**Before completing reflection, I answered my own reflection questions and then proceeded to

make changes as I saw fit. See answers to reflection questions at the end of the lesson plan! **

Alison Hicks
Unit: Central Tendencies Date: 10/15/2013
Lesson: Review Activity Time Length: 20 Minutes

PA Academic Standards:
Standard - 2.6.7.C: Use numerical summaries to describe different sets of data

Assessment Anchors:
Assessment Anchor - M7.E.2: Select and/or use appropriate statistical methods to analyze
data.
o Anchor Descriptor - M7.E.2.1: Describe, compare and/or contrast data using
measures of mean, median, mode or range.
M7.E.2.1.1: Identify/calculate the mean (average), median, mode or range
of a set of data

Motivational Device: Ask student what kind of card games they enjoy playing and tell them that
we will be using playing cards (not: playing a card game) later in the lesson to get them excited
and motivated for the activity that is going to happen.

Instructional Objectives:
Given one column of terms and one column on definitions, students will be able to draw
a line from the term to the correct definition with 100% accuracy.
Given the summary of the central tendencies and seven playing cards, students will be
able to calculate the mean, median, mode and range individually with 100% accuracy.
Given the summary and fourteen cards, students will be able to calculate the mean
median, mode and range with a partner with 100% accuracy.

Materials Needed: Poster boards with the matching activity answers, yarn, tape, matching color
squares, worksheet, pencil, 10 playing cards per group, calculator (optional), post-its

Technology Needed: Document Camera

Lesson Type: Cooperative Learning

Lesson Outline:
1. Motivational Device: I will ask students about card games they like
2. Have students quickly review from previous lesson with matching the correct term to the
correct definition. (1 minute)
3. I will call on students to review the matching section as a class and have students come to
the board and use yarn to match the correct term and definition.
4. After one correct answer on board, I will explain the term and use the same set of data to
do an example for all terms. Instead of having one person raise their hand with the
answer, I would give each student a whiteboard and have them write the answers to the
questions that I was asking. It would make certain that all students understand the
concepts are actively trying to solve the problem. I would then call on one person to
explain their answer and how they got it if not all the students had the correct answer.
5. Split up students into new partners based on color card
a. I will say When I say to move, you will stand up and find your partner. When
you find your partner sit at a table that has materials already placed on it. Go.
6. Explain directions
a. fill out the headings of the columns on the worksheet with your name and your
partners name
b. Explain to students that there are a lot of directions but I have confidence in them
to complete this correctly and that I will be circling the room. As the directions
were being given, I would have had the cards to show exactly what I was
expecting. I would show the splitting of the cards I would show the cards being
put back together again and all things that must have been completed on the chart
I would have showed.
c. Each partner will be given 5 cards. I will be doing 5 instead of 7 cards because it
does save time when trying to figure out the central tendencies although it does
not seem like a lot. You will then individually find the mean, median, mode and
range of your cards. I would not have students explain their answers to their
partner because this took too long. They will be working together the finish the
next part so they will have to explain answers to each other there one does not
understand.
d. Face value cards-- I wrote this on the board last time but I would make sure to
have either a PowerPoint slide or poster to show these and explain a little better.
i. Aces=1
ii. 2-10=their face value
iii. Jack, Queen, King=11
e. Then combine both partners cards to make a data set of 10 cards (because we
changed from 7 to 5 cards, the total when combining would be 10 instead of 14)
and find the mean, median, mode and range together.
f. Early finishers can start to answer questions on the back of worksheet. I would
have stated this before the lesson started so that when the student finished they
immediately knew what to do while other students finished.
7. Closure: write on post-itwhat stuck with you from todays lesson?

Key Questions:
1. What is the difference when finding the median with an even and an odd number of
terms?
2. What is range?
3. What is a measure of central tendency?

Closure: Have students write on a post- it and answer the question: What stuck with you from
todays lesson?



Comment [o1]: Standard: Motivation and
MangagementThis is an example of management.
Students are being told that they are about to move,
but not to move until the teacher says so. I have
found that stating things in this way keeps the
classroom more organized when students need to
move.
Comment [o2]: Standard: Diverse Learners
This is an example of appealing to diverse learners
because I understood that not all students will
understand the directions just by reading them. A
visual representation being presented simultaneously
would have appealed to more students learning
styles.
Comment [o3]: Standard: Reflective Practice
This is a specific example of a revision to the lesson
that I taught. Reflecting helps me to improve as a
future teacher and allows me to make my lessons
better.
Comment [o4]: Standard: PlanningAfter
reflecting, I realized that I needed to plan in advance
for early finishers. This is an example of what I
planned for early finishers to do, since all students
are different and will work at different paces.
Differentiated Learning Activities:
Tier 1: have students paired with a lower tiered student for the game so that they can be
teaching this student. Also, have them answer challenging questions on the back before
they would be gone over with the class.
Tier 2: These students would be able to function in the class with little to no support from
the teacher.
Tier 3: These students would be allowed to use calculators and would have a higher level
student helping them through the activity.

Formative Assessment:
1. Teacher will walk around the classroom checking work during the game
2. Students will be writing what they learned on the exit post-it

Homework: Finish the questions on the back or make a foldable with the 4 central tendencies
we learned about.

Reflection:
1. Were all students engaged the whole time?
a. During the first time teaching this lesson, the students were not engaged the whole
time, especially in the beginning. Something should be changed to make certain
that the whole class is engaged for a longer time.
2. Did I explain the central tendencies well enough?
a. Even though my lesson was considered a review, I believe I explained each
measure of central tendency and showed an example of all the different types of
problems that might arise while doing the game.
3. Was the game actually fun and interactive for the students?
a. I think that my initial purpose was for this to be a fun game. I do not think it
turned into a fun game when the students played. With that being said I believe
that it is a fun interactive way for students to visually see the data set and can
move the cards around to help them figure out the different measures.