TEKS: 111.

23 b(12) Grade 7, Mathematics

Probability and statistics. The student uses measures of central tendency
and ariability to describe a set of data. The student is e!"ected to:
(#) $escribe a set of data usin% mean, median, mode, and ran%e& and
(') (hoose amon% mean, median, mode or ran%e to describe a set of
data and )ustify the choice for a "articular situation.
2. Big Understanding
Objective:
The student *ill create a %ra"h and describe the mean, median, mode,
and ran%e.
$etermine the mean, median, mode, and ran%e and )ustify
*hen the data sets are necessary.
3. Assessment Evidence
a. The ability to determine the mean, median, mode, and ran%e from class collected data. The data *ill be charted usin% the
com"uter.
b. +hat is the difference bet*een the mean, median, and mode,
c. +hich do you feel best describes the aera%e of our colored candies,
d. (reate a chart that reflects the data collected of the class.
-. Opening Hook
Today, *e *ill loo. at describin% data usin% the mean, median, mode, and ran%e. /0m %oin% to %ie you a little somethin% to hel" you
remember them.
1ey diddle, diddle
The median0s in the middle
2ou add and diide the mean
The mode is the one you find most
#nd the ran%e is the difference bet*een
The teacher *ill say the rhyme and hae the student re"eat t*ice.
3et0s ta.e a loo. further to see *hat these terms mean.
4. Instructional Strategies/Student Activities
Input
5!"lain:
a. Mean 6 +hen "eo"le say 7aera%e7 they usually are tal.in% about the mean. 2ou can fi%ure out the mean by addin% u" all the
numbers in the data and then diidin% by the number of numbers. 8or e!am"le, if you hae 12 numbers, you add them u" and
diide by 12. This *ould %ie you the mean of the data.
b. Median 6 The median is the middle number of the data set. /t is e!actly li.e it sounds. To fi%ure out the median you "ut all the
numbers in order (hi%hest to lo*est or lo*est to hi%hest) and then "ic. the middle number. /f there is an odd number of data
"oints, then you *ill hae )ust one middle number. /f there is an een number of data "oints, then you need to "ic. the t*o
middle numbers, add them to%ether, and diide by t*o. That number *ill be your median.
c. Mode 6 The mode is the number that a""ears the most. There are a fe* tric.s to remember about mode:
/f there are t*o numbers that a""ear most often (and the same number of times) then the data has t*o modes. This is called
bimodal. /f there are more than 2 then the data *ould be called multimodal. /f all the numbers a""ear the same number of
times, then the data set has no modes.
d. 9an%e 6 9an%e is the difference bet*een the lo*est number and the hi%hest number. Ta.e, for e!am"le, math test scores.
3et:s say your best score all year *as a 1;; and your *orst *as a 74. Then the rest of the scores don:t matter for ran%e. The
ran%e is 1;;674<24. The ran%e is 24.
e. The mean, median, and mode are a measure of central tendency or aera%es. The mean is the most strai%htfor*ard and is
common& ho*eer, e!tremely lar%e or small numbers (outliers) can thro* off reliability. To correct for these outliers, the median
can be used. The mode is used *hen data is not easy to translate into numbers.
Modeling
a. =e"arate the colors of one "ac. of candy. (ount the numbers of each and "lace on the board.
b. Gra"h the colors usin% a bar %ra"h.
c. (alculate the mean, median, mode, and ran%e of the colors.
Guided Practice (Throughout practice praise, prompt, and leave)
a. 1ae the student sort and calculate indiidually. Teacher *al.s around.
b. 1ae the student create %rou"s of four and calculate. Teacher *al.s around.
c. 1ae the students re"ort their %rou" color totals and adds to com"uter.
d. 1ae students "ut information on sheet of "a"er to calculate indiidually. Teacher *al.s around.
e. #s a class, calculate usin% the com"uter.
Check for nderstanding
a. Throu%hout lesson, as. students if they hae any >uestions.
b. #s. >uestions as to *hat ha""ens after se"aratin% the colors, calculatin% the mean, median, and mode, and ran%e.
c. #s. if the students to dra* out their %ra"hs on their "a"ers *ith the correct labels. =tudents can >uic.ly chec. their nei%hbor0s
"a"er.
d. (larify "oints as *hole %rou" "ractices to%ether.
?. aterials ! "esources
a. (olored (andy, such as Gummy 'ears, M@Ms, =.ittles, or 3ife=aers
b. Pa"er, (ard =toc., or 'utcher 'oard
c. (olored Pencils or Mar.ers
d. +hiteboard
e. (om"uter =etu" *ith Microsoft 5!cel
f. (olored $ry 5rase Mar.ers
7. #rouping $atterns
+or. indiidually to create indiidual chart of colored candies.
+or. in collaboratie %rou"s of four and determine the mean, median, mode, and ran%e of the %rou".
+or. indiidually to determine the mean, median, mode, and ran%e of the class from the information collected on the board.
#s a class, chart the data on the com"uter. 2ou *ill need to %o to AMore 8unctionsB and choose A=tatisticalB dro"do*n to access the
re>uired formulas.
C. Tec%nolog&
The com"uter *ill be used to calculate mean, median, and mode. The class *ill hae to determine the ran%e and manually in"ut. The
teacher *ill %o to AinsertB to add a chart to %ra"hically de"ict the mean, median, and mode.
D. Ending Summar&/"e'lection
1o* can *e use the mean, median, mode, and ran%e in our eeryday life,
=hare *ith your "artner an e!am"le of a mean score. (#ny ty"e of data that aera%e can be calculated)
/s it "ossible for the mean, median, and mode to be the same, (2es, it *ill be %ra"hed as a symmetrical distribution. This is not common
in real life.)