tell students that frequency tables are a convenient way to organize data into
intervals that group like statistics together. Instruct students to make tally marks within the
frequency table for each interval for the Total Fat (g) column and then write the frequency. After
most students are done, come to a class consensus about the total number of items represented in
each interval. Let students know that they have been doing bar graphs for several years and that a
histogram is similar to a bar graph. (The teacher may want to show some images of bar graphs.)
At this time students may either follow the steps for creating a histogram in the text box on the
bottom of page 1, or the teacher may lead the class through the first histogram. If students work
on their own, be sure to circulate to check that students are recording the intervals correctly and
on the correct axis. Once students are finished, have several students present their graphs and
come to a consensus about what the histogram should look like.
So that students develop an understanding of how a bar graph is different than a histogram,
students will now make a bar graph, using data collected about the class. Have a student read the
paragraph at the top of page 2 and then survey the class with the following question: “When you
go to a fast food restaurant do you prefer a burger, chicken sandwich, chicken nuggets, or a
salad?” Survey the class, recording responses in the frequency table provided. Students should
also record responses in their table.
Ask students to think about how they would represent the collected data in the graph provided.
Complete the graph for the burger as a class and then have students complete the remainder of
the graph. Select a student or two to share their completed graph. Ask students to then discuss
the two questions comparing and contrasting a histogram to a bar graph, with a partner or in a
group. After students have discussed with each other, ask partners or groups to share their ideas
and record them at the front. Discuss any misconceptions, and then have students construct their
own response to the two questions based upon the class discussion. Note: with histograms the
bars are connected as they are displaying intervals of measure.
IMP Activity: Comparing Fast Food
6
Sample Histograms and Bar Graphs
Bar Graphs
Reference: mathisfun.com
Reference: enchantedlearning.com
Reference: BBC.co.uk
(in response to Ebola crisis)
Histograms
Reference: wikis.engrade.com
Reference: brighthubpm.com
Shapes of Graphical Data
A new topic for Grade 6 is Measures of Shape. At this grade level, students should begin to
understand and be able to relate “…the choice of measures of center and variability to the shape
of the data distribution…” 6.SP.5d. This lesson should serve as an introduction to the terms
shape, skew, symmetrical/symmetry and the general shape that graphical data may take on.
Students will learn that some distributions will be “bunched up” over a narrow range, others will
be spread out over a wide range. This information will be helpful in our understanding of the
population that these data are describing. Have a short discussion about each of the three graphs
shown, and general trend of the data.
Direct students back to the histogram on page 1 and have them sketch a general shape over the
data. Ask the class to raise the hand that they believe the graph is skewed towards. (Right) Have
students discuss with a partner what it means that the graph is skewed to the right and then select
IMP Activity: Comparing Fast Food
7
students to share what they thinks this shape means in relation to the data. Have students answer
the questions in the Analyzing Data section. Students’ responses should be at an initial
understanding phase and may just replicate the verbs used in the shown graphs above. Once
students have completed all three questions, have volunteers share their responses.
Practice
Have students practice creating histograms, but this time for the calories associated with each
item, at each fast food chain. To save time, students could be partnered, where one student or
pair of students in a group completes the frequency table and graph for Burger King, while the
other(s) complete them for Chick-fil-A. Once students have completed the frequency tables and
histograms, have them answer the Analysis Questions on the bottom of page 4 and on page 5.
Have them stop after question 3, and have a short discussion about each question.
Allow students to continue on and create 5-number summaries for both of the fast food chains.
Ask them how displaying the information in a box-plot allows the reader to see the data
differently. To save time with question 4, students may divide up the work as they did with the
histograms and share. Have students display their work and then answer question 5 using the
histograms and box-plots for reference. It is okay if students do not give detailed explanations at
this point, as they will continue the work of comparing and contrasting two data sets in grade 7.
IMP Activity: Comparing Fast Food
8
Comparing Fast Food – Data Table
Burger King Item
Total
Fat (g)
Calories
Chick-fil-A Item
Whopper®
37
650
Whopper® with Cheese
44
730
Chargrilled Chicken Club
Sandwich
Chargrilled Chicken
Sandwich
Double Whopper®
56
900
Triple Whopper®
75
Four Cheese Whopper®
Total
Fat (g)
Calories
12
410
4
290
Chick-n-Strips
24
470
1160
Chicken Deluxe
22
490
57
850
Chicken Salad Sandwich
19
490
Whopper Jr.
16
300
Chicken Sandwich
17
430
Whopper® Jr. with Cheese
21
350
Nuggets – Crispy 4 pc
12
260
Big KingTM
31
530
Nuggets - Grilled
3
140
Hamburger
9
230
Spicy Chicken Sandwich
20
480
Cheeseburger
12
270
27
570
Bacon Cheeseburger
13
290
Spicy Deluxe
Chargrilled Chicken and
Fruit Salad
6
220
Bacon Double Cheeseburger
21
390
Chargrilled Chicken Salad
6
180
Grilled Chicken Sandwich
Tendercrisp®
Chicken Sandwich
16
410
Chicken Salad Cup
24
360
36
640
22
460
Chicken Nuggets 4 pc
Chicken Caesar Salad (Grilled) +
Dressing
Chicken Caesar Salad (Crispy) +
Dressing
11
190
9
240
27
450
Chick-n-Strips Salad
Southwest Chargrilled
Chicken Salad
Grilled Chicken Cool
Wrap
13
340
29
440
Coleslaw
31
360
French Fries (small)
15
240
Chicken Soup
4
140
French Fries (medium)
18
410
Chicken Tortilla Soup
6
260
French Fries (large)
22
500
Waffle Fries (small)
14
270
Burger King Nutrition Information:
Chick-fil-A Nutrition Information:
https://www.bk.com/pdfs/nutrition.pdf
http://www.chick-fil-a.com/Food/Menu
IMP Activity: Comparing Fast Food
9
Teacher Directions: Puppy Weights Materials: •
Copies of Puppy Weights Worksheet (1 per student) Opening Question This is meant to be a review of the material learned. Place the following question and image on the board. Instruct students that this is a think-­‐write-­‐pair-­‐share question where they will have 2-­‐minutes to silently think and write about the scores in the two classes shown below. Write down as many things as you can comparing and contrasting the test scores in Mr. Scarlet’s class with the scores in Mrs. Plum’s class. Once two-­‐minutes have passed, have students share their list with an elbow partner. Give students 2-­‐3 minutes to discuss. Once 2-­‐3 minutes have passed, ask for volunteers to explain how the classes are alike and how they are different. Record all student answers on the board, and discuss any items that might illustrate misconceptions. Ask students the following questions if they were not discussed: • Which class has the greater median score? • Which class has the highest score? What is it? • Which class has the lowest score? What is it? • How are Mr. Scarlet’s class scores distributed? • How are Mrs. Plum’s class scores distributed? • Which class had the greatest variability (spread)? • Which class performed better on the test? Why? Puppy Weights • Pass out activity sheet, Puppy Weights and have a volunteer read the opening statement. • Have students create a 5-­‐Number Summary of the data represented by the dot plot. After 5 minutes, have students share their results. Once the class agrees on the answers, have students construct a box –and-­‐whisker plot. IMP Activity: Puppy Weights (adapted from Illustrative Mathematics) 3 •
Answers o Median = 17 ounces o Q1 = 16 ounces o Q3 = 18 ounces o Minimum Value = 13 ounces o Maximum Value = 20 ounces •
Walk around and monitor students as they are constructing their box-­‐and-­‐whisker plots. When most of the class has finished, ask for a student volunteer to come up and present their plot. Use thumbs up/down to ask students if they agree or disagree with the box-­‐
and-­‐whisker plot shown. If students agree or disagree, ask them to explain why. •
Give students another 10-­‐minutes to answer questions 3 through 8. Once 10 minutes has passed, have students share their answers. If time permits, have students construct another 5-­‐Number Summary and box-­‐and-­‐whisker plot for question 8, excluding the 13-­‐
ounce puppy. Ask students if their box-­‐and-­‐whisker matched their original answer to question 8. •
Question 9 is a review of finding MAD. Have students find the MAD value and then compare with a neighbor. Then ask them to complete the question about what this value tells them in terms of puppy weights. IMP Activity: Puppy Weights (adapted from Illustrative Mathematics) 4