Download 7.12B Plan20.mean.median.mode

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
Teacher:
4th Six Weeks
PLAN CODE:
Tipton
Course/subject:
Mathematics
Grade(s):
7
Time allotted
for instruction:
1 – 1 ½ hours
Title:
More Work with Mean, Median, Mode, and Range
Lesson TOPIC:
Measure of central tendency, mean, median, mode, range
TAKS Objective:
Objective 5: The student will demonstrate an understanding of
probability and statistics.
FoCUS TEKS and
Student Expectation:
(12) Probability and statistics. The student uses measures of central
tendency and range to describe a set of data. The student is expected
to:
(B) choose among mean, median, mode, or range to describe a set
of data and justify the choice for a particular situation.
(12) Probability and statistics. The student uses measures of central
tendency and range to describe a set of data. The student is expected
to:
(A) describe a set of data using mean, median, mode, and range
Supporting TEKS and
Student Expectations:
Concepts
Measure of Central
Tendency
Mean
Median
Mode
Range
Enduring Understandings/Generalizations/Principles
The student will understand that
Measure of Central Tendency is a measure used to describe data; the
mean, median, and mode are measures of central tendency.
The mean or average is the sum of a set of numbers divided by the number
of addends.
The median is the middle number or the average of the two middle numbers
in an ordered set of data.
The mode is the number or numbers that occur most frequently in a set of
data.
The range is the difference between the greatest number and the least
number in a set of data.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
I.
Sequence of Activities (Instructional Strategies)
A.
Focus/connections
Prior to this lesson, the teacher will need to find measures of central tendency in real world applications
(magazines, newspapers, etc.) Discuss a few of the items found with your class as an introductory
activity.
Prior to students entering the class, place the scenario below on the board:
Carter Computer Services has five people working for the company. Their names and salaries
are listed in the table below:
Employee Name
John Carter (owner)
Bill Womack
Kelly Kindred
Mark Terry
Emma Walker
Salary
$109,000
$27,900
$26,560
$31,000
$32,000
In a brochure that John Carter created, he states that the average salary for an employee working for
Carter Computer Services is $45,292. Why is this misleading?
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, art, music, modeling, discussion, reading, listening, viewing,
etc.)
Discuss with the class that sometimes measures of central tendency can be misleading. Review the
definitions of mean, median, mode, and range. Have the class calculate the mean, median, mode, and
range for the data given from the problem on the board. Discuss why the data is so skewed in the
scenario on the board. Have the class brainstorm how the measures of central tendency could be made
more “truthful” in the scenario given. Now ask the question: Why might someone use one measure over
another?
C.
Guided activity or strategy
Place the following scenario on the board and have the class answer the questions below.
The Tigers have played eleven baseball games against different opponents. The scores of their games
are shown in the table below:
Game
Tigers
Score of Other Team
1
5
3
2
6
2
3
3
5
4
6
7
5
3
0
6
7
4
7
8
9
8
4
3
9
7
2
10
3
0
11
4
3
a. Find the mean, median, mode, and range for the number of runs scored per game by the Tigers.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
b. For their twelfth game, the Tigers will be playing the Bulldogs for the first time. The Bulldog’s
average 4.5 runs per game. How do you think the Tigers will do against the Bulldogs? Explain
your reasoning.
c. What other information could you get from the data in the table above to help you predict how the
Tigers will do against the Bulldogs? What information would you need about the Bulldogs?
Discuss the answers to questions a – b. After you are sure students are comfortable with the concepts in
this lesson, they may begin working on the More Work with Mean, Median, Mode and Range Worksheet.
D.
Accommodations/modifications
Students will work with a peer while completing the guided activity.
E.
Enrichment
Student requiring enrichment may assist students requiring modifications while completing the guided
activity.
II.
STUDENT PERFORMANCE
A.
Description
Students will complete the More Work with Mean, Median, Mode and Range Worksheet individually.
iii.
B.
Accommodations/modifications
C.
Enrichment
Assessment of Activities
A.
Description
Individual student grades may be taken on the More Work with Mean, Median, Mode and Range
Worksheet.
B.
Rubrics/grading criteria
Grades may be taken based on the More Work with Mean, Median, Mode and Range Worksheet Answer
Key and Grading Rubric.
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IV.
C.
Accommodations/modifications
D.
Enrichment
E.
Sample discussion questions
Why is it important to know how to calculate the mean?
Why is it important to know how to calculate the median?
Why is it important to know how to calculate the mode?
Why is it important to know how to calculate the range?
How can using various measures of central tendency skew data?
Why might someone use one measure over another?
TAKS Preparation
A.
Transition to TAKS context
The teacher will lead the students in a discussion of how mean, median, mode, and range problems may
look in test format by placing the TAKS questions below on the board/overhead.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
B.
Sample TAKS questions
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
V.
Key Vocabulary
Measure of Central Tendency, Mean, Median, Mode, Range
VI.
Resources
A.
Textbook
Math Advantage ~ Middle School II
Chapter 21: Analyzing Data
 Central Tendencies, pp. 414-416
Student Handbook
 Mean and Median, pp. H25
 Mode and Range, pp. H26
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
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B.
Supplementary materials
More Work with Mean, Median, Mode and Range Worksheet
Cal Ripken ~ Batting Statistics Worksheet
More Work with Mean, Median, Mode and Range Worksheet Answer Key and Grading Rubric
C.
Technology
Websites for additional practice:
http://www.aaamath.com/sta.html
http://www.quia.com/rr/51667.html
The website below allows students to enter data and the spreadsheet will do the calculations:
http://www.northcanton.sparcc.org/~technology/excel/files/comparing_data.html
VII.
follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
This lesson is a good follow-up for the Working with Mean, Median, Mode, and Range Lesson Plan.
VIII.
Teacher Notes
Listen for...

Is the student using the language of mean, median, mode, and range
correctly?
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Is the student recognizing the appropriateness of the measures for the
given context?
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What are the strategies that the student is using to address the problem?

Does the student recognize how changing the data will affect the measures
of center or range?
Look for...

Is the student organizing data efficiently to find median, mode, and range?
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Is the student using appropriate strategies to find the mean?
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District