Step 1/2: Explorations in Teaching Secondary Mathematics and Science
Title of Lesson: Growing Tall - Stem and Leaf
UF Teach Students Names: John Potvin, David Gouge, Rafael Romero Teaching Date and Time: Length of Lesson: 50 minutes Grade / Topic: 7 th Grade Mathematics Source of the Lesson: Lesson authored by UF Teach Students Appropriateness for Middle School: This lesson allows the students to work together and gain skills regarding data inputting and analysis in stem- and-leaf plots. It is important for middle school students to work together because with this time in pairs they will be able to not only develop social skills but also nurture and grow their understanding of the lesson. Students will be using a manipulative that helps them to more easily find values such as the mean, median, mode, and range. Visual representation of the data is helpful because it will allow students to realize the significance of a stem-and-leaf plot (saves time and easily locate demanded information). Concepts: A stem-and-leaf display is a device for presenting quantitative data in a graphical format, similar to a histogram, to assist in visualizing the shape of a distribution. In a stem-and-leaf plot, the data are organized from least to greatest. The digits of the least place value usually form the leaves, and the next place-value digits form the stems. A simple stem plot may refer to plotting a matrix of y values onto a common x-axis, and identifying the common x value with a vertical line, and the individual y values with symbols on the line. (Glencoe McGraw- Hill)
Florida State Standards (NGSSS) with Cognitive Complexity: Benchmark Number Benchmark Description Cognitive Complexity MA.7.S.6.2 Construct and analyze histograms, stem-and-leaf plots, and circle graphs. Moderate
Performance Objectives: Students will be able to take data from a list and construct a stem and leaf plot from the data. Students will be able to calculate values of mean, median, mode, and range from a stem and leaf plot and understand what these values mean in regards to the data. Materials List and Student Handouts: Lesson pre-evaluations worksheet (one per student) Lesson post-evaluations worksheet (one per student) Calculators (one per student) iPads (classroom set) Smart board Computer with software to show work done on each distinct iPad Tape Measure Advance Preparations: Create lesson PowerPoint Xerox evaluations (include reference sheet printed on back), reference sheets for stations and data sheets Set up Height Station Safety: Remind students not to throw or toss iPads. Step 1/2: Explorations in Teaching Secondary Mathematics and Science
5E Lesson: Engagement Time: 15 minutes What the Teacher Will Do Teacher Directions and Probing Questions Student Responses/Possible Misconceptions Stand outside door, greet students, and measure their height for classroom purposes. Hey (students name), will you stand up against the wall for me so I can measure your height? [Yeah! Sure] Measure students height in inches and centimeters as they enter the room. Record height on Teacher iPad (Remind students to take off their shoes). Please stand flatfooted with your back against the measuring tape.
Teacher places Pre-Test on students desks face down.
Teacher places calculators on students desks.
Teachers write name up on board.
Slide 1 should be displayed. Introduce yourself.
Good (morning/afternoon), my name is ________.
Slide 2 The teacher will begin class with a quick pre- assessment to learn of the students prior knowledge of the subject. Students will have 5 minutes to complete the worksheet. We are curious to see what you already know about the concept we will be working with today. That will help us see any improvement made.
We need everyone to work without help on the worksheet we are about to pass out. Try your best, and please, work alone. You have 5 minutes to complete this assignment. Remember to write your name and the date on the top of the page. All answers should be rounded to the nearest tenth. BE SURE TO SHOW ALL WORK AND INCLUDE UNITS IN YOUR ANSWERS! When you have finished, raise your hand and we will come collect your paper.
What questions do you have? Students raise hands if they have questions Teacher answers any questions asked.
Okay you may begin Step 1/2: Explorations in Teaching Secondary Mathematics and Science
After 5 minutes have past, the teacher will collect the papers. If you had not previously finished, pencils down please. As one of us passes by your table, have one person hand us the remaining worksheets. Do this quietly please.
Slide 3 (title only) The teacher will then begin the lesson by having the students identify the definition of mean. Today we are going to first review what the mean, median, mode, and range, and the specific ways to construct a table for data. Who will tell me the definition of mean (student name)? Students raise hands. Teacher calls on student. Click to Slide 4 Slides contain the correct response after student answers. Yes, (students name) what do you think? [The mean, is the arithmetical average of the numbers given by the data.] Slide 5 (title only) The teacher will then continue the lesson by having the students identify the definition of median. Ok good! Now who will tell me the definition of median (student name)? Students raise hands. Teacher calls on student. Click to Slide 6 Slides contain the correct response after student answers. Yes, (students name) what do you think? [To find the median, place the numbers you are given in value order and find the middle number.] Slide 7 (title only) The teacher will then continue the lesson by having the students identify the definition of mode. Nice Job! Next who will tell me the definition of mode (student name)? Students raise hands. Teacher calls on student. Click to Slide 8 Slides contain the correct response after student answers. Yes, (students name) what do you think? [The mode is the number that appears the most often in a set of numbers.] Slide 9 (title only) The teacher will then begin the lesson by having the students identify the definition of range. Well said! Lastly who will tell me the definition of range (student name)? Students raise hands. Teacher calls on student. Click to Slide 10 Slides contain the correct response after student answers. Yes, (students name) what do you think? [The range is the lowest valued number subtracted from the largest valued number.] Step 1/2: Explorations in Teaching Secondary Mathematics and Science
What questions do you have about these concepts? Students raise hands if have questions. Teacher answers any questions asked.
Still on Slide 10 Can we have more than one number representing mean, median, mode, and range? Students raise hands. Teacher calls on student. Yes, (students name) what do you think? [Only mode can have more than one possible value. All others have only one value.] Slide 11 The teacher will then present a slide in the PowerPoint with statistical data. Okay, now we are going to look at some data. How can this data be displayed in a useful manner?
Students raise hands. Teacher calls on student. Yes, (students name) what do you think? Bar Graph Line Graph Pie chart [Stem-and-Leaf Plot] Why would it be useful to use a stem-and- leaf plot when finding the central tendency values with this statistical date (Fast Food Restaurant menus calories)? Students raise hands. Teacher calls on student. Yes, (students name) what do you think? Student answers very broadly in regards to why the use of the Stem-and-Leaf plot is convenient and beneficial.
[So we can quickly find the mean, median, mode, and range more easily.] Slide 12, after student answers correctly. Yes! Great answer (students name). The stem-and-leaf plot is the one we want to focus on, but what we want to know is what it is and how it is made. A Stem-and- Leaf plot is a method of organizing numerical data in order of place value. The number(s) in the greatest commonplace value is used for the stems. The number in the next least place value is used to form the leaves.
Slide 13 The teacher then re- explains the structure of the stem-and-leaf plot by using a simple example and discusses the Okay, as stated on the previous slide, a Stem-and-Leaf plot is a graph that uses the digits of each number to show the shape of the data.
The stem includes the digit or digits on the
Step 1/2: Explorations in Teaching Secondary Mathematics and Science
appropriate vocabulary. left of the table.
The leaf includes the digit or digits on the right of the table.
And occasionally there is a key which explains what your stem and leaves represent
What questions do you have about this new concept? Students raise hands if have questions. Teacher answers any questions asked.
Teacher will explain new method that students will use to construct stem-and- leaf plots. Good! So now we can introduce the method we will use to construct a stem- and-leaf plot.
Step 1: Circle the stem: the number(s) in the highest place value.
Step 2: Place the stems on a vertical line in numerical order and draw a vertical line next to the right of the stems.
Step 3: Underline the leaves and place them next to the appropriate stem.
Step 4: Order the leaves from least to greatest.
What questions do you have about this new concept? Students raise hands if have questions. Teacher answers any questions asked.
Present Slide 14 Leave discussion questions on board to allow students to think about responses.
After the class is ready and has discussed the definition, the teacher will direct the class into the days lesson.
Okay, good. So we now know what a stem and leaf plot is, lets find out the purpose of the data displayed this way.
Exploration Time: 20 minutes Step 1/2: Explorations in Teaching Secondary Mathematics and Science
What the Teacher Will Do Teacher Directions and Probing Questions Student Responses/Possible Misconceptions UF students will display the students height in inches (on left) and centimeters (on right) on the board.
Teachers distribute iPads to students. We are now going to (as a class) plug the data from your heights, in inches, into a stem and leaf plot on your IPads.
Teacher will give instructions. At this time you may remove the cover from your iPads and follow along with us step by step. Students remove covers from iPads. Ask a student to make a Stem-and-Leaf plot for the values of height in inches. I need someone to tell us the first step for constructing a Stem-and-Leaf plot of the values in inches of height. Who will volunteer to share their thoughts?
Students raise hands to answer question. Teacher calls on student. Yes, (students name) how do we start? [Step 1: Circle the stem: the number(s) in the highest place value.] Teacher leads on board and circles the number(s) in the highest place value. Perfect! Follow along on your iPad as we circle the number(s) in the highest place value. Students follow along and circle the number(s) in the highest place value. Now we will move along toward Step 2 of our constructing method. Who remembers what we do next? Student raise hands to answer question. Teacher calls on student. Yes, (students name) how do we continue? [Step 2: Place the stems on a vertical line in numerical order and draw a vertical line next to the right of the stems.]
Teacher leads on board and places the stems on a vertical line in numerical order and draws a vertical line next to the right of the stems. Excellent! Follow along on your iPad as we place the stems on a vertical line in numerical order and draw a vertical line next to the right of the stems. Students follow along and place the stems on a vertical line in numerical order and draw a vertical line next to the right of the stems. Next we will proceed with Step 3 of our constructing method. Who remembers what to do? Student raise hands to answer question. Teacher calls on student. Yes, (students name) how do we proceed? [Step 3: Underline the leaves and place them next to the appropriate stem.]
Teacher leads on board Great! Follow along on your iPad as we Students follow along and Step 1/2: Explorations in Teaching Secondary Mathematics and Science
and underlines the leaves and places them next to the appropriate stem. underline the leaves and place them next to the appropriate stem. underline the leaves and place them next to the appropriate stem. Finally we have reached Step 4 of our constructing method. Who remembers what we do? Student raise hands to answer question. Teacher calls on student. Yes, (students name) how do we finish this plot? [Step 4: Order the leaves from least to greatest.]
Teacher leads on board and orders the leaves from least to greatest. Correct! Follow along on your iPad as we order the leaves from least to greatest. Students follow along and order the leaves from least to greatest. Great job class! We have correctly plotted your height (in inches) in a stem-and-leaf plot. What questions do you have about this new concept? Students raise hands if have questions. Teacher answers any questions asked.
As a class, find the mean, median, mode, and range of the values.
(Teacher will keep the stem-and-leaf plot on the screen.) Now that we have this information correctly placed in a stem-and-leaf plot we can find the central tendency values!
Let us first find the mean. Everyone follow along as we find the mean. Who will help me with this? Students raise hands to answer questions. Teacher calls on student. Yes, (students name) how do we find the mean of this stem-and-leaf plot? [First add all the numbers together. Then find the total number of values, which is () and divide that into ().] Teacher does work on the screen as students follow along.
So again, we find the sum of all the values, and then divide by the total number of values. Repeat after me find the sum of all the values then divide by the total number of values. Students repeat along with instructor. Well done. Next someone can help me find the median. Who will volunteer? Students raise hands to answer. Teacher calls on student. Teacher shows work on the board. Yes, (students name) how do we find the median of this stem-and-leaf plot? [Cross off the outside numbers symmetrically until we reach middle.] Awesome, just remember that the key word is symmetrically. You use the paired- cross-off method and cross out two values at a time until you get to the middle, and
Step 1/2: Explorations in Teaching Secondary Mathematics and Science
the single value left is your median. Give even set of random data and find the median. So when we have an odd number of data, only one value is left, which is your median, but lets say we have an even number of data instead. If we cross out a pair of values at a time, we are eventually left with no values. To get the median for an even number of data, you cross out a pair until only one pair remains. You then add these two together and divide by two. What questions do you have about this portion? Students raise hands to ask questions. Everyone repeat after me, cross out for odd, get the middle median. Cross out for even, last pair standing is put together, then split in two. Class repeats with teacher. Perfect. Again, moving along, I need someone to help me lead the class in finding the mode. Who will help? Students raise hands to answer. Teacher calls on student. Yes, (students name) how do we find the mode of this stem-and-leaf plot? [Find the number repeated the most on the plot.] Can we have more than one mode? [Yes, as long as theyre repeated the most number of times]. If all values are repeated once, do we have a mode? [No] Fantastic! So repeat after me class, the most number of times is the mode Student repeats with teacher. Great! Lastly we will find the range. Who will walk the class through the finding of the range of this plot? Students raise hands to answer. Teacher calls on student. Yes, (students name) how do we find the range of this stem-and-leaf plot? [Subtract the lowest value from the highest.] Great! So repeat after me class, range equals high minus low. Class repeats with teacher. Well-done class (students name). Good job class! We just gathered all the central tendency values from this stem-and-leaf plot! How did you find the stem-and-leaf plot to be beneficial when calculating these values? Students raise hands to answer. Teacher calls on student. Yes, (students name) what do you think? [It is much easier to calculate the median, mode, and range when the numbers are grouped in order from least to greatest.]
Step 1/2: Explorations in Teaching Secondary Mathematics and Science
[Its easier to keep track of values typed in calculator for finding the mean.] What additional questions do you have? Students ask questions if have any. Teacher calls on students with questions and answers to best of ability.
Slide 15 Teacher will now direct students to do the same for the centimeters as they previously did for the inches. We will now let you (with your desk partner) do the same for your height in centimeters.
Teacher reads directions aloud. Complete this assignment on the iPads and we will discuss your answers afterwards.
Work with your seat partner to make a stem-and-leaf plot using the data listed on the board.
Compute the mean, median, mode, and range for this data using the stem-and-leaf plot you created.
What questions do you have? Students raise hands if have questions. Teacher answers any questions asked.
Who will repeat the directions for me?
Students raise hands to answer question. Teacher calls on student. Yes (students name) please repeat the directions for the class. [Complete this assignment on the iPads and we will discuss your answers afterwards.
Work with your seat partner to make a stem-and-leaf plot using the data listed on the board.
Compute the mean, median, mode, and range for this data using the stem-and-leaf plot you created.] Teacher will direct students to begin working on constructing stem-and- Great! Thank you (students name). You may now begin your working on constructing and analyzing the data for
Step 1/2: Explorations in Teaching Secondary Mathematics and Science
leaf plot in centimeters. your stem-and-leaf plot. Students will complete this part of the lesson using previously passed out iPads.
The three teachers will be circling the room to help answer any questions and to ask probing questions. Do you think the mean, median, mode, and range will differ when in centimeters rather than that of the inches? [No, centimeters are smaller than inches, therefore the values are different] The three teachers will be circling the room to help answer any questions and to ask probing questions. Why is a key useful when looking at a stem-and-leaf plot? [The user needs to understand what he/she is analyzing so that they can compare the central tendencies to other data plots (like the plot in inches).] The three teachers will be circling the room to help answer any questions and to ask probing questions. Do you think its more helpful when you have the data in order from least to greatest? [Yes! Of course! I can find the median, mode, and range really quickly and easily.] After 7-9 minutes they will call the class back together to discuss the answers. Students, let me have your attention up front. Students attention is directed to teachers at front of classroom. Explanation Time: 10 Determine what information students gathered from a stem-and- leaf plot. Did anyone find it easier to find any of the central tendency values? Students raise hands to answer Teacher calls on student. Yes (students name), what are your thought? Appropriate responses from students here would include positive (yes) answers and explanations with their thoughts. Teacher leads class in discussing answers. Now that you have each completed constructing your stem-and-leaf plots, and have been given time to calculate the central tendency values, we will discuss and share our answers on the front projector so that we can review our work. Who will show their stem and leaf plot up on the board? Students raise hands to answer question. Teacher calls on student. (Students name) please share your stem- and-leaf plot on the front screen. Students shares groups work on front board. Teacher reacts accordingly depending on students work presented on board. Thank you for sharing; will anyone else share their plot on the front screen for the class to see? Students raise hands to answer question. Step 1/2: Explorations in Teaching Secondary Mathematics and Science
Teacher calls on student. (Students name) please share your stem- and-leaf plot on the front screen. Student shares groups work on front board. Teacher reacts accordingly depending on students work presented on board. Thank you (students name). Great job class! What questions do you have? Students ask questions if they have any. Teacher answers any questions asked.
Teacher next addresses central tendencies. Ok, now that we have presented your stem-and-leaf plots, can I have a new group share their answers for the mean of the plot along with their work on the board? Students raise hands to volunteer. Teacher calls on student. (Students name) please share your mean for the stem-and-leaf plot on the front screen. Student shares groups work on front board. Teacher asks the class. Does anyone have a different answer? If students have different answer, present on board and discuss as class. Teacher continues to address central tendencies. Ok, now that we have presented your stem-and-leaf plots, can I have a new group share their answer for the median of the plot along with their work on the board? Students raise hands to volunteer. Teacher calls on student. (Students name) please share your median for the stem-and-leaf plot on the front screen. Students shares groups work on front board. Teacher asks the class. Does anyone have a different answer? If students have different answer, present on board and discuss as class. Teacher continues to address central tendencies. Ok, now that we have presented your stem-and-leaf plots, can I have a new group share their answer for the mode of the plot along with their work on the board? Students raise hands to volunteer. Teacher calls on student. (Students name) please share your mode for the stem-and-leaf plot on the front screen. Students share groups work on front board. Teacher asks the class. Does anyone have a different answer? If students have different answer, present on board and discuss as class. Teacher finishes addressing central tendencies. Ok, now that we have presented your stem-and-leaf plots, can I have a new group share their answers for the range of the plot along with their work on the board? Students raise hands to volunteer. Teacher calls on student. (Students name) please share your range for the stem-and-leaf plot on the front screen. Students shares groups work on front board. Teacher asks the class. Does anyone have a different answer? If students have different answer, present on board and Step 1/2: Explorations in Teaching Secondary Mathematics and Science
discuss as class. Great job class! You have successfully constructed a stem-and-leaf plot! You have also proven that you understand how to read and interpret a stem-and-leaf plot by successfully finding central tendency values. What questions do you have? Students ask questions if they have any. Teacher answers any questions asked.
Slide 16 Discuss closing questions. (Students name), what did you notice about the values for mean, median, range, and mode when the data was in centimeters? Students answer with personal opinion. Great! How about (students name), what makes a stem-and-leaf plot useful in analyzing statistical data. Student answers with personal opinion. When is it helpful to use a stem-and-leaf plots to organize data? When we are given a small list of data within a small range. Wrapping up Yall are awesome! Ok, before we move on to homework, what questions do you have? Students ask questions if they have any. Teacher answers any questions asked.
Elaboration Time: Homework What the Teacher Will Do Teacher Directions and Probing Questions Student Responses/Possible Misconceptions The teacher will give instructions for the homework assignment. When you go home tonight, complete the given worksheet passed out. You will be using the Fast Food restaurant calories menu to make a stem-and-leaf plot for these values. Then, find the mean, median, mode, and range for these values. Bring this with you to class tomorrow. What questions do you have? Students ask questions if they have any. Teacher answers any questions asked.
Evaluation Time: 5 minutes What the Teacher Will Do Teacher Directions and Probing Questions Student Responses/Possible Misconceptions Slide 17 The teacher will instruct the students to work alone on the next worksheet he/she will be passing out after the class has become silent. Please clear your desks except for a pencil and your calculator. We would like you to show us how well you understand mean, median, mode, range, and stem-and-leaf plots. Everyone is to work alone on this next worksheet. Please put your name and the date on the worksheet as soon as you
Step 1/2: Explorations in Teaching Secondary Mathematics and Science
receive it. Remember, work alone and do your best. Also round all of your answers to the nearest tenth. BE SURE TO SHOW ALL WORK AND INCLUDE UNITS IN YOUR ANSWERS! When you are finish, turn your paper over and sit quietly until we have collected the materials. The teacher will watch as the students answer the following questions. After 5 minutes, the teacher will collect the worksheets from all of the students. Pencils down. Please place all the papers and calculators in the center of the table and we will come pick them up.
Slide 18 Thank you! Have a good day! Step 1/2: Explorations in Teaching Secondary Mathematics and Science
Mr. Johnsons physical education students were tested to determine the number of pushups they could do continuously. The number of pushups each student could do is given in the following list. Answer the following questions alone. Be sure to show ALL of your work, DO NOT FORGET UNITS in your answers and include labels and keys for your plot.
Number of pushups done by students: 7, 8, 11, 13, 15, 20, 20, 32, 35, 43
1. Create table for this data in the space below.
Using date presented in Question 1:
2. Find the mean.
3. Find the median.
4. Find the mode.
5. Find the range.
Step 1/2: Explorations in Teaching Secondary Mathematics and Science
Mr. Johnsons physical education students were tested to determine the number of pushups they could do continuously. The number of pushups each student could do is given in the following list. Answer the following questions alone. Be sure to show ALL of your work, DO NOT FORGET UNITS in your answers and include labels and keys for your plot.
Number of pushups done by students: 9, 12, 15, 21, 21, 26, 35, 40, 40, 42
1. Create table for this data in the space below.
2. Find the mean.
3. Find the median.
4. Find the mode.
5. Find the range.
Step 1/2: Explorations in Teaching Secondary Mathematics and Science
Mr. Johnsons physical education students were tested to determine the number of pushups they could do continuously. The number of pushups each student could do is given in the following list. Answer the following questions alone. Be sure to show ALL of your work, DO NOT FORGET UNITS in your answers and include labels and keys for your plot.
Number of pushups done by students: 7, 8, 11, 13, 15, 20, 20, 32, 35, 43
1. Create a stem and leaf plot for this data on the plot below.
Stem Leaf 0 7 8 1 1 3 5 2 0 0 3 2 5 4 3
2. Find the mean.
Mean= (7+8+11+13+15+20+20+32+35)/10= 161/10=16.1
3. Find the median.
Median= 17.5
4. Find the mode.
Mode=20
5. Find the range.
Range=43-7=36
Step 1/2: Explorations in Teaching Secondary Mathematics and Science
Mr. Johnsons physical education students were tested to determine the number of pushups they could do continuously. The number of pushups each student could do is given in the following list. Answer the following questions alone. Be sure to show ALL of your work, DO NOT FORGET UNITS in your answers and include labels and keys for your plot
Number of pushups done by students: 9, 12, 15, 21, 21, 26, 35, 40, 40, 42
1. Create a stem and leaf plot for this data on the plot below.
Mr. Johnsons physical education students were tested to determine the number of pushups they could do continuously. The number of pushups each student could do is given in the following list. Answer the following questions alone. Be sure to show ALL of your work, DO NOT FORGET UNITS in your answers and include labels and keys for your plot
1. Make a stem and leaf plot using the values listed below
5,17,8,20,35,47,21,6,2,19,26,35,47,20
2. Find the mean.
3. Find the median.
4. Find the mode.
5. Find the range. Step 1/2: Explorations in Teaching Secondary Mathematics and Science
Jumps for Mr. Johnsons Class Homework Sheet Answers Name__________________ Date_____________________
Mr. Johnsons physical education students were tested to determine the number of pushups they could do continuously. The number of pushups each student could do is given in the following list. Answer the following questions alone. Be sure to show ALL of your work, DO NOT FORGET UNITS in your answers and include labels and keys for your plot
1. Make a stem and leaf plot using the values listed below for jumps made for Mr. Johnsons class in a game of jump rope.