mathematics 7 data analysis
Specific Curriculum Outcomes
SP01 Students will be expected to demonstrate an understanding of central tendency and range by
SP02 Students will be expected to determine the effect on the mean, median, and mode when an outlier is included in a data set.
SP04 Students will be expected to express probabilities as ratios, fractions, and percents.
SP05 Students will be expected to identify the sample space (where the combined sample space has 36 or fewer elements) for a probability experiment involving two independent events.
SP06 Students will be expected to conduct a probability experiment to compare the theoretical probability (determined using a tree diagram, table, or other graphic organizer) and experimental probability of two independent events.
SP01 Students will be expected to demonstrate an understanding of central tendency and range by
 determining the measures of central tendency (mean, median, mode) and range
 determining the most appropriate measures of central tendency to report findings.
SP02 Students will be expected to determine the effect on the mean, median, and mode when an outlier is included in a data set.
SP04 Students will be expected to express probabilities as ratios, fractions, and percents.
SP05 Students will be expected to identify the sample space (where the combined sample space has 36 or fewer elements) for a probability experiment involving two independent events.
SP06 Students will be expected to conduct a probability experiment to compare the theoretical probability (determined using a tree diagram, table, or other graphic organizer) and experimental probability of two independent events.
activities

 Paper Airplanes for Measures of Central Tendencies from Julie Reulbach  Have students fold paper airplanes, throw them and record the distance they fly in a google form. Then use the data to talk about mean, median mode, range, boxplots, histograms, etc.
 Mean, Median, Mode, and Range Spider Puzzles from Sarah Carter  Sarah uses several spider puzzles involving mean, median, mode and range. These puzzles should bring about plenty of discussion. Four "spiders" of increasing difficulty asking students to complete a list of numbers to make the average and range properties true.


 Mean Median Surprise from Ivars Peterson  Start with three numbers, say 5, 17, and 23. Their median (middle value) is 17. Find a fourth number so that the mean of all four is 17. This number must be 23 (4 x 17 – 5 – 17 – 23). Repeat the process. The median of 5, 17, 23, and 23 is halfway between 17 and 23 (20). Find a fifth number so that the mean of all five numbers is 20. This number is 32 (5 x 20 – 5 – 17 – 23 – 23).
Repeat the process. The median of 5, 17, 23, 23, and 32 is 23. Find a sixth number so that the mean of all six is 23. The sixth number must be 38. Continuing the process, you get the sequence 5, 17, 23, 23, 32, 38, 23, 23, 23, 23, . . . It becomes constant! These strings are called M&m sequences for "mean and median." An M&m sequence is considered stable if it eventually reaches a constant value. The length of the sequence is the number of terms it takes to get to the repeating value for the first time. Is every M&m sequence is stable?
 The TwoDice Sum Game from Marilyn Burns as explained by Joe Schwartz  Each student makes a number line from 2 to 12. Students get to place 11 counters on this number line. Roll two dice and if there is a counter on that number, remove it. The first student to remove all their counters from their number line wins. Can students find the best way to allocate their counters?
 Dibingo from Don Steward  In this game, students have to pick a card with different values on it. Students take turns rolling two dice. If there sum is a number that is on their card, they score a point. Which card will give you the best chance of winning? Megan Schmidt wrote about using this game in her classroom.
 Card Game from Mathematical Assessment Project  Students use probability to make predictions about a card game. Ten cards, numbered 1 to 10, are shuffled and placed face down so that the numbers do not show. The cards are turned over one at a time. The class has to find the probability that the next card will have a higher number than the last one turned.

