TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |2nd 6 Weeks |PLAN CODE: | |

|Teacher: |Winton |Course/subject: |Mathematics |

|Grade(s): |8 |Time allotted for instruction: |1 – 1 ½ hours |

[pic]

|Title: |Understanding Mean, Median, Range, and Mode |

|Lesson TOPIC: |Central Tendency |

| | |

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

| | |

|FoCUS TEKS and Student Expectation: |(12) Probability and statistics. The student uses statistical procedures to describe data. The |

| |student is expected to: |

| |(A) select the appropriate measure of central tendency to describe a set of data for a particular|

| |purpose. |

|Supporting TEKS and Student Expectations: |(14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to |

| |solve problems connected to everyday experiences, investigations in other disciplines, and |

| |activities in and outside of school. The student is expected to: |

| |(A) identify and apply mathematics to everyday experiences, to activities in and outside of |

| |school, with other disciplines, and with other mathematical topics. |

[pic]

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Mean |The mean is the sum of the numbers in a set of data divided by the number of pieces of data. |

|Median |The median is the middle number in a set of data when the data are arranged in numerical order. If the|

| |data has an even number, the median is the mean of the two middle numbers. |

|Mode |The mode is the number(s) or item(s) that appear most often in a set of data. |

|Measures of Central Tendency |Measures of central tendency are numbers of pieces of data that can represent the whole set of data. |

|Range |The range is the difference between the greatest number and the least number in a set of data. |

[pic]

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

A. Focus/connections

Place the following hourly wage amounts on the board:

$8.00, $9.00, $12.00, $12.50, $9.50, $13.00, $9.50, $14.50, $17.00

Ask each student to get out a piece of paper for which to take notes. Have students place the hourly wage amounts that are on the board on their paper going from least to greatest. Discuss that the ability to understand and use measures of central tendency are important math skills. Tell your students that this lesson will help them understand how the same set of data can be interpreted in a variety of ways.

B. Instructional activities

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

Have students write the following terms on their notes page: Mean, Median, Mode, Range, and Measure of Central Tendency. Ask them to leave enough room to write the definitions of each word on their page.

Give students the definitions as listed above. Next demonstrate how to find the mean, median, range, and mode of the data. As you demonstrate, have your students record their calculations on their notes page. Now ask the following questions: “Would you rather work for the mean, median, or mode amount?”, “If someone wanted to complain about low wages, what figure would they quote?”, “If a company wanted to brag about higher than average wages, what figure would they quote?” Discuss how numbers can sometimes be interpreted for different purposes.

C. Guided activity or strategy

Place students in groups of 2 – 3. Give each student a Practicing with Mean, Median, Range, and Mode Worksheet. Allow students to complete the guided activity. Once ample time has passed, go over correct answers with students, answering questions as they arise.

D. Accommodations/modifications

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

E. Enrichment

Students requiring enrichment may reteach the steps to obtain the mean, median, range, and mode to a peer requiring modifications.

II. STUDENT PERFORMANCE

A. Description

Students will complete the Mean, Median, Range, and Mode Worksheet individually.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Individual student grades may be taken on the Mean, Median, Range, and Mode Worksheet.

B. Rubrics/grading criteria

Grades may taken based on the Mean, Median, Range, and Mode Worksheet Answer Key/Grading Rubric.

C. Accommodations/modifications

D. Enrichment

Question #6 on the Mean, Median, Range, and Mode Worksheet can be used for enrichment purposes.

E. Sample discussion questions

• What real world applications do you utilize mean, median, mode, and range?

• How can numbers be manipulated to make opposite points?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how central tendency problems may look in test format by placing the TAKS questions below on the overhead/board.

B. Sample TAKS questions

1. The Webster Junior High faculty includes 37 teachers. The principal’s and teachers’ annual salaries total $1,266,140. If the principal’s salary is $54,250, which equation can be used to find s, the average salary for a teacher at Webster Junior High?

F. s = (1,266,140 + 54,250) / 37

G. s = 1,266,140 + 54,250 / 37

H. s = 1,266,140 - 54,250 / 37

J. s = (1,266,140 - 54,250) / 37

2. The following table shows the number of pages in novels that Chloe read for pleasure each month during the school year.

|Chloe’s Novel Reading |

Month |Sept. |Oct. |Nov. |Dec. |Jan. |Feb. |March |April | |Number of Page Read |

370 |

393 |

380 |

376 |

396 |

372 |

385 |

391 | |

If Chloe read only 125 pages during the month of May, which measure of data changed the most?

A. The mean

B. The median

C. The mode

D. All measures were affected equally.

V. Key Vocabulary

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

VI. Resources

A. Textbook

Glencoe Mathematics ~ Applications and Connections Course 3

Chapter 4: Statistics: Analyzing Data

• Measures of Central Tendency, pp. 158 – 161

B. Supplementary materials

• Practicing with Mean, Median, Range, and Mode Worksheet

• Mean, Median, Range, and Mode Worksheet

• Mean, Median, Range, and Mode Worksheet Answer Key/Grading Rubric

C. Technology

For additional practice, students may utilize the following web sites:







VII. follow up activities

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

Bring in newspaper/magazine articles dealing with prices, wages, and production. Search for references to mean, median, range, and mode.

VIII. Teacher Notes

Junior High students really like working with anything dealing with food. There are many ways to use individual packs of M&Ms or Skittles. With the candy, each student can estimate the number in his or her own individual pack. Students can then open the packs, count each piece, and sort by color. The full class data can be collected and each student can then find the mean of each color, the mean number of pieces per bag, and a number of other statistics.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download