TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |4th Six Weeks |PLAN CODE: | |

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

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

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

|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: |(12) Probability and statistics. The student uses measures of central 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 Expectations: |(12) Probability and statistics. The student uses measures of central 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 |

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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 |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. |

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[pic]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.

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.

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 II

Chapter 21: Analyzing Data

• Central Tendencies, pp. 414-416

Student Handbook

• Mean and Median, pp. H25

• Mode and Range, pp. H26

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:





The website below allows students to enter data and the spreadsheet will do the calculations:



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? |

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