of their own choice to represent their term. Multiple Means for Engagement Construct viable Key Questions arguments and critique Formative Assessment Directions: the reasoning of others by Summary requiring students to Students create Frayer Model (see Attachment #3) for 1 of the following terms justify their conclusions using a variety of resources available to your classroom (textbook, internet from the product they resources, prior knowledge, information printed by teacher in advance): create to represent their Measures of Center term. Measures of Variation (SMP #3) Measures of Spread (note to teacher students should discover that measures – Attend to precision by of spread are the same as measures of variation) making their creation Mean precise in meaning and Median being able to clearly Mode explain it to others. Range (SMP #6) Outliers Mean absolute deviation Students create a product (mind map, song, rap, brochure, digital presentation, skit, cartoon, fairy tale/story, or infomercial) to represent their term. Real-world connection should be included. Present to the class or jigsaw-style. Those students not presenting should complete a graphic organizer which organizes terms and definitions by measures of center vs. measures of variation (Attachment #4). Review graphic organizers and use follow-up questions to promote class
Multiple Means for Engagement Key Questions Formative Assessment Summary of their own choice to represent their term. Directions: Students create Frayer Model (see Attachment #3) for 1 of the following terms using a variety of resources available to your classroom (textbook, internet resources, prior knowledge, information printed by teacher in advance): Measures of Center Measures of Variation Measures of Spread (note to teacher – students should discover that measures of spread are the same as measures of variation) Mean Median Mode Range Outliers Mean absolute deviation Students create a product (mind map, song, rap, brochure, digital presentation, skit, cartoon, fairy tale/story, or infomercial) to represent their term. Real-world connection should be included. Present to the class or jigsaw-style. Those students not presenting should complete a graphic organizer which organizes terms and definitions by measures of center vs. measures of variation (Attachment #4). Review graphic organizers and use follow-up questions to promote class Construct viable arguments and critique the reasoning of others by requiring students to justify their conclusions from the product they create to represent their term. (SMP #3) Attend to precision by making their creation precise in meaning and being able to clearly explain it to others. (SMP #6)