TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |5th Six Weeks |PLAN CODE: | |

|Teacher: |Tipton |Course/subject: |Mathematics |

|Grade(s): |6 |Time allotted for instruction: |1 – 1 ½ hours |

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|Title: |Analyzing the Tiger Family! |

|Lesson TOPIC: |Measure of Central Tendency, Mean, Median, Mode, Range |

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

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|FoCUS TEKS and Student Expectation: |(10) Probability and statistics. The student uses statistical representations to analyze data. |

| |The student is expected to: |

| |(B) use median, mode, and range to describe data |

|Supporting TEKS and Student Expectations: |Number, operation, and quantitative reasoning. The student represents and uses rational numbers |

| |in a variety of equivalent forms. The student is expected to: |

| |(A) compare and order non-negative rational numbers |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Measure of Central Tendency |Measure of central tendency is a measure used to describe data; the mean, median, and mode are measures|

| |of central tendency. |

|Mean |Mean is the average of a group of numbers. |

|Median |Median is the middle number or the average of the two middle numbers in an ordered set of data. |

|Mode |Mode is the number or numbers that occur most often in a collection of data; there can be more than one|

| |mode or none at all. |

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|Range |Range is the difference between the greatest and least numbers in a set of numbers. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

Prior to students entering the class, place the following on the board:

|Dunbar |Highland Park |Nash |Spring Lake Park |Wake Village |Westlawn |Other |

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After students are seated, tell the class that Texas Middle School is made up of a conglomeration of students from various schools. Have each student write the name of the elementary school they attended on a piece of scratch paper. Have one student collect the paper from each student. Using tally marks, read the name of the school out loud as you place the marks in the appropriate category on the board. Discuss that by collecting data, analysis of the data can take place.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Hand each student a Mean, Median, Mode, and Range Notes Worksheet. Go over the definition of mean. Mean is the average of a group of numbers. Write down the totals from the elementary school tally you have on the board and demonstrate how to calculate the mean or average of the tally marks. Discuss the definition of median. Median is the middle number or the average of the two middle numbers in an ordered set of data. Using the tally you have on the board, find the median. Emphasize that the data will need to be put in ascending order. Next define mode. Mode is the number or numbers that occur most often in a collection of data; there can be more than one mode or none at all. Find the mode of the tally on the board. Finally define range. Range is the difference between the greatest and least numbers in a set of numbers. Using the data on the board, find the range.

For additional practice, tell the class that at the beginning of the school year in 2005 – 2006, Spring Lake Park Elementary had the following totals:

Kindergarten: 59

1st Grade: 57

2nd Grade: 45

3rd Grade: 47

4th Grade: 70

5th Grade: 61

Using that data, have students help you find the mean, median, mode, and range for the given information.

C. Guided activity or strategy

Next tell the class that they are going to use data from TISD elementary schools to learn about measures of central tendency. Hand each student a Tiger Family Worksheet. Have students work on the guided activity individually. Monitor as students are working. Allow students compare their answers with another classmate. After ample time has been given for completion and comparison, go over the correct answers with the class.

D. Accommodations/modifications

Students requiring modifications may be paired with a peer to complete the guided activity.

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

Students will complete the Analyzing the Tiger Family Worksheet individually.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Individual student grades may be taken on the Analyzing the Tiger Family Worksheet.

B. Rubrics/grading criteria

Grades may be taken based on the Analyzing the Tiger Family 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?

IV. TAKS Preparation

A. Transition to TAKS context

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

B. Sample TAKS questions

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V. Key Vocabulary

Measure of Central Tendency, Mean, Median, Mode, Range

VI. Resources

A. Textbook

Math Advantage ~ Middle School I

Chapter 11: Organizing Data

• Collecting and Organizing Data, pp. 230-231

Chapter 13: Interpreting Data and Predicting

• Mean, Median, and Mode, pp. 258-261

Student Handbook

• Lesson 13.3 – 13.5, pp. H61

B. Supplementary materials

• Mean, Median, Mode, and Range Notes Worksheet

• Tiger Family Worksheet

• Analyzing the Tiger Family Worksheet

• Analyzing the Tiger Family Worksheet Answer Key and Grading Rubric

C. Technology

Websites for additional practice:





VII. follow up activities

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

A lesson pertaining to graphing data would be a good follow-up to this lesson.

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? |

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