Day 137: Interquartlie Range

6th Grade Math Standards: 6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
Quote of the Day: “It’s about remaining mentally and emotionally balanced all time, no matter what is taking place around you. You never want to show your opponent a weakness through your words, facial expressions, or body language. No matter what they are saying to you, no matter what the crowd is chanting, if you can show poise you demonstrate to your opponent that they cannot rattle you.” - Coach K

Question from Yesterday (as always from a student): "Is the 21 an outlier in the data set 13, 15, 15, 15, 16, 21?” 

“Would the range ever be the same as any central tendency?” – Nathan Ing

The Learning Objective: Find the interquartile range of a data set

Assessment: Students completed guided practice problems on their own after we did notes; the homework was checked for understanding

Agenda:

1. Estimation 180 - The Bacon
2. Review the homework
3. QSSQ 
4. Pepper (minutes left in class)
5. Measures of Variation Vocabulary at the start of the second class
6. Interquartile range example on the notes
7. Samantha's Family from Laying the Foundation Pre-AP lessons
8. NFL Penalties Practice

Glass Half-Full: When we were doing the Samantha's Family activity, it was good to catch students putting quartiles one and three in the wrong place when the data set had six values. The tendency is for students to put the quartiles between two people, but since the values less than the median and more than the median are three on either side, only one number is needed to represent the quartiles.

Regrets: Students in general are too goofy during the activity to get them to focus on the math aspects of the concept. I would like to warn them ahead of time to have discipline toward the mathematics aspect of the activity.

Link of the Day: Nothing to do with math, but then again we can change that. Fidel Castro wrote a letter to FDR. In it he asked for $10. What is that worth today adjusted for inflation?