ࡱ> q` #bjbjqPqP 6n::B5B5B58z5d5Y[6(66667>78 ZZZZZZZ$]hy_Z<77<<Z66[@@@<|66Z@<Z@@UXW66 KB5^=|TVDX)[0Y[jV{`={`,XW{`XW8dw9@u:A;888ZZ?X888Y[<<<<!! Focus Plan Texarkana Independent School District GRADING PERIOD:5th Six WeeksPLAN CODE:Teacher: TiptonCourse/subject:MathematicsGrade(s):6Time allotted for instruction:1 1 hours  Title: Analyzing the Tiger Family!Lesson TOPIC: Measure of Central Tendency, Mean, Median, Mode, RangeTAKS Objective: Objective 5: The student will demonstrate an understanding of probability and statistics.FoCUS TEKS and Student Expectation: (10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (B) use median, mode, and range to describe dataSupporting TEKS and Student Expectations: Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to: (A) compare and order non-negative rational numbers  ConceptsEnduring Understandings/Generalizations/Principles The student will understand thatMeasure of Central Tendency Measure of central tendency is a measure used to describe data; the mean, median, and mode are measures of central tendency.Mean Mean is the average of a group of numbers.Median Median is the middle number or the average of the two middle numbers in an ordered set of data.Mode Mode is the number or numbers that occur most often in a collection of data; there can be more than one mode or none at all. Range Range is the difference between the greatest and least numbers in a set of numbers.  I. Sequence of Activities (Instructional Strategies) A. Focus/connections Prior to students entering the class, place the following on the board: DunbarHighland ParkNashSpring Lake ParkWake VillageWestlawnOtherAfter students are seated, tell the class that Texas Middle School is made up of a conglomeration of students from various schools. Have each student write the name of the elementary school they attended on a piece of scratch paper. Have one student collect the paper from each student. Using tally marks, read the name of the school out loud as you place the marks in the appropriate category on the board. Discuss that by collecting data, analysis of the data can take place. B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.) Hand each student a Mean, Median, Mode, and Range Notes Worksheet. Go over the definition of mean. Mean is the average of a group of numbers. Write down the totals from the elementary school tally you have on the board and demonstrate how to calculate the mean or average of the tally marks. Discuss the definition of median. Median is the middle number or the average of the two middle numbers in an ordered set of data. Using the tally you have on the board, find the median. Emphasize that the data will need to be put in ascending order. Next define mode. Mode is the number or numbers that occur most often in a collection of data; there can be more than one mode or none at all. Find the mode of the tally on the board. Finally define range. Range is the difference between the greatest and least numbers in a set of numbers. Using the data on the board, find the range. For additional practice, tell the class that at the beginning of the school year in 2005 2006, Spring Lake Park Elementary had the following totals: Kindergarten: 59 1st Grade: 57 2nd Grade: 45 3rd Grade: 47 4th Grade: 70 5th Grade: 61 Using that data, have students help you find the mean, median, mode, and range for the given information. C. Guided activity or strategy Next tell the class that they are going to use data from TISD elementary schools to learn about measures of central tendency. Hand each student a Tiger Family Worksheet. Have students work on the guided activity individually. Monitor as students are working. Allow students compare their answers with another classmate. After ample time has been given for completion and comparison, go over the correct answers with the class. D. Accommodations/modifications Students requiring modifications may be paired with a peer to complete the guided activity. E. Enrichment II. STUDENT PERFORMANCE A. Description Students will complete the Analyzing the Tiger Family Worksheet individually. B. Accommodations/modifications C. Enrichment iii. Assessment of Activities A. Description Individual student grades may be taken on the Analyzing the Tiger Family Worksheet. B. Rubrics/grading criteria Grades may be taken based on the Analyzing the Tiger Family Worksheet Answer Key and Grading Rubric. 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? IV. TAKS Preparation A. Transition to TAKS context The teacher will lead the students in a discussion of how problems pertaining to mean, mode, median, and range may look in test format by placing the TAKS questions below on the board/overhead. Sample TAKS questions   V. Key Vocabulary Measure of Central Tendency, Mean, Median, Mode, Range VI. Resources A. Textbook Math Advantage ~ Middle School I Chapter 11: Organizing Data Collecting and Organizing Data, pp. 230-231 Chapter 13: Interpreting Data and Predicting Mean, Median, and Mode, pp. 258-261 Student Handbook Lesson 13.3 13.5, pp. H61 B. Supplementary materials Mean, Median, Mode, and Range Notes Worksheet Tiger Family Worksheet Analyzing the Tiger Family Worksheet Analyzing the Tiger Family Worksheet Answer Key and Grading Rubric C. Technology Websites for additional practice:  HYPERLINK "http://www.aaamath.com/sta.html" http://www.aaamath.com/sta.html  HYPERLINK "http://www.quia.com/rr/51667.html" http://www.quia.com/rr/51667.html VII. follow up activities (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.) A lesson pertaining to graphing data would be a good follow-up to this lesson. VIII. Teacher Notes Listen for... Is the student using the language of mean, median, mode, and range correctly? Is the student recognizing the appropriateness of the measures for the given context? 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? Is the student using appropriate strategies to find the mean?      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