Lesson plan



|Math Lesson: Stem-and-Leaf Plots |Grade Level: 5 |

|Lesson Summary: The teacher begins by collecting data from students about how many jumping jacks they can do in a short time period. Then, the teacher uses the |

|data to create a stem-and-leaf plot while explaining how the data is organized. For guided practice, students use whiteboards to respond to analysis questions |

|about a stem-and-leaf plot. Students then answer open-ended questions about stem-and-leaf plots. Advanced learners collect data from classmates, place the data in |

|a stem-and-leaf plot, and then answer analysis questions about it. Struggling learners cut numbers apart and glue them into a blank plot. |

|Lesson Objectives: |

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|The students will know… |

|How to organize data on a stem-and-leaf plot. |

|How to analyze data on a stem-and-leaf plot. |

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|The students will be able to… |

|Organize data on a stem-and-leaf plot. |

|Analyze data on a stem-and-leaf plot. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Ask students to stand beside their desks. Tell them that you want them to count the number of jumping jacks they can do for 30 seconds. Time |

|students for 30 seconds. Have students write the number they did on an index card and give it to you. As you collect the index cards, order them from least to |

|greatest. |

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|Note: If asking students to do jumping jacks is inappropriate for your students or classroom space, ask students to take their pulse for 30 seconds. |

|Whole-Class Instruction |

|Materials Needed: index cards from the Pre-Assessment, 1 whiteboard per student, 1 dry-erase marker per student, 1 tissue per student, 1 copy of the Guided |

|Practice* to project under a document camera, a document camera connected to a projector, 1 copy of the Independent Practice* per student, writing utensils |

|Procedure: |

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|Explain to students that they are going to learn how to organized data in a stem-and-leaf plot. Draw a t-chart on the board that looks like the one below. |

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|Stem Leaf |

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|Show students the first index card from the Pre-Assessment. Without telling students how you write the number, write the digit in the tens place of the number in |

|the stem column and the digit in the ones place of the number in the leaf column. Ask students, “How did I record the number ___ in the chart?” Elicit responses, |

|making sure students understand the placement of the digits. Do the same for the number on the second index card. If the number on the second card contains the |

|same digit in the tens place, write only the digit in the ones place beside the digit in the ones place for the second number. For example, if the numbers on the |

|first and second index card were 15 and 16, the stem-and-leaf plot would look like the one below. |

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|Stem Leaf |

|5 6 |

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|If students are confused about how the numbers are written, explain that the 1 represents the digit in the tens place for both the 5 and 6. Add all the other |

|numbers on the index card with the same tens place digit to the stem-and-leaf plot. As students become more comfortable with how the plot is organized, have |

|students help you add the remaining numbers to the stem-and-leaf plot. Discuss with students the following information that can be gathered from the plot: the |

|range of numbers, the highest number, the lowest number, and the mode (if applicable). |

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|Give each student a whiteboard, dry-erase marker, and a tissue. Project a copy of the Guided Practice under a document camera. Discuss the stem-and-leaf plot |

|shown, and then read the first question to students. Have them write their answers on their whiteboards and hold them up for you to see. Make sure students answer |

|14. If you see that students are struggling, explain the correct answer. Repeat this process for the remaining questions. |

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|Take up whiteboards, markers, and tissues from students. Give each student a copy of the Independent Practice, explain the directions, and allow students to work |

|on their own. |

|Advanced Learner |

|Materials Needed: 1 piece of notebook paper per student, writing utensils |

|Procedure: |

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|Give each student a piece of notebook paper, and explain that they will be surveying their classmates to gather data for a stem-and-leaf plot they will draw on the|

|notebook paper. First, ask students to think of a question that they could ask students that would produce numerical data (e.g. how many times does your heart beat|

|in 1 minute? What day of the month is your birthday? How many steps does it take you to cross the classroom?) Give students some time to brainstorm ideas for |

|questions, and check each student’s question before moving on. The question should generate numerical data. Data that includes only 2- or 3-digit numbers would be |

|best. |

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|When you have approved each student’s question, have them survey their classmates and record the data. Tell students to take the data and create a stem-and-leaf |

|plot from it. Remind students that the numbers should be recorded from least to greatest. |

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|After students have finished making their stem-and-leaf plots, have them analyze the data. Students should record the range of numbers, the mode (if applicable), |

|the highest number, the lowest number, the number of students surveyed, and the difference between the highest and lowest number. |

|Struggling Learner |

|Materials Needed: 10 index cards, writing utensils, 1 pair of scissors per student, tape |

|Procedure: |

|Prior to the lesson, write the following numbers on individual index cards: 14, 16, 20, 21, 22, 22, 27, 31, 33, and 34. |

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|Pass out the index cards to students, and give each student a pair of scissors. Tell students that they are going to create a stem-and-leaf plot that contains the |

|numbers on their index card as you draw a blank stem-and-leaf plot on the board. Have students look at their cards and find the smallest number (14). Ask the |

|student holding 14 to stand up. Remind students that the digit in the ones place is separated from the other digits in the number on a stem-and-leaf plot. Have the|

|student use the scissors to cut the digits apart. Give the student two pieces of tape so s/he can tape each digit in the appropriate column on the stem-and-leaf |

|plot. |

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|Ask the student holding the next smallest number (16) to stand up. Again, the student should cut apart the digits. Explain that the plot already shows 1 in the |

|tens place, so only the six needs to be posted on the plot. Give the student a piece of tape and make sure s/he places the 6 beside the 4. Repeat this process for |

|the remaining numbers. |

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|After the stem-and-leaf plot has been completed, discuss the range of numbers (14 – 34), the mode of the set of numbers (22), and any other things students notice |

|about the plot. |

*see supplemental resources

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