Unit Goal
The students will calculate the mean, median, mode, and range with different types of data.
Unit Objective
The students will calculate the mean, median, mode, and range with different types of data.
Background and Rationale
Learning about mean, median, mode, and range is an important concept to help build the students foundation for higher levels of statistics. This is also a concept they will use their whole life. Mean, Median, mode and range are the stepping off point to the world of statistics. Your students will be able to find stats on their favorite sports player, find the class average, and so much more.
In this lesson the student will learn about how to find mean, median, mode, and range as they review fractions, decimals, and whole numbers. The student will have access to lessons that have been taught online, there will be extra problems provided for students that need more practice, the steps for the process will be given to them in their notes, Anchor Charts, collaboration, conferencing with students and teacher, and the students will be reflecting throughout the unit.
At the end of the unit along with a test the students will be creating CSI about mean, median, mode and range. This will allow the teacher to see if they truly understand what they are doing and why.
Lesson Objectives
Objective |
Bloom’s Verb |
|---|---|
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Learn concepts and steps in solving the problems |
Remembering |
| Brainstorm ideas for a student-chosen topic | Remembering |
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Use the math concepts to compare to a real world activity, object, person, place, or thing |
Applying |
| Use ideas for creating a Color, Symbol, Image (CSI) Thinking Routine | Applying |
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Use examples to complete practice problems |
Understanding |
| Provide peer feedback on posted examples | Evalutating |
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Provide explanations on the CSI |
Applying |
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Apply feedback from peers and teacher |
Applying |
Bloom’s Taxonomy
Creating (highest level)
Common Core / State and District Standards
Curriculum Standards
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Clear, understandable, and consistent
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Based on rigorous content and the application of knowledge through higher-order thinking skills
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Built upon the strengths and lessons of current state standards
Learning and Innovation Skills (P21.org)
Creativity and innovation
Think Creatively:
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Use a wide range of idea creation techniques (such as brainstorming)
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Create new and worthwhile ideas (both incremental and radical concepts)
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Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
Work Creatively with Others:
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Develop, implement and communicate new ideas to others effectively
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Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
Reason Effectively:
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Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
Make Judgments and Decisions
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Effectively analyze and evaluate evidence, arguments, claims and beliefs
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Analyze and evaluate major alternative points of view
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Reflect critically on learning experiences and processes
Communicate Clearly
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Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
Collaborate with Others
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Demonstrate ability to work effectively and respectfully with diverse teams
Life and Career Skills (P21.org)
Creativity and innovation
Think Creatively:
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Use a wide range of idea creation techniques (such as brainstorming)
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Create new and worthwhile ideas (both incremental and radical concepts)
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Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
Work Creatively with Others:
-
Develop, implement and communicate new ideas to others effectively
-
Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
Reason Effectively:
-
Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
Make Judgments and Decisions
-
Effectively analyze and evaluate evidence, arguments, claims and beliefs
-
Analyze and evaluate major alternative points of view
-
Reflect critically on learning experiences and processes
Communicate Clearly
-
Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
Collaborate with Others
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Demonstrate ability to work effectively and respectfully with diverse teams
Be Self-directed Learners:
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Go beyond basic mastery of skills and/or curriculum to explore
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expand one’s own learning and opportunities to gain expertise
Be Flexible:
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Incorporate feedback effectively
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Deal positively with praise, setbacks and criticism
Information, Media, and Technology Skills (P21.org)
Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
- Apply existing knowledge to generate new ideas, products, or processes
- Create original works as a means of personal or group expression
- Use models and simulations to explore complex systems and issues
- Identify trends and forecast possibilities
Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
- Understand and use technology systems
- Select and use applications effectively and productively
- Troubleshoot systems and applications
- Transfer current knowledge to learning of new technologies
Materials
- Learning Management System: I use Haiku, but Google has Google Sites where you can set up a free learning management system.
- Recorded Lessons: This can be used for students and parents to go back and review the lesson, more practice problems, and for a flipped classroom.
- Steps and procedures that the student has written down. — he/she can use them as they practice problems.
- Daily Assessments: —- Questions (5-10) that cover the topic. The students discuss answers with teacher and their peers. They reflect on how to solve the problem and what they need to continue to work on before the test. These daily assignments
- Practice Problems: — Problems that I have created or worksheets. These are problems that are customized to the student and what they need to continue to work on and practice.
- Visuals/Drawings: Have students that are having trouble with the concept to draw pictures of what they think the fraction addition problem will look like. You can check for understanding with this activity. As a teacher you can also have drawings on hand to help those that learn better with visuals.
- Question of The Day: — http://socrative.com/ — This is the website where I post the question on the day. I use this for the students to evaluate themselves each day after they have had practice and meet with me and worked with their peers. I want my students to have an understanding of where they are with their learning and be able to see their own progress. This also allows them to take ownership of their own learning process. Got the idea from this blog: http://classorganize.blogspot.ca/2013/10/exit-slip-exit-ticket-ticket-out-door.html
- Google Docs: This is where the student will put their work for the CSI
- Google Sites: This is a place the students can display their works for others to see.
- http://issuu.com/captcurk/docs/mtv_routines — Information on thinking routines.
Lesson – Introduction
Post the question on the day. This is done to allow the students to evaluate themselves each day after they have practiced specific skills as well as received feedback from peers and the teacher. This will help the students to have an understanding of where they are with their learning and be able to see their own progress. This also allows them to take ownership of their own learning process.
Click on the image to access the website
Lesson Activities and Procedures
The following includes lessons for five days.
Day one will consist of 30 minutes for practice.
Day two will consist of collaboration with peers and/or the teacher which will be 60 minutes. The student will also be required to work the few new practice problems that are customized to what the student is having trouble with. They will then be required to take a *checking-in (Some students that get a 100 on their *checking in will not be required to work extra problems.) All students will need to watch the teacher-made tutorials of the lesson and take notes on mean, median, and mode.(60 minutes)
Day three will consist of the learner watching another teacher-made tutorial and taking notes on the material. They will practice what they have learned through collaboration with their peers and teacher. (30 min)
Day four will consist of collaboration with peers and/or the teacher which will be 60 minutes. The student will also be required to work the few new practice problems that are customized to what the student is having trouble with. They will then be required to take a *checking-in (Some students that get a 100 on their *checking in will not be required to work extra problems.) All students will need to watch the teacher-made tutorials of the lesson and take notes on mean, median, and mode. (60 min)
Day Five will consist of the students applying the thinking routine (60 min)
*Checking-ins are quick online assessments that allow interaction and immediate feedback to determine where the students are with their understanding. This is not recorded in the grade book.
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The Activities and Procedures |
Time |
Examples:
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Max: 30min Some students will not take the whole 30min. |
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One Class period about 60 mins long. The student will also be required to work the few new practice problems that you customised to what the student was having trouble with. Some students that got a 100 on their checking in will not be required to work extra problems. All students will need to watch lessons and take notes on finding the mean, median, and mode from data using line plot and Stem and Leaf for homework.
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Examples:
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Max: 30min Some students will not take the whole 30min. |
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One Class period about 60 mins long. The student will also be required to work the few new practice problems that you customised to what the student was having trouble with. Some students that got a 100 on their checking in will not be required to have homework that night. |
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The student will work on their CSI with a partner and collaborate on what they are going to compare the concept to. They will present their final CSI to the class in a Google Doc. Students and the teacher will give feedback to the students. When they have a final product the student can find a pictures that will work for their CSI. |
60min Class |
Assessment
Students will share their work with the class on a Google Doc, some will present to the class, and others will display their work in the classroom. The students will also take a test on the concept.
Student Sample
As I look over the CSI, I look for creativity, and understanding. Does the student understand the concept well enough to pick an out of the box concept to compare to mean, median, mode, and range. When they present the CSI are they able to explain why they wrote what they wrote.
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Click on the image for the author’s profile References: Why is mean, median, mode and range important and you can also find some real world application: http://www.lessonplanet.com/article/elementary-math/mean-median-mode-and-range Teacher Reflection
Author Profile:
Windy May
