TEKS Lesson Plan/Unit Plan s1

Focus Plan Texarkana Independent School District

GRADING 4th Six Weeks PLAN CODE: PERIOD: Teacher: Tipton Course/subject: Mathematics

Grade(s): 7 Time allotted for 1 – 1 ½ hours instruction:

Title: More Work with Mean, Median, Mode, and Range

Lesson TOPIC: Measure of central tendency, mean, median, mode, range

TAKS Objective: Objective 5: The student will demonstrate an understanding of probability and statistics.

FoCUS TEKS and Student (12) Probability and statistics. The student uses measures of central Expectation: tendency and range to describe a set of data. The student is expected to: (B) choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation. Supporting TEKS and Student (12) Probability and statistics. The student uses measures of central Expectations: tendency and range to describe a set of data. The student is expected to: (A) describe a set of data using mean, median, mode, and range

Concepts Enduring Understandings/Generalizations/Principles The student will understand that Measure of Central Measure of Central Tendency is a measure used to describe data; the Tendency mean, median, and mode are measures of central tendency.

Mean The mean or average is the sum of a set of numbers divided by the number of addends. Median The median is the middle number or the average of the two middle numbers in an ordered set of data. Mode The mode is the number or numbers that occur most frequently in a set of data. Range The range is the difference between the greatest number and the least number in a set of data.

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District I. Sequence of Activities (Instructional Strategies)

A. Focus/connections Prior to this lesson, the teacher will need to find measures of central tendency in real world applications (magazines, newspapers, etc.) Discuss a few of the items found with your class as an introductory activity.

Prior to students entering the class, place the scenario below on the board:

Carter Computer Services has five people working for the company. Their names and salaries are listed in the table below:

Employee Name Salary John Carter (owner) $109,000 Bill Womack $27,900 Kelly Kindred $26,560 Mark Terry $31,000 Emma Walker $32,000

In a brochure that John Carter created, he states that the average salary for an employee working for Carter Computer Services is $45,292. Why is this misleading?

B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.) Discuss with the class that sometimes measures of central tendency can be misleading. Review the definitions of mean, median, mode, and range. Have the class calculate the mean, median, mode, and range for the data given from the problem on the board. Discuss why the data is so skewed in the scenario on the board. Have the class brainstorm how the measures of central tendency could be made more “truthful” in the scenario given. Now ask the question: Why might someone use one measure over another?

C. Guided activity or strategy Place the following scenario on the board and have the class answer the questions below.

The Tigers have played eleven baseball games against different opponents. The scores of their games are shown in the table below:

Game Tigers Score of Other Team 1 5 3 2 6 2 3 3 5 4 6 7 5 3 0 6 7 4 7 8 9 8 4 3 9 7 2 10 3 0 11 4 3 a. Find the mean, median, mode, and range for the number of runs scored per game by the Tigers.

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District b. For their twelfth game, the Tigers will be playing the Bulldogs for the first time. The Bulldog’s average 4.5 runs per game. How do you think the Tigers will do against the Bulldogs? Explain your reasoning. c. What other information could you get from the data in the table above to help you predict how the Tigers will do against the Bulldogs? What information would you need about the Bulldogs?

Discuss the answers to questions a – b. After you are sure students are comfortable with the concepts in this lesson, they may begin working on the More Work with Mean, Median, Mode and Range Worksheet.

D. Accommodations/modifications Students will work with a peer while completing the guided activity.

E. Enrichment Student requiring enrichment may assist students requiring modifications while completing the guided activity.

II. STUDENT PERFORMANCE

A. Description Students will complete the More Work with Mean, Median, Mode and Range Worksheet individually.

B. Accommodations/modifications

C. Enrichment iii. Assessment of Activities

A. Description Individual student grades may be taken on the More Work with Mean, Median, Mode and Range Worksheet.

B. Rubrics/grading criteria Grades may be taken based on the More Work with Mean, Median, Mode and Range Worksheet Answer Key and Grading Rubric.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions  Why is it important to know how to calculate the mean?  Why is it important to know how to calculate the median?  Why is it important to know how to calculate the mode?  Why is it important to know how to calculate the range?  How can using various measures of central tendency skew data?  Why might someone use one measure over another?

IV. TAKS Preparation

A. Transition to TAKS context The teacher will lead the students in a discussion of how mean, median, mode, and range problems may look in test format by placing the TAKS questions below on the board/overhead.

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District B. Sample TAKS questions

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District  Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District V. Key Vocabulary Measure of Central Tendency, Mean, Median, Mode, Range

VI. Resources

A. Textbook Math Advantage ~ Middle School II Chapter 21: Analyzing Data  Central Tendencies, pp. 414-416 Student Handbook  Mean and Median, pp. H25  Mode and Range, pp. H26

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District B. Supplementary materials  More Work with Mean, Median, Mode and Range Worksheet  Cal Ripken ~ Batting Statistics Worksheet  More Work with Mean, Median, Mode and Range Worksheet Answer Key and Grading Rubric

C. Technology Websites for additional practice: http://www.aaamath.com/sta.html http://www.quia.com/rr/51667.html

The website below allows students to enter data and the spreadsheet will do the calculations: http://www.northcanton.sparcc.org/~technology/excel/files/comparing_data.html

VII. follow up activities (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

This lesson is a good follow-up for the Working with Mean, Median, Mode, and Range Lesson Plan.

VIII. Teacher Notes

Listen for...  Is the student using the language of mean, median, mode, and range correctly?

 Is the student recognizing the appropriateness of the measures for the given context?

 What are the strategies that the student is using to address the problem?

 Does the student recognize how changing the data will affect the measures of center or range?

Look for...  Is the student organizing data efficiently to find median, mode, and range?

 Is the student using appropriate strategies to find the mean?

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District