Download 7.12A Plan19.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:
Working 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:
(A) describe a set of data using mean, median, mode, and range
(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.
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
Write the numbers 1 – 10 on the board. After students are seated, survey each student in the class to
find out their favorite number from 1 – 10. Use tally marks for data collection.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, art, music, modeling, discussion, reading, listening, viewing,
etc.)
Ask the class to help you count each tally mark to find the number of students selecting each number.
After you get the counts, put the counts in order from least to greatest. Hand out the Mean, Median,
Mode, and Range Notes Worksheet. Next give the class the definitions for mode and median. Explain
that the median is the middle number or the average of the two middle numbers in an ordered set of data.
Find the median for the counts you have on the board. Next go over that the mode is the number or
numbers that occur most frequently in a set of data. Find the mode for the data on the board. Discuss the
definition of mean with the class. Show the class how to calculate the mean or average of the counts on
the board. Finally discuss the definition of range. Find the range of the counts on the board. Go over
each definition and example on the Mean, Median, Mode, and Range Notes Worksheet. After you have
thoroughly discussed how to find the mean, median, mode, and range of a data set, you may begin the
guided activity.
C.
Guided activity or strategy
For this guided activity, you will need one deck of cards for every two students. Prior to giving
the cards to the students, remove the Jacks, Queens, and Kings from each deck.
Students will need to get into pairs. Each pair will need to have a Tally Worksheet for which to keep
score and a deck of cards. The deck of cards the students have should only have Aces through 10s.
Have the first person in the pair deal out 7 cards. That student will need to arrange the seven cards in
sequential order. The first game is played by determining the median card. The student gets points
equal to the value of the median card. Shuffle the cards again and the next person deals out 7 cards. Let
that person record the median. They calculate a total until each person has recorded four answers. Then
they play the game again, only this time they get the points of any modes they have. If there is no mode,
they get the score of zero. Accumulate points until the each person has recorded four answers. The third
game deals with range. Here they arrange the seven cards in sequential order, subtract the low card
from the high card, and record their results. They calculate until each person has recorded four answers.
The final game deals with mean. Here they arrange the seven cards in sequential order and calculate the
average. Each person should have recorded four answers. Have the pairs determine who won each of
the above games. Teacher should monitor/mediate while students are playing the games.
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 Working with Mean, Median, Mode and Range Worksheet individually.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
iii.
B.
Accommodations/modifications
C.
Enrichment
Assessment of Activities
A.
Description
Individual student grades may be taken on the Working with Mean, Median, Mode and Range Worksheet.
B.
Rubrics/grading criteria
Grades may be taken based on the Working with Mean, Median, Mode and Range Worksheet Answer
Key and Grading Rubric.




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?
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.
B.
Sample TAKS questions
1. In which data set are the mean, median, mode, and range all the same number?
A. {1, 2, 3, 3, 2, 1, 2}
B. {1, 2, 3, 1, 2, 3, 1}
C. {1, 3, 3, 3, 2, 3, 1}
D. {2, 2, 1, 2, 3, 2, 3}
2. Mr. Haskell bought 7 calves for $3500.00. He later bought another calf for $660.00. What was the
mean cost of all the calves?
A. $355.00
B. $500.00
C. $520.00
D. $4160.00
V.
Key Vocabulary
Measure of Central Tendency, Mean, Median, Mode, Range
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
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




B.
Supplementary materials
Mean, Median, Mode and Range Notes
Tally Worksheet
Working with Mean, Median, Mode and Range Worksheet
Working with Mean, Median, Mode and Range Worksheet Answer Key and Grading Rubric
C.
Technology
Students may be taken to the computer lab to utilize activities found at the website below:
http://trackstar.4teachers.org/trackstar/
Tracks to utilize: 218634, 183602, 231698, 86603
Website for additional practice:
http://www.mathgoodies.com/lessons/vol8/range.html
VII.
follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
This lesson could be followed by the lesson titled More Work with Mean, Median, Mode and Range.
VIII.
Teacher Notes
If you decide to utilize the technology component of this lesson, you may want to make sure the tracks
listed are still up and running. Occasionally this website will take the tracks down or sometimes the
websites listed on the tracks are no longer available.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District