Comparing Groups
5 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is to collect ideas about comparing two data sets, which will be useful when students quantify how to compare groups in a later activity. While students may notice and wonder many things about these dot plots, the ways students describe how the volleyball team is taller is the important discussion point.
When students articulate what they notice and wonder, they have an opportunity to attend to precision in the language they use to describe what they see (MP6). They might first propose less formal or imprecise language, and then restate their observation with more precise language in order to communicate more clearly.
Launch
Arrange students in groups of 2. Display the dot plots for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice and wonder with their partner.
Student Task
What do you notice? What do you wonder?
Sample Response
Things students may notice:
- The volleyball team is much taller than the gymnastics team.
- The gymnastics team’s heights are all under 70 inches tall.
- The volleyball team’s heights are all over 70 inches tall.
Things students may wonder:
- How much taller are the volleyball players?
- Are players on volleyball teams usually that much taller than gymnasts, or is this just for these two teams?
- Why are gymnasts typically short and volleyball players typically tall?
Activity Synthesis (Teacher Notes)
Ask students to share the things they noticed and wondered. Record and display their responses without editing or commentary for all to see. If possible, record the relevant reasoning on or near the dot plots. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on display and respectfully ask for clarification, point out contradicting information, or voice any disagreement.
If an attempt to use numerical values to compare the height of the teams does not come up during the conversation, ask students to discuss this idea.
Standards
- 7.SP.B·Draw informal comparative inferences about two populations.
- 7.SP.B·Draw informal comparative inferences about two populations.
15 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Comparing Groups
5 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is to collect ideas about comparing two data sets, which will be useful when students quantify how to compare groups in a later activity. While students may notice and wonder many things about these dot plots, the ways students describe how the volleyball team is taller is the important discussion point.
When students articulate what they notice and wonder, they have an opportunity to attend to precision in the language they use to describe what they see (MP6). They might first propose less formal or imprecise language, and then restate their observation with more precise language in order to communicate more clearly.
Launch
Arrange students in groups of 2. Display the dot plots for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice and wonder with their partner.
Student Task
What do you notice? What do you wonder?
Sample Response
Things students may notice:
- The volleyball team is much taller than the gymnastics team.
- The gymnastics team’s heights are all under 70 inches tall.
- The volleyball team’s heights are all over 70 inches tall.
Things students may wonder:
- How much taller are the volleyball players?
- Are players on volleyball teams usually that much taller than gymnasts, or is this just for these two teams?
- Why are gymnasts typically short and volleyball players typically tall?
Activity Synthesis (Teacher Notes)
Ask students to share the things they noticed and wondered. Record and display their responses without editing or commentary for all to see. If possible, record the relevant reasoning on or near the dot plots. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on display and respectfully ask for clarification, point out contradicting information, or voice any disagreement.
If an attempt to use numerical values to compare the height of the teams does not come up during the conversation, ask students to discuss this idea.
Standards
- 7.SP.B·Draw informal comparative inferences about two populations.
- 7.SP.B·Draw informal comparative inferences about two populations.