Lesson Plan Four

Lesson Plan Four - Mean, Median, Mode, & Range

I. LESSON DATA:

A. TEACHER CANDIDATE’S NAME: Michelle Rutan

B. SUBJECT AREA: Math

C: GRADE (PK-12): 5th

D: LESSON TOPIC: Mean, Median, Mode, & Range

E: UNIT TITLE: Data, Graphs, and Probability

F: DURATION OF LESSON: 15 minutes

G: NYS STANDARDS: T5_NY_5.S.3

Calculate the mean for a given set of data and use it to describe a set of data.

H. MATERIALS:

. YouTube video

. A deck of cards for each group

· Scratch pad paper

· A pencil

I. ESSENTIAL QUESTIONS:

How does understanding what graphs communicate, reading data, reading between the data and reading beyond the data help you in your everyday life?

How can data be described by a single number?
Does the mean, median, or mode best describe the data?

II. INSTRUCTIONAL DATA:

A. OBJECTIVES:

Find the mean, median, mode, and range of a set of data, and choose the measure that best represents a given set of data.

B. ASSESSMENT PLAN:

Informal Assessment -

Youtube video will introduce vocabulary terms, definitions and show examples of the processes. http://www.youtube.com/watch?v=uydzT_WiRz4

Students will understand the differences between these terms from listening to the video and by playing this card game it will target and reinforce each of these math concepts.

III. INSTRUCTIONAL PROCESS:

A. Opening/Anticipatory Set:

Teacher will begin lesson with a Youtube video, which will introduce vocabulary terms, definitions and show examples of the math processes for mean, median, and mode. Students will watch video to comprehend these math concepts and take notes.

B. Main Body/Procedure:

- Once my students are familiar with the differences between these terms, they will play this card game to target and reinforce each of these math concepts.
- The anticipatory set or introduction to this lesson is we will open with a YouTube video Mean Median & Mode Math Learning Upgrade:
Students will take notes in their math notebooks.
Questioning Techniques - How can data be described by a single number?
Does the mean, median, or mode best describe the data?
Teacher/student Talk - Teacher reviews the definitions of these key terms with my students: Mean (the average), Median (the middle number in a set of data), Mode (the data value that occurs most often), and Range (the difference between the greatest and smallest values) help to describe and characterize data sets. Ask students if they have any questions or if we need to go over any of the concepts in more detail?
Teacher Guided Practice – Move into math activity: Model with students how the game is played. Using only the Ace through 10 cards, deal out 7 cards to each player. (Be sure there are a maximum of 4 players!) Ask each player to arrange their cards in sequential order. Aces count as the number 1. Then, depending upon which game you want to play, follow the directions below:

Finding the Mean Game. Each player finds the total value of the digits on their cards, then divides the total by 7 (the total number of cards) to find the mean. For example, if the cards in your hand are Ace, 2, 4, 6, 8, 8, 9, then the sum of those digits is 38. Dividing the sum by 7 yields 5 (rounding to the nearest whole number). If this was your hand, you'd have scored 5 points in this round. Because computation can be tricky without paper at this age, provide pencil and paper to help students find the mean.

Finding the Median Game. Each player finds the median card in their hand and that number is their point value for that round. Thus, using the hand above, the median of the cards is 6, since it's the value of the middle card.

Finding the Mode Game. Each player finds the mode in their hand of cards, which represents their point value for that round. If there is no mode, then they don’t score any points in that round. However, if there are two modes (two numbers occur the same number of times), then the player snags the point values for both modes! In the example above, the mode would be 8, since it occurs most often. The winner of each game is the first person who scores 10 points.

Checking for Understanding throughout the Lesson – Walking around groups to monitor students as they play each game to see if they understand the concepts of mean, median, mode and range by participating in the card game.
Reinforcement/Student Practice - Students can continue to play this game during their free time in class or even play this game at home with their family for continued reinforcement.

C. Closure/Ending:

Did the video help you understand the math concepts of mean, median and mode? Did the card gave reinforce your learning?Replay video so the kids can sing and dance and get excited about mean, median and mode.

D. Accommodations/Adaptations for Diverse Learners:

I have a visual impaired student in my class some of the adaptations that I do is have a slant board available to him, enlarged font textbooks, enlarged fonts and numbers on the keyboard of two laptops, also enlarged worksheets if he requests them.

IV: OVERALL EFFECTIVENESS:

A. All Components Of The Lesson Are Connected To The Objectives:

The lesson plan is effective and can be implemented in a classroom.I feel the video is very engaging with a catchy tune that engages students.The lesson is spelled out very clearly so students can understand how the lesson works.The flow of the lesson works with the video first as the introduction, discussion of the terms and their meanings, then move onto the activity making mean, median, and mode fun.Students love to play games, while not even realizing that they are learning a skill.This lesson was created for fifth grade students according to New York State standards.
B. Culturally Responsive Teaching:

This lesson plan respects the cultures and experiences of various groups. This lesson will not offend any race or group in anyway. All students will be treated equally, fair, and with respect.

V. REFLECTION

How can I make this lesson better? Where all children engaged and having fun? Did my students like the way the lesson was presented? Do they really understand mean, median and mode?

Math Activity

EDU 502 - Methods of Teaching: Math, Science, and Technology

Renee Sturm

Mean, Median and Mode

Michelle Rutan

Grade: 5

Number of Students: 24

Time Frame: 15 minutes each day for a week.

Objective:
1. Students will know the definitions of mean, median, mode, and range.
2. Count candy and use the data to calculate mean, median, and mode (by color).
3. Students will be able to compute statistics: the mean, median, mode, and range of a given set of data.

Materials:

24 M&M candy’s in mini packages
Pencils
Counting Candy Colors worksheet

For each student provide the following:

One package of M&M’s
Pencil
Counting Candy Colors work sheet

Procedures:

Begin this lesson by showing the students the process students will use to calculate and record mean, median, and mode for their M&M’s. Students work on their own to do the following activities:
Count the number of pieces of candy in their packs by color. Each student can record his/her results to show their color-by-color tallies.
Use the above data to figure the mean, the average number of pieces of candy of each color. For example, if the data indicates 1 red candy, 2 green candies, 3 orange candies, 7 yellow candies, and 7 purple candies, the mean, or average number of pieces of each color is 4.
1 + 2 + 3 + 7 + 7 = 20 and 20 (total candies) divided by 5 (different colors) = 4 (the average number of pieces of each color)
Use the data to calculate the median, or middle number. For the example above (1, 2, 3, 7, 7), the median is 3.
Use the data to calculate the mode, or the number that occurs most frequently. For the example above (1, 2, 3, 7, 7), the mode is 7.

Lesson Plan Four

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