Readiness Check

This item is about general number sense and understanding of division. Students will need to make calculations like this when they calculate the mean or MAD of a data set, and will frequently need to efficiently divide by 2 when calculating the median.

If most students struggle with this item, plan to add extra practice in the weeks before Lesson 11. There are practice problems in both Lesson 4 and Unit 5 that can be used. Those problems and the problems here can also be used as a quick Number Talk.

Students create a line plot showing fractional values. They will need to find a common denominator for the fractions and label the values on the number line correctly.

If most students struggle with this item, plan to support their understanding by creating the dot plot with the students in Activity 1, “Pencils on a Plot.” Amplify the steps as the dot plot is created, including partitioning equally and labeling.

Students will need to make calculations like the following in order to calculate mean absolute deviation (MAD).

If most students struggle with this item, plan to add extra practice in the weeks before Lesson 11. There are practice problems in both Lesson 4 and Unit 5 that can be used. Those problems and the problems here can also be used as a quick Number Talk.

Students interpret a bar graph. Students are not required to judge the exact values assigned to each bar, so the problem is more about general understanding, interpretation, and estimation. If students answer incorrectly, it is possible that they have made arithmetic errors, but it is more likely that they are having difficulty interpreting the bar graph.

If most students struggle with this item, plan to do the optional activity in Lesson 3, "Favorite Summer Sports." This is an opportunity to think about bar graphs and compare them to dot plots and histograms. Students can also plan their own data collection and bar graph development as needed.

Students who select Choice A may not recall that multiple marks in the same column refer to multiple instances. Students who select Choice C can divide the line into 8ths appropriately and read the graph correctly. Students who select Choice D did not recognize that $7\frac68$ inches is equivalent to $7\frac34$.

If most students struggle with this item, plan to do Activity 1, "Pencils on a Plot," allowing for extra time for students to share their understandings. For extra practice, make a class number line showing zero to 2 and add fractions to it.

In addition to reading the line plot, students must also add and subtract decimal values in context.

Students who don’t select Choice A are using the lowest and highest tick marks to calculate the difference. Students who select Choices B and D misunderstand dot plots and their values. Students who don’t select Choice C may have made a calculation error.

If most students struggle with this item, plan to adapt Lesson 5 by using the data collected in Lesson 1 Activity 2 Question 12 to create and interpret a line plot. This data will allow for questions that require adding and subtracting decimal values in context.

Students calculate several benchmark percentages, notably 25%, 50%, and 75%. This skill will be essential when they find quartiles. Whole number values and decimal values are both included because students require both skills in this unit.

If most students struggle with this item, plan to explicitly share the strategies used by students to determine percentages in Lesson 4 Activity 3. In addition, here are two percentage questions that could be added to the lesson synthesis: What percentage of dogs weighed 15 kg or more? What percentage of dogs weighed less than 15 kg?