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>>teacher: Today, we're going to start with our Pick-a-Pocket Task Two.
We've already completed task one,
so let's review what and we're uh looking at
today. So who can tell me what the manufacturer is asking us to do?
I wanted them to be able to take those measures of central tendency and apply them to
actual real-life data. So they had to be able to find the mean,
median, mode, and range of the data that they collected
from the last week. Then they had to um take
their mean and their median and apply that to a new data set that they had to make up.
Okay, so we're going to use that data to kind of help us
justify the decisions that are going to be made by this company.
Alright, so on your paper
you have um a table here, so you're gonna have to get out
your data. So you have five seconds to get your data out of your folders.
5...5 seconds gets your data out of your folders.
4... if you don't have your data, share with a friend.
We're going to create a table with your data,
We're going to create a table and then we need to find-in your table you're
do the mean, median, mode, and range. On my research for the standards,
like specifically what the standards were asking for I did have to go to outside
resources, so um I used Take a Bite Out of the Core I think it's called but
online resources.
Okay, I'm gonna give you 5 to 10 minutes, and I'm gonna turn the
timer on and you're going to you have to use your data
to find the mean, median, mode,
and range, the measures of central tendency, of your data.
>>student: Wait, do we use the graph?
>>student 2: It's the same as this.
>>teacher: I want to know that they know what the mean is, that they know the meaning
of that number and how can they use that? So in that my conversations that's how I'm
assessing students that way. And then in the end once they created their own
cause that's what they've done on their own. Creating their own data that matches,
then I can look to see um once they're showing their work
does it match? Does it make sense?
Now the second part of this assignment is going to make you take things a step further.
It's almost like a challenge situation. Alright, yeah
people are saying yes, you rise to the occasion.
Alright, so now we have a situation... where you see all these little boxes
Okay? Your job is to create a second data table. What?
That's different from the first. So we had our first data set,
yes, which was their students in our pocket. That-yes.
Now today we're gonna make up data. Make it up.
You can totally make it up.
Here goes- I'm give me some conditions on what you make up.
Okay cause I don't want 3,467. Alright, first thing is, in here there are 12 boxes.
How many boxes are there? >>class: 12 >>teacher: 12 boxes.
Your data set, the number of numbers that you need, is going to be
bigger than 8, so 8 or larger. or 12 or less.
Can I have 9 numbers? Yes
Can I have 8 numbers? Yes
Can I have 11 numbers? >>class: Yes.
>>teacher: Can I have 12 numbers? >>class: Yes.
>>teacher: Can I have 7 numbers? >>class: Yes...No. >>teacher: No
Can I have 13 numbers? >>class: No. >>teacher: No.
So you can have 8 to 12 numbers. Okay?
You can pick any numbers that you'd like, however, awwwwe.
yeah, here comes the, yeah, here comes the curve-ball
They have to have the same mean and the same median as your data from our class.
Now that I'm the facilitator and not necessarily the sage on the stage
I can um allow the kids to take the class where it needs to go.
Um, so but, that takes a lot of letting go
as a teacher. We're so used to that control and-and results. I need them right now.
And sometimes that-you know that path doesn't go where you want it to go
so um I find that our most meaningful lessons
and the way that they learn most is me not standing in front of the classroom and
that's what these kinds of performance tasks and RCD has
allowed me to do is not stand in front of the class
you know giving them information, but allowing them to find the information themselves.
And it makes it so much more meaningful for them because they remember it because
they found it. It's theirs.
Tell me-show-tell me how you got this. I'm very curious about that one.
>>student: Okay, so I added all of these. >>teacher: Okay.
>>student: but then I kept getting different answers. >>teacher: Okay, so
what is this one? >>student: Uh that's 32 divided by 2-127.
>>teacher: So in whose case? Who's data is this? >>student: Mine. >>teacher: Is that your data?
>>student 2: His is four, but... >>teacher: Okay so even if it was even
so even if it was 4 plus 4 is 8 divided by 2.
Oh, okay, alright.
So that's-this is where you made your mistake. Huh? >>student: Yeah.
>>teacher: because this would be 136, so it's not 4.
You gotta figure out the right number there.
So how many times-how many groups of 34 are in a 120?
They were able to do it and that was pleasantly surprising.
I think they were able to do it though because they
are comfortable with mean, median, mode, and range. If they weren't comfortable
with that, I don't think they would have had
as much success as they did. There was still some, Huh? and What are you talking about?
but not as much as I anticipated.
Perfect! Good. Okay, so now
we...save this number. Circle it so we can use it for your data.
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