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Construct, critique, display, summarize, report, describe. mean, median, interquartile range, relating, data distribution, context

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Students construct arguments regarding which measures of center or variability they would use to represent a particular data distribution.

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Rakela is training for a road race. She wants to make a five-week plan for how many miles she should run each week in order to be ready for the race. She comes up with three different options. In order to better understand each training plan and decide which one she should follow, she finds the mean, median, range, and interquartile range for each plan and records them in the table.

1. If Rakela wants to follow a training plan that is the most consistent across the five weeks, which one should she use? Why? Which information from the table helps her decide?

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Students construct viable arguments and critique the reasoning of others. Students approximate probabilities and create probability models and explain reasoning for their approximations.

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Construct, critique, approximate, create, explain reasoning, draw informal comparative references

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Students construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects.

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Construct, interpret, scatter plots, bivariate measurement plots, investigate, patterns of association, describe, linear association, nonlinear association

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a. Create a tree diagram for the four possible outcomes and probabilities for the two tosses.
b. What are the possible outcomes?
c. What are your winnings for each outcome?

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1. Find a function that relates the amount of chicken and the amount of steak you can buy.

2. Graph the function. What is the meaning of each intercept in this context? What is the meaning of the slope in this context? Use this (and any other information represented by the equation or graph) to discuss what your options are for the amounts of chicken and amount of steak you can buy for the barbeque.