LESSONS PLAN

School Unit
Subject
Grade / Semester
Duration

: Senior High School

: Mathematics
: XI / 1
: 30 minutes

A. Standard Competence
Using statistics rules, counting rules, and characteristics of probability in
problem solving.
B. Basic competence
Calculating measurement of the centre of data and measurement of the spread
of data.
C. Indicators
1. Calculating the range, upper and lower quartiles, and the interquartile
range.
2. Using box plot to display a data and the five number summary of the data
set.
D. Learning Objectives
1. Students are able to calculate the range, upper and lower quartiles, and
the interquartile range.
2. Students are able to use box plot to display a data and the five number
summary of the data set.
E. Main Material
Statistics

F. Learning Model and Method

Learning model : Discussion
G. Teaching and Learning Activities
A. Introduction
Phase 1 : Clarify aim and establish set

1. Clarify the learning objectives.

2. Facilitate students to remember about the mean of data.
3. Motivate students by relating this lesson in their daily activity.
Example :
Showing the bar chart about world human population.

(http://www.booksaboutthefuture.com/world-population-problems.htm)

Then, ask the students about the mean of the population growth and
the upper and lower quartiles.
B. Main Activities
1. Explain about measuring the spread of data.
2. Show to the students the application of box plot to display a data and

the five number summary of the data set.

(National Library of Virtual Manipulative, Utah State University)

3. Explain how to use the box plot.
4. Organize students randomly into small groups which consists 3-5
students and the group must be heterogenic.
Phase 2 : Focus the discussion
5. Prepare the students to participate entirely in the discussion.
6. Clarify the rule of the discussion.
7. Give problem as a worksheet (attached in page 5) to every group.
8. Ask the students to observe the questions in the worksheet.
9. Ask the students to discuss the problems in the worksheet with their
group.
Phase 3 : Hold the discussion
10. Monitor students activity in the group.
11. Motivate the students to participate actively in their group.
12. Ask some groups to present their work in front of the class.
13. Ask the other group to give comment about the presentation.
14. Make discussion notes and clarify own ideas (when the students
ideas arent not clear).
Phase 4 : End the discussion
15. Summarize the topic which has been discussed.
(Phase 5 : Debrief the discussion)
1. Ask the students to review the discussion process which has done.
2. Give chance for the student to ask if they have problem in this
learning materials
C. Closing
1. Remind the students to learn the next topic.
2. Give homework for the student to increase their understanding.

H. Material and Sources

Urban, Paul. 2004. Mathematics for the International Students.

Mathematics HL (Core). Australia : Haese and Harris Publication
National Library of Virtual Manipulative, Utah State University
(http://www.mattimath.com/)
http://illuminations.nctm.org/LessonDetail.aspx?id=L737
I. Assessment
1. Technique

: Performance Assessment

2. Instrument

: Worksheet

WORKSHEET
Group

Member of the group

1.
2.
3.
1. Look
4.

..........................................
..........................................
..........................................
at
the roster for the Houston Rockets. Record the height of the players
..........................................

on the roster who have numbers.

Height

Players name

2. Find the minimum, lower quartile, median, upper quartile, and maximum for
the heights of the players you listed in Question 1. Construct a box and
whisker plot.
Minimum: _________
Lower Quartile: _________
Median: _________
Upper Quartile: _________
Maximum: _________

3. Find the minimum, lower quartile, median, upper quartile, and maximum for
the heights of all the players you listed in Question 1 except for Yao Ming.
Construct a box and whisker plot.
Minimum: _________
Lower Quartile: _________
Median: _________
Upper Quartile: _________
Maximum: _________

4. Compare the box and whisker plots from Questions 2 and 3. How has the plot
changed?

5. Did the minimum or the maximum change? Why or why not?

6. Did the median change? Why or why not?

7. Did the upper or lower quartile change? Why or why not?

EVALUATION OF GROUP ACTIVITY

Evaluation
No. The Aspec Value
1.
2.
3.
4.

Explanation

The student capability

The discussion cooperation
The activity in participation
Presentation
Sum of scores

The Scoring Rubric

No. The Aspec Value

Heading

1.

The student capability

4: Use exact strategy

3: Use the quite exact strategy
2: Use the less exact strategy
1: Not use the exact strategy

2.

The discussion

4: Cohesive, serious, and not

cooperation

noisy
3: Not enough cohesive, serious

Explanation

and not noisy

2: Not enough cohesive, less of
serious and not noisy
1: Not cohesive and noisy

4.

The activity in

4: Active for ask and active to

participation

give rejoinder
3: Active for ask only
2: Not quite active in activity
1: Passive

Presentation

4: The students present clearly

their discuss result and they can
answer the question
3: The students present clearly
but they are difficulty to answer
2: The students present not

3.

enough clearly
1: The students present their
discussion result without reason
Sum of scores
Explanation:
4-7
: Less
8-11 : Fair

12-15 : Good
16-19 : Very good

Main Material
The range
For a given data the range is the difference between the maximum (largest) and
the minimum (smallest) data values.
The Upper and Lower Quartiles and The Interquartile Range
The median divides the ordered data set into two halves and these halves are
divided in half again by the quartiles
The middle value of the lower half is called the lower quartile. One-quarter,
or 25% of the data have a value less than or equal to the lower quartile. 75%

of the data have values greater than or equal to the lower quartile.

The middle value of the upper half is called the upper quartile. One-quarter
or 25% of the data have a value greater than or equal to the upper quartile.
75% of the data have values less than or equal to the upper quartile.
Interquartile range = upper quartile lower quartile
The interquartile range is the range of the middle half (50%) of the data.
The data set has been divided into quarters by the lower quartile (Q1), the median
(Q2), and the upper quartile (Q3).
So, the interquartile range,
IQR = Q3 Q1
Box and Whisker Plot
A box and whisker plot (or simply a box plot) is a visual display of some of the
descriptive statistics of a data set. It shows :

The minimum value (Minx)

The lower quartile

(Q1)

The median

(Q2)

The upper quartile

(Q3)

The maximum value (Maxx)

These five numbers from

what is known as the fivenumber summary of a
data set.

Example :

Rockets Roster

NUM
12
31
3
44
2
7
15
1
55
20
9
13
3
25
6
11

PLAYER
Rafer Alston
Shane Battier
Steve Francis
Chuck Hayes
Luther Head
Mike James
John Lucas III
Tracy McGrady
Dikembe Mutombo
Steve Novak
Justin Reed
Kirk Snyder
Bob Sura
Jake Tsakalidis (FA)
Bonzi Wells
Yao Ming

HEIGHT
175
220
210
238
185
195
165
223
260
220
238
225
200
290
210
310

(Numbered Player Only)