Becca Farrell

A) Mean, Median, Mode, Range

B) Context of Lesson
a. Pre-assessment- Students will already have been assessed on interpreting
data using graphs such as line graphs and stem-and-leaf plots. The
students should have already mastered this material in order to move on.
The day before the lesson I will pre-assess students by having an opening
question on the board in the morning (not graded), in which they write
their responses on a note card. This is part of their morning work. The
question will be: What are some ways that people use averages in our
daily lives? This simple question will get the students thinking about
averages (mode), and will get them behaviorally engaged in the material
before it is even taught. This way they can think about the importance of
being able to quantitatively understand and interpret data. This pre-
assessment will allow me to see if the students understand what averages
are and how much time I must spend on the introduction to the concept of
interpreting data using measures of central tendency. This also gets the
students thinking about the big idea of this lesson, which is the importance
of analyzing and interpreting data and how this can be used in everyday
life.
b. Vertical planning- All throughout elementary school, these students have
had an introduction to probability and statistics. This started with
gathering data in kindergarten, using circle and picture graphs in 1
st
grade,
to building on this information in fourth grade. In fourth grade the students
learned how to collect and interpret data from multiple graphs. This
background knowledge shows me that the students are reading to move
onto the fifth grade standard of interpreting data through mean, median,
mode, and range. 6
th
grade requires the students to go into more in depth
interpretation of data, so this will be a good lesson to prepare them for
future data analysis.
c. Horizontal planning The students just had a unit in math on collecting,
organizing, and interpreting data using line graphs and stem-and- leaf
plots. This is a good introduction into measure of central tendency.
Measures of central tendency are used to describe data, which is
something the students are working on and will help them to analyze data
in subject areas such as science or social studies.
d. Developmentally appropriate- This lesson will be an introduction to
measures of center. In order to get the students attention and have them
emotionally involved in the material, I will have students collect their own
data. This makes students actively engaged in finding the answer, instead
of the data given directly to them. The examples given will be real world
examples that 5
th
graders can relate to. Having the examples be something
that students can relate to allows them to be more invested in the problem.
In the curriculum framework it states that, Through a study of probability
and statistics, students develop a real appreciation of data analysis
methods as powerful means for decision making. This lesson provides for
the opportunities for students to understand these methods and understand
Becca Farrell
the reason for them through real life examples. Based on the learning
progressions, it states that, students should work with data in the context
of science, social science, health and other subjects, always interpreting
data plots in terms of the data they represent. This means that students
will already have had a chance working in other subjects getting familiar
with interpreting data and the importance of analyzing data. The learning
progressions also state, In earlier grades students should work with data
in science and other subjects. Grade 5 students working in these contexts
should be able to give deeper interpretations of data that involve informal
recognition of pronounced differences in populations. These progressions
show that this lesson is developmentally appropriate for the students at
this time, and will prepare them for future grades.

C) Standards
a. Math SOL: 5.16- The student will: describe mean, median, and mode as
measures of central tendency; describe mean as fair share; find the mean,
median, mode, and range of a set of data; and describe the range of a set of
data as a measure of variation.
b. Science 5.1
i. The student will demonstrate an understanding of scientific
reasoning, logic, and the nature of science by planning and
conducting investigations in which
1. Data are collected, recorded, analyzed, and communicated
using proper graphical representations and metric
measurements;
2. Predictions are made using patterns from data collected,
and simple graphical data are generated;
c. Through a study of probability and statistics, students develop a real
appreciation of data analysis methods as powerful means for decision
making. (Curriculum framework)
d. Problem solving has been integrated throughout the six content
strands. The development of problem-solving skills should be a major
goal of the mathematics program at every grade level. Instruction in
the process of problem solving will need to be integrated early and
continuously into each students mathematics education. Process
standard
D) Learning Objectives
Understand Know Do
U1. The students will
understand that quantitative
data can be analyzed using
measures of central
tendency.
U2. Students will
understand that analyzing
data can be used in real life
K1. The students will know
that mean is the average of
the numbers.
K2. Students will know that
median is the middle
number in a sorted list of
numbers.
K3. Students will know that
D1. The students will be
able to calculate mean,
median, and mode based on
collected and show their
thought process.
D2. The students will be
able to decide what measure
of central tendency should
Becca Farrell
situations. the mode is the number that
occurs most often.
K4. Students will know that
range is the lowest number
subtracted from the highest
number in a data set.
be used based on specific
situations.

E) Assessment
Objective Assessment (What
documentation will you
have for each student?)
Data Collected
U1. The students will
understand that quantitative
data can be analyzed using
measures of central
tendency.

Interview I will ask students questions
such as, what are measures
of central tendency? How
are they used? What does it
tell us about the data? I
will look for responses such
as measures of central
tendency are mean, median,
and mode. They are used to
analyze and interpret
quantitative data. It can tell
us patterns and trends in
data. It gives us the
averages, the number most
often, and the middle
number in a set of data.
U2. Students will
understand that analyzing
data can be used in real life
situations.
Interviews, written
responses
I will ask students ways that
we use measures of central
tendency in real life. I will
ask why people might want
to analyze data. I will look
for responses that show that
they understand that
analyzing data help us show
trends, predictions, and
make decisions. These areas
can include questions and
trends about time, money,
weather, etc.
K1. The students will know
that mean is the average of
the numbers.

Worksheet, interviews,
written responses
I will look at students work
and see if the thought
process showed the
averaging of numbers. I will
ask students what the
average is and look for
Becca Farrell
responses such as, average
is adding up all the numbers
in a data set, and dividing
by the number of data
points. I will also see if
they understand that the
mean is the balance point. I
will see if they can describe
this saying,
K2. Students will know that
median is the middle
number in a sorted list of
numbers.

Worksheet, interviews,
written responses
I will ask students questions
to see if they can give a
response that is, the
median is the middle
number in a sorted data
set. I will look to see if
they if when told to find the
mean, they are able to
understand that this is the
middle number.
K3. Students will know that
the mode is the number that
occurs most often.

Worksheet, interviews,
written responses
I will ask questions to see if
they can describe what the
mode is. I will look for
responses such as, the
mode is the number that
occurs most often in a set of
data.
K4. Students will know that
range is the lowest number
subtracted from the highest
number in a data set.
Worksheet, interviews,
written responses
I will ask students to define
range. I will see if they
appropriately calculate the
mean when they are asked
and analyze their strategies.
D1. The students will be
able to calculate mean,
median, and mode based on
collected and show their
thought process.

Worksheet, project I will look to see if students
calculated each measure of
central tendency. I will look
to see if the student added
the data correctly. I will see
if what strategies they used
to find the mean, median,
and mode. I will write down
what strategies the students
use.
D2. The students will be
able to decide what measure
of central tendency should
be used based on specific
situations.
Worksheet, project I will ask questions such as,
when would someone use
mode? When would
someone use mean? When
would someone use
Becca Farrell
median? I will look for
answers that show the
students understand each
measure of central tendency
and can decide which one is
appropriate for different
situations.

F) Materials Needed
a. Pennies (atleast 100)
b. Meter stick
c. Timer
d. Paper (for airplane)
e. Paperclips
f. Paper cups
g. Scrap paper for work
h. Interactive notebooks
G) Anticipation of Strategies and Mistakes
a. Day One- The task will be to have students to choose from one of the
following activities: how many cups can you stack before falling, how
many pennies can you stack before falling, what is youre reaction time
(meter stick drop), or how far can you throw a paper airplane (five trials
each). Then the students will calculate mean, median, mode, and range.
i. Strategies
1. Students might tally while counting
2. Students might group the numbers based on how many are
in each group
3. Students might add the numbers in their head
4. Students might count on their fingers
5. Students might cross off numbers to figure out the median
6. Students might organize their data in a table
ii. Mistakes
1. Students might mix up what each measure of central
tendency is (i.e. they might answer median when it asks for
mode)
2. Students might not know that median needs to have the
numbers in order
3. Students might divide the total number by 2 instead of by
the number of data points
b. Day Two- Students will partner up with someone who participated in the
same activity. They will put their data together and recalculate. Answer
questions how did their analysis change with the new data? They will put
together some sort of presentation to the class to present their new and old
data (with graphs, analysis, and pictures). This can include brochure,
poster, newspaper article, skit, PowerPoint, etc.
i. Strategies
Becca Farrell
1. Students might rewrite both their sets of data points in
numerical order
2. Students might count on their fingers
3. Students might add in their heads
4. Students might count from both ends inward (covering up
each number) to figure out the median
5. Students might write out how many of each number data
point their was to figure out the mode
6. Students might compare their new and old measures of
central tendency using >,<,= symbols.
ii. Mistakes
1. Students might average their two scores together instead of
putting together all their data and figuring out the new
measures of central tendency
2. Students might add their scores (add the two means,
median, modes)
3. Students might add their groups of data points together
instead of having a list of ten data points
4. Students might only compare their two sets of data and
explain how these two compare instead of comparing their
old analysis with the new combined analysis
5. Students might not put the numbers in numerical order to
find the median

G2) Procedure
Day One
Before Get students mentally prepared: I will start the lesson off by having students
brainstorm ways to think about mean, median, mode, and range. I will start
with the question, what are some other ways to think about mean, median,
mode, and range? What are some other words or phrases we could use?
(Probing/ then discussion) (Inserting technology) I will have students think-
pair-share of different words we could use to describe these. I will then call on
students to write these on the board. I will be looking for words such as
difference, most, middle, average, etc. I will use this brainstorm as a way for
them to think about mean, median, and mode.
Task is understood/clear expectations: first thing I will do is to write the
directions on the board for the overall expectations. I will number 1) 5 trials 2)
mean, median, mode, and range. As I am writing this I will go over it with the
class. This will allow students to look back on the board if they are unsure
exactly how many trials to do or what I expect them to do with their numbers. I
will explain to students that we are not creating the finished products until
tomorrow, but they must take paper or a notebook with them and make their
work legible so they can create the products the next day. I will tell students
that they are doing the activity with their partner or group (depending on the
size), but they are doing the work independently (mean, median, mode, range
computation). I will then walk to each station. Each station will be numbered
Becca Farrell
and I will walk around to the different stations explaining the directions of that
specific task. There will be a note card at each station with quick directions.
Paper cup station- How many cups can be stacked before falling? Build a
tower to see how many paper cups you can build on top of each other before
they fall. The paper cups cannot be stacked by placing them inside the other
cups. Record how many cups it took before they fell and then repeat. Paper
plane station- build a paper airplane in any fashion you would like. Paper clips
will be provided if you want to add them to your airplane to create resistance.
Determine a starting position. Each person must put his or her feet at the
starting position. Throw the airplane. Measure with the ruler or meter stick.
Throw again! You cannot change anything about the plane between trials.
Reaction time- Have you ever wondered how long it takes you to react? One
person stands with the meter stick in their hand. The other partner sits with their
dominant hand out facing up (like you are about to give a hand shake). Place
the meter stick about an inch away from their hand to the side and directly at
the top of their hand. Drop the meter stick. Record how far the meter stick fell.
Repeat 5 times. Penny station- Take the basket of pennies and build a tower
where the pennies are placed directly on top of each other. When the tower falls
record how many pennies it took.
The students will have already chosen their groups when they came in during
their morning work by placing their numbered magnet next to the group they
wanted. There will be an even number at each station or if not then a group of 3
will work together.
During I will then tell everyone to look back where they put their magnet from the
morning and to find their groups. Now is the time for me to answer any
questions. I will walk around and monitor. I will monitor by having a list of
everyones name and I will write strategies that they use. I will walk around
and ask questions such as what did you get for each trial? What steps did you
use to find the mean? What steps did you use to find the mode? What steps did
you use to find the median? What steps did you use to find the range? How did
you know what to divide by to get the range? Why did you put your number in
order for the median? Why didnt you put your numbers in order to find the
mean? (probing) These questions will help me see student thinking and the
process of how they find their answers. This will help me decide what
strategies to call on for the after phase. I will provide appropriate hints if
students have questions, but not give away any answers. Hints might include
referencing previous examples that we have done in class to get them thinking
about prior knowledge. Extensions: If students finish quickly I will ask
questions such as what might happen if we took away this data point? What
might happen to the analysis if we added a really high or low number?
(exploring meanings)
After This is a time for discussion. The students are used to discussions, so they
know the expectations in place but I will briefly call on people to say how we
have discussions. I will say that we make sure everyone feels open and we
accept everyones responses. We give positive suggestions to other students. I
will call on one student to give the correct way to respond to a peer and then
Becca Farrell
have another student give an incorrect way to respond to a peer. I will then
have students share responses of their data and analysis. I will also have
students share some strategies they found helpful. The questions I will ask are
what did you find difficult? What strategies were most helpful? What did your
graphs represent? Why do you think we analyze data? Did anyone have a large
range? Why do you think your range was so high? (Generating discussion/
probing/ exploring meanings)
Select: I will first select a student that struggled with something and how they
overcame this struggle. This could be something such as forgetting to put the
numbers in numerical order for the median, and then realizing that they had to
be in numerical order. Then I will select any unique strategies that I saw that
were different from the rest of the class. This way all students can hear about
different ways to go about finding the answers. Then I will select someone that
organized his or her data in a unique or interesting way. I will get this student to
either show their data on the doc cam or on the board.
Sequence: By starting off with challenges it will show students the progression
from challenging to mastery. It will show students that it is ok to have
challenges or problems, but they can overcome these and explain how to
overcome their challenges. I will start with someone who might have formed a
bar graph out of their numbers (actual bar graph or writing numbers in form of
a bar graph to find mode). Then I will select someone who mentally found the
mode. This will sequence by showing how you can use pictures or graphs to
looking at numbers and mentally being able to find the mode.
Connect: After students share a strategy I will ask any other students if they
found a connection between the student that shared and their own strategies. I
will then have students think-pair-share about other ways we might use the
strategies we talked about in different settings in or outside the classroom. I
will say how might we use these strategies we talked about in a different
setting inside or outside the classroom? (linking and applying) This will be a
way for them to connect the strategies we talk about in class to different
scenarios.

Day 2

Before Get students mentally prepared: I will do this by having students
share strategies we discussed the day before. I will write these on the
board as students share them. I will ask what strategies did we use
yesterday? (probing)
Task understood/clear expectations: I will tell students that they are
getting back together in their groups that they worked in the day before.
I will assign the partners once they are in the groups together. I will
explain to the class that they are going to put their data points together
to do an entire new data analysis. I will tell the students that they can
spread out throughout the classroom to work together with their
partner. I will explain that they must both show their work on their own
paper, but they can work together to find the answers. I will then say
Becca Farrell
that they can decide together a way to present their information. They
can choose from a brochure, poster, newspaper, commercial, and skit. I
will explain that if they have a commercial or skit that they still must
include graphs and visuals to include in their skit or commercial. I will
explain that they can get creative with this and they can make up a story
or scenario that goes along with their data. I will then explain and write
on the board mandatory items to include: new data set, old data sets,
graph of new data, data analysis (mean, median, mode, range). I will then
have students talk to their tables about what the expectations are. Then I
will call on someone to repeat the directions to me about what I expect
from them.
During Students will then go to their groups and I will walk around and assign
pairs within the groups. I will observe how students work together and
write down strategies that I notice. If students have questions I will
provide appropriate support by giving scaffolding questions such as
what would be the next step? What did you do yesterday that is similar
to this? (leading students) You can get your work out from yesterday to
see what you did. Look on the board to see what you are missing. If
students finish a lot earlier I might tell them to change one of the
numbers to something very high or very low and ask them to predict
how much the analysis might change. I will walk around asking
questions to students to see their process such as what is the first step
you did? Why did you do that? How did your analysis change once you
combined the data? (probing) (exploring meaning) Students will then
present their finished product to the class. I will explain to the students
that we need to give appropriate responses to everyones work and I will
call on one person after each presentation to say one good thing about
their finished product.
After Select: I will call on someone who encountered problems and how they
overcame these problems. I will then call on someone who had a unique
strategy that they used. I will also ask students to share if they had any
different strategies than from the day before or if someone used the
same strategy as yesterday. I will try to call on someone from each of the
five original stations. I will ask, can you share the problem you
encountered and how you overcame this? Did anyone discover a unique
strategy to use? (Discussion)
Sequence: First it will be challenges and how they overcame the
challenges. Then it will be strategies from the day before and how they
used them today. Then it will be brand new strategies. This will be a
good sequence to see how we can build off the strategies we already
know.
Connect: I will then have students share if they used the same
strategies. what strategies did we use that were the same as yesterday?
Which ones were different? I will summarize the main ideas from the
day and ask students to connect this to real life. I will state that data can
Becca Farrell
be collected and analyzed in order to show patterns. We can compare
data with others to see how analysis can change. One low or high data
point can lead to an analysis to be altered. I will have them write in their
interactive notebooks anything they want to remember, what they liked,
challenges, and strategies. This will be a time for them to think about all
the strategies people used and connect them to prior knowledge or
strategies they used on their own.

H) Differentiation

Process
Interest The students will be able to choose what activity they do. The options
of activities will be penny stacking, cup stacking, reaction time, paper
airplane throwing (inches). This allows for students to pick an activity
that interests them, so it is relevant and the students find a connection
with the activity they choose.

Product
Interest The students will have the opportunity to create their product in
whatever form interests them. They can choose to present to the class
in the form of a poster, skit, commercial, brochure, etc. All the
information still needs to be shown to the class, but this allows students
to decide which way best suits them.

I) What could go wrong?
a. Day one
i. Students might want to switch stations after they have already
started, but I will tell them they have to stick with the station
they picked. Students might try to cheat and other students
might call them out. I will explain that there is no reason to
cheat, because the trials will give us a mix of numbers and we
want real data instead of altered data. Students might struggle
with the analysis. This will be a time that I will scaffold them
and give them appropriate hints like the ones I outlined in the
procedure section.
b. Day two
i. Students might argue about what type of product they want to
complete. I will explain that they need to compromise and
come up with something they both agree on. Students might
complain about their partners, but I will explain that we are all
friends in this classroom and at some time during the semester
we will work with almost everyone in the class. Students might
struggle putting their data together, but I will give appropriate
scaffolding.

Becca Farrell