Students will be able to apply statistical measures of center and variability as well as probability to solve real world and mathematical problems.

You can’t leave 7th grade without……more prob and stats!

10 minutes

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (Instructional Strategy - Process for openers). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can find the mean, median, and mode. I can calculate the mean absolute deviation. I can calculate probability of an event.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

50 minutes

**Recap: **See Video!

**Sample Test Questions**: I am going to present this portion of the lesson as a table challenge. For this table challenge, I am going to give the students a copy of the problems first and give them 15 minutes to work them out with their tables. At the end of the 15 minutes, I am going to draw cards to determine which table will work out which problem. In order to keep all tables on task throughout all problems, I do not reward correct tables until the end of the activity. Though it is not a practice I enjoy, part of student success on a state exam is being able to break down questions in an effort to figure out exactly what is being asked. It is important that students are fluent with solving questions that are worded and presented like those on the state exam so that the only thing on their minds during the exam is the content – not the presentation of the content. As with all table challenges, students will be asked to persevere with problems and work them out together, which is **mathematical practice 1**. I am more than willing to help students, but they have to really try first! Additionally, the types of problems I have chosen require that students reason abstractly and quantitatively (**mathematical practice 2**), making sense of words by writing equations or drawing figures. Also, the problems they are solving model real world applications of the topics, which is **mathematical practice 4**.

2 minutes

**Whole Group Question: **To summarize today’s lesson, I am going to ask that students raise their hand when they can tell me the three measures of center and how to calculate them. For whatever reason, the phrase “measures of center” continually throws students off – so I want to be sure that they understand that phrase and what it is asking for. I am hoping (expecting) lots of hands at this point!