Lesson Plan 1/Day 1

GCU College of Education

LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Monya Burrell

Grade Level: 6th Grade
Date: February 23, 2019
Unit/Subject: Statistics/Measures of Central Tendency
Instructional Plan Title Measures of Center

I. PLANNING
Lesson In this lesson students will be learning that data can be summarized by a single number, and they
summary and will learn the difference between mean, median, and mode.
focus:
Classroom and There are 31 Students in the class. 21 Males and 10 Females.
student factors: 2 Students have long term visual memory and retrieval deficits, 3 have auditory processing and
phonemic awareness, 3 students are English Language Learners, 1 student is autistic, and 2
students are on an RTI Tier 2 for ADHD and executive functioning.
There is also a co-teacher in this class.
National / State MGSE6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its
Learning values with a single number while a measure of variation describes how its values vary with a
Standards: single number.

MGSE6.SP.5 Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
c. Giving quantitative measures of center (median and/or mean) and variability (range).
d. Relating the choice of measures of center and variability to the context in which the data was
gathered.

GaDOE. (2017) Mathematics Georgia Standards of Excellence (GSE) 6-8. Georgia

Department of Education (GaDOE). Retrieved from:
https://www.georgiastandards.org/Georgia-Standards/Pages/Math-6-8.aspx

Specific learning target(s) / objectives: Teaching notes:

• Students will be able to calculate the mean This lesson falls towards the end of the Statistics unit. It is
(average) in a set of numbers. the introduction of the Measure of Center and is scheduled to
• Students will be able to find the value that occurs last for 3 days, followed by a unit review and the Summative
most often (mode) in a set of data. Statistics Unit Assessment.
• Students will be able to calculate the median in a (Graphic organizer, worksheets, and assessments are uniform
set of data. across the grade level and are agreed upon and used by the
• Students will be able to summarize data using a entire math team.)
single number.
Agenda: Formative assessment:
• Hook — Ask students what they remember • Teacher observations of student participation.
learning about Mean, Median, and Mode in • Completion of data sheets.
the 3rd and 5th grades 6 min. • Observations of cooperative learning and individual
• Instructional Process 10 min. practice.
o Tap background knowledge with a • Student self-evaluation (thumbs-up, thumbs-down,
focus on vocabulary thumbs-sideways based on comfort level of
o Vocabulary notes provided understanding).
o Teacher led modeling concepts • Teacher questioning.
• Collaborative learning activity 20 min. • Data sheet check.
• Go over homework directions 2 min. • Homework completion.
• Closure discussion and video. 12 min.

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Academic Key vocabulary: Function: Form:
Language: Maximum Value – The largest Summarize Students will be able to
value in a set of data. summarize a set of data
Minimum Value – The smallest using a single number to
value in a set of data. represent the set.
Mean – The “average” value for
the data. You must add all the
values in the set and then divide
by how many values are present.
Median – The middle value. (Half
the numbers are larger, and half
are smaller than this number) If 2
numbers are in the middle, then
you must add them together and
divide by 2.
Mode – The number that occurs
the most often in a list.
Range – The difference between
the highest and lowest value in a
set of data.
Instructional Laptop, Smart Board, Doc Cam, pen, graphic organizer for teacher modeling, graphic organizers
Materials, for students, pencils for students, 16 Ziploc bags of M&Ms (70 M&Ms per bag), 2 paper towels at
Equipment and each table, hand sanitizer at each table, dry erase markers, grid pre-drawn on whiteboard for class
Technology: totals on classwork/homework sheet for each student.
For closing:
TheAnimatedClassroom. (2012). The Mean, Median and Mode Toads. YouTube. Retrieved from:
https://www.youtube.com/watch?v=5C9LBF3b65s
Grouping: Homogeneous grouping will be used during cooperative learning. Students will work with their
table groups, which are arranged by ability to give co-teacher and teacher easy access to work with
struggling groups. Think-pair-shares will allow students to discuss ideas with elbow partner for
added support and prompting.

II. INSTRUCTION
A. Opening
Prior Ask students why their report cards and progress reports only give one grade for each class instead of
knowledge all their grades for the six weeks. Allow them the opportunity to discuss this. Give a specific example
connection: of how representing a set of data with just one number can be less confusing and more beneficial by
showing a stats page for LeBron James and show students how it is hard to determine how good he is
when you look at all the data at once, but how summarizing it makes it easier to understand and
compare to other players.
Anticipatory The lesson makes students more aware of how whole sets of data, like their grades, can be represented
set: by one number to make it easier to compare. It will also show them different ways stats may be used
in their lives and can be important if they are trying to get positions on sports teams, get into a
specific school, win scholarship or get a job.
B. Learning and Teaching Activities (Teaching and Guided Practice):
1. I Do Students Do Differentiation

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1. Ask students why, when they get 1. Students will have opportunity to 1. Give extra think time for
their report cards, they only have explain why they think just one processing and verbalizing
one grade for each subject number is used to represent all their answer.
instead of all the grades they grades. 2. Use clear language and
have gotten during the unit. 2. Students will listen to teacher repeat or rephrase wording
2. Discuss how it is much easier to explanation. as necessary.
find one number to represent all 3. Students will share what they 3. Sharing with a partner
the numbers to make it easier to remember with an elbow partner. allows students
understand and compare and 4. Students will respectfully share with collaborative support to
remind students how grades are partners come up with answers.
a form of stats. 5. Students will volunteer to share and 4. Students will be reminded to
3. Have students turn to elbow participate in class discussion. be respectful of one another
partner and discuss everything 6. Students will receive vocabulary to avoid hurt feelings.
they remember studying about notes with examples to review. 5. All students will be called
Mean, Median, Mode and Range 7. Students will respond to thumbs- on equally and those who
in 3rd and 5th grade. up/down/sideways as to how need it will be given
4. Remind students to be respectful confident they feel with the measures advanced warning they are
during discussion and give each of central tendency. going to be called on and
person a turn to talk and share, 8. Student who feel confident will clear time to process question.
even if they don’t agree. areas to be ready to start activity. 6. Definitions have clear
5. Ask for volunteers to share what Students who need more help will wording with specific
they and their partner came up work with co-teacher for refresher. examples and
with. 9. Students will receive bags of M&Ms accompanying pictures to
6. Hand out notes with definitions and data sheets. help all students understand.
and examples for students to 10. Students will listen to teacher 7. Opportunity given for
review. Give hints on how to directions and watch modeling. students to let teacher know
remember each measure, refer to 11. Students will begin the activity by they need more clarification
pictures on vocabulary sheet. separating their M&Ms by color and or help comprehending
7. Self-assessment thumbs counting them to complete sheet. material.
up/down/sideways to show how 12. As students complete partner activity 8. Co-teacher will provide
confident they are if we use they will compare data with the rest small group instruction for
these concepts in today’s of the table group and compile their those who need it.
activity. data for a group total. 9. M&M data sheets are
8. Lesson will move forward if the 13. One student from each partner group broken down step-by-step
majority of students say they feel will record their data with the class for easy understanding for
confident. (Co-teacher will pull totals on the white board. all students and extra space
students who need remediation 14. Early finishers will get to start is given for math
to work with them in a small calculating the class totals. calculations. Calculators are
group.) 15. Students will participate in closing provided for students who
9. Hand out 1 bag of M&Ms to discussion and answer teacher need them.
each group of 2 partners with a questions. 10. Teach will model slowly
data sheet. 16. Students will receive homework and and speak clearly to insure
10. Teacher will go over directions listen to directions. student understanding.
and model for students. 17. Students will watch the Mean, 11. Students are with
11. Students will be told to begin Median and Mode Toad video. homogeneous partners, but
task and raise hands if they need in heterogeneous table
assistance. Teachers will groups to insure they can
circulate for support and ask peers for assistance
working in small groups with during the task or see higher
those who need help. level students modeling the
12. When students finish partner steps. Students can use
task, they will be asked to provided vocabulary with
compare their data with their examples as they complete
table group and combine their the tasks.
data for a table group total. 12. Students will work within
13. One student from each group their heterogeneous table
will come and record their totals groups so they will have
on the white board to the class support as needed as
totals. teachers circulate and offer
14. Students who finish early will assistance also.
get to start trying to determine
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 the mean, median, mode, and 13. Students can go record data
rang with the class totals. on board as they want,
15. Closure discussion with without attention being
questions: called to them for those who
• Which measure of center is the are shy.
easiest to determine and explain 14. Teachers will continue to
why? circulate the room to offer
• Explain why this measure might assistance and clear up
not always be the best one to use misconceptions as needed.
to represent your data? (Give Extension activity will
examples) include early finishers
• Which measure students feel having the opportunity to
they will use most often in their start calculating the class
future and how they will use it? totals for the M&M activity.
• Explain why would we use just 15. Teacher will call on a
one value instead of all the variety of students to insure
numbers when talking about understanding and make
data? sure no one is left out.
16. Clear language will be used,
• When would mode be the best
and questions will be
number to use to describe a set
rephrased or repeated as
of data? How about median?
necessary.
• Name some jobs that might use 17. Preferential classroom
each of the measures and how? seating will insure students
• Give examples of when each can see and hear video.
measure might be used in
different professions.
16. Hand out homework and go over
directions.
17. Show Toad video as review.

III. ASSESSMENT
Summative A summative assessment will not be administered for this lesson. Differentiation:
Assessment: Student participation in the activity will be observed and teacher Co-teacher has pre-taught
will take up data sheets as students exit the room to look over to vocabulary to appropriate IEP,
insure their comprehension of material. 504 and ELL students.
Students are allowed to use
vocabulary sheets they received
in class with examples and
visuals as needed for activity
completion as well as peer
support.
Closure: Teacher will ask class which measure of center they find the easiest to determine. They will also be
asked why this measure might not always be the best one to use to represent data. Teacher will then
ask which measure students feel they will use most often in their future and how they will use it.
Students will be asked to name some jobs that might use each of the measures and how. They will also
be asked to give examples of when each measure might be used in different professions. Students will
be asked why we would only use one value to represent a list of data instead of all the numbers and
also asked for examples of when each measure would be the best to use.
Students will watch a short toad video on mean, median, and mode to end class.
https://www.youtube.com/watch?v=5C9LBF3b65s
Homework: Students will each receive a sheet with their individual current grades for this six-week period. They
will be asked to find the mean, median and range of these scores for homework. They will have
Vocabulary to
Reference Sheet
show all work on the worksheet. Once they find the mean, they can check their answers by logging
Lesson Plan 1
into their Student-view accounts to see their posted average.
Measures of Center

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 The Mean is the average of a set of data. To find the mean you add up all the values
and then divide by the number of values you have in the set.

Example: 39, 22, 37, 48 22+37+39+48=146

then 146/4= 36.5 is the mean

The Median is the middle number in a data set. To find the median you put all your
values in numerical order and cross one off each end until you find the middle value.
If there are two numbers, then you must find the mean of those two numbers for
the median.

Example 1: 6, 108, 8, 3, 11, 7, 63

3, 6, 7, 8, 11, 63, 108 = 8 is the median

Median

Example 2: 6, 108, 3, 11, 7, 63

Middle
3, 6, 7, 11, 63, 108 then 7+11= 18 then 18/2= 9 is the median
The Mode is the value you have the most often in the data set. You can have no
mode or more than one mode in the set.

Example: 3, 82, 4, 3, 67, 29, 7, 4, 65, 3

3, 3, 3, 4, 4, 7, 29, 65, 67, 82 = 3 is the mode

most/mode

The Range is the difference in the maximum and minimum value in the data set.

Example: 6, 108, 8, 3, 11, 7, 63 Class Work Lesson Plan 1

Name: _____________________________________
3, 6, 7, 8, 11, 63, 108 then 108-3= 105
Date:
is the Range
________________________

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 Mean, Median, Mode and M&Ms
1. Open your bag of M&Ms and record the number of each color in the bag.

Pink – _____ Blue – _____

Yellow – _____ Purple – _____

Green – _____

When you have finished counting, you may divide up your M&Ms and eat them, as you complete this sheet.
(You must continue working as you eat your M&Ms though.)

2. M&M Line Plot Review: Use the line below to plot your data.

________________________________________________________________
Pink Yellow Green Blue Purple

3. Record your values in numerical order: (only the numbers, not the colors)
________ ________ ________ ________ ________
4. Which color (NOT value) is the mode for your data? ____________
5. What number is your median value? _________
6. According to the Line Plot, what color would the median be in? ______________
7. What is the mean number of M&Ms in the bag? ____________ (Show work below)

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8. Explain how you got this number?
_________________________________________________________________________________
_________________________________________________________________________________
9. What is another word for mean? _______________
10. What is the total number of M&Ms you have? __________
11. What is the range for your values? ___________
12. Which Measure of Central Tendency best describes your data? (Explain your answer.)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Now compare the data you and your partner have with the other partners in your group.

13. Is your data similar or different? _________________________

Explain how and/or why: ________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
14. Did you have the same mode? ____________
15. Find the mean for your table group’s pink M&Ms: ______________ (show work)

16. Explain how you found this number?

__________________________________________________________________________________
__________________________________________________________________________________

*One partner from each group needs to add your totals to the class totals on the front board.

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 Lesson Plan 2/Day 2

GCU College of Education

LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Monya Burrell

Grade Level: 6th Grade
Date: February 23, 2019
Unit/Subject: Statistics/Measures of Central Tendency
Instructional Plan Title Despicable Mean, Median, and Mode

I. PLANNING
Lesson The purpose of this lesson is to give students hands on time practicing finding the mean, median,
summary and mode, and range of data sets through a center rotation of games and activities.
focus:
Classroom and There are 31 Students in the class. 21 Males and 10 Females.
student factors: 2 Students have Autism, 2 have long term visual memory and retrieval deficits, 5 have auditory
processing and phonemic awareness, 1 student is medically fragile, 2 students are English
Language Learners, and 2 students are on an RTI Tier 2 for ADHD and executive functioning.
There is also a co-teacher in this class.

National / State MGSE6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its
Learning values with a single number, while a measure of variation describes how its values vary with a
Standards: single number.
MGSE6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms,
and box plots.
MGSE6.SP.5 Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
c. Giving quantitative measures of center (median and/or mean) and variability (range).
d. Relating the choice of measures of center and variability to the context in which the data was
gathered.

GaDOE. (2017) Mathematics Georgia Standards of Excellence (GSE) 6-8. Georgia Department of
Education (GaDOE). Retrieved from: https://www.georgiastandards.org/Georgia-
Standards/Pages/Math-6-8.aspx

Specific learning target(s) / objectives: Teaching notes:

• Students will be able to accurately determine the This lesson falls towards the end of the Statistic Unit. It is
mean, median, mode, and range of given data the second in the Measures of Central Tendency segment.
sets.
• Students will be able to determine which measure (Graphic organizer, worksheets, and assessments are uniform
of central tendency best summarizes a set of data. across the grade level and are agreed upon and used by the
entire math team.)

Agenda: Formative assessment:

• Hook — Mean, Median & Mode Song 3 min. • Teacher observation and student participation.
• Instructional Process • Students will complete tasks at centers to measure their
o Quick review of what Mean, Median, comprehension. As students complete each center, they
and Mode are. will record their information on their activity booklet
o Introduce activity, go over instructions that will be turned in for a classwork grade.
for each center and model. 5 min. • Teacher questioning.
• Center Rotations 36 min. • Student self-assessment.
• Discussion and Self-Assessment 6 min.

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Academic Key vocabulary: Function: Form:
Language: Mean – The “average” value for Summarize Students will be able to
the data. You must add all the compare and contrast the
values in the set and then divide measures of central
by how many values are present. tendency of a given set of
Median – The middle value. (Half data to determine which
the numbers are larger, and half measure of central tendency
are smaller than this number) If 2 best summarizes their data
numbers are in the middle, then and justify their answer
you must add them together and using vocabulary terms and
divide by 2. math calculations.
Mode – The number that occurs
the most often in a list.
Range – The difference between
the highest and lowest value in a
set of data.

Instructional Laptop, Smart Board, Doc Cam, Booklets for each student and teacher (modeling) for centers,
Materials, Minion completion stickers for each center, pencils for students, practice/homework sheet for each
Equipment and student, individual bag of M&Ms for each student, 5 Decks of Despicable Me playing cards, 5 sets
Technology: of dice, and student iPads with preloaded links to review games for Measures of Central
Tendency. Teacher will use digital timer displayed on Smart Board as students rotate centers.
Review song link: https://www.youtube.com/watch?v=IHginNwss5c, iPad game links:
https://www.mathgames.com/skill/6.91-calculate-mean-median-mode-and-range,
https://www.brainpop.com/games/sortifymedianmodemeanandrange/

BrainPop. (2019). Sortify: Median, Mode, Mean, and Range. BrainPOP.com Retrieved February
6, 2019, from: https://www.brainpop.com/games/sortifymedianmodemeanandrange/

Peters, D. (2015). Mean, Median, Mode, & Range (Bruno Mars Parody). youtube.com. Retrieved
February 6, 2019, from: https://www.youtube.com/watch?v=IHginNwss5c

TeachMe. (2019). Calculate Mean, Median, Mode, and Range (6th Grade). TeachMe, Inc.
Retrieved February 6, 2019, from: https://www.mathgames.com/skill/6.91-calculate-mean-
median-mode-and-range

Grouping: Students will be given an activity booklet they will be recording their data in. They will look at the
Minion sticker on the front of their booklet and form a group with the students with matching
stickers. Teachers will predetermine heterogeneous groupings for students. This will allow
students the opportunity to peer mentor and work collaboratively to support one another.

II. INSTRUCTION
A. Opening
Prior I will begin class with a video/song that reviews what students learned about Mean, Median, and
knowledge Mode in the previous lesson.
connection: Students will be using the information they learned previously in the unit on line plots to help them
build connections to how they can combine the concepts as they learn them throughout the statistics
unit and use them in their lives.

Review song: https://www.youtube.com/watch?v=IHginNwss5c

Anticipatory This lesson is meaningful to students because it allows them to see how data is used in their everyday
set: lives, like figuring grade averages. It also teaches them how to measure data when they take it and
determine which measure is the best representation of the data.
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 B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
1. As a warm up the Mean, 1. Students will listen to the song and 1. Music provides students
Median, and Mode (Bruno Mars sing along if they want. with an alternate way to
Parody) song will be played as a 2. Students will explain what each remember concepts that is
review. measure is and how it can be used. catchy and fun.
2. Random students will be called 3. Students will listen to instructions to 2. Students who need
on to define each measure. know what to do at each station and reminders or visual cues can
3. The day’s Center activity will how the rotation will work. refer to the word wall,
be introduced, explained and 4. Students will receive their booklets where the vocabulary will
modeled so students will know and watch modeling on how to be posted.
how to complete each station complete the booklet 3. Instructions will be printed
and rotate to the next. 5. Students will find other students with with visuals at each station
Center 1: Despicable Me playing the same sticker on their booklets to for students who need a
cards station. form their groups. visual representation. All
Center 2: Polyhedral dice roll. 6. Students will go to their first station students will be allowed to
Center 3: Technology station and begin working. use calculators. Students are
(iPads with links to their choice 7. Students will rotate quickly between able to work at their own
of Mean, Median, Mode, & stations. pace and play as many
Range review games) 8. Students will return to their seats, rounds as they can at each
4. Each student will be given a make sure their name is on their station. The games allow
Minion booklet they will be booklet and turn in. them to choose a level of
recording their data in and how 9. Students will hold up fingers to difficulty, and they get
they will record in it will be represent how comfortable they are harder as student
modeled using the Doc Cam. with the concepts. 1 finger for not at performance improves.
5. Students will be told which all comfortable, would like more 4. Some students will receive
groups they will be in. assistance. 2 fingers for feel pretty larger booklets to allow
6. Instruction will be given as to good but would like some more them more room to print
where each group will start, and practice. 3 fingers for they have it their information and some
the timer will begin as they start and feel very confident. will be partially filled in for
to work. 10. Students who held up 1 finger will the students.
7. Every 10 minutes time will be join a small group to work with a 5. Teachers will have
called, and students will rotate, teacher to ask questions and clear up predetermined the groups so
and the timer will restart. confusion. that low level learners will
8. When the final time is up, all 11. Students will answer questions so be paired with higher level,
students will be instructed to teacher can assess comprehension. and they can work together
return to their seats and turn in 12. Confident students will continue and mentor one another.
their completed booklets. reviewing and practicing their skills. 6. (The mentor teacher, the co-
9. Students will be asked to self- teacher and I will each take
assess their comfort level with a center to observe and
the concepts after this practice assist at.) Struggling
by holding 3 fingers up for they students will be provided
fell really comfortable with the with one on one support.
information, 2 if they feel okay 7. Each station has several
but feel they still have questions, problems so students can
and a 1 if they don’t feel work at their own pace and
comfortable at all. not feel pressured to get all
10. Students who held up 1 finger of them done.
will be pulled in a small group 8. Students who need more
with the co-teacher or myself for time will be allowed to hold
some one-on-one help. on to their booklets and
11. Students who held up 2 or 3 finish them with their
fingers will be asked more homework.
confirming questions and be 9. Students will be able to let
given the opportunity to ask the teacher know how
questions they might have. comfortable they feel and if
12. Students are comfortable will be they feel like they need
allowed to play an extra round extra help.
with the minion cards or 10. Students who feel they need
more help will be allowed to
Page 10 of 25
 continue reviewing on the work in a small group with a
computers. teacher to get more
instruction.
11. Teacher will answer any
questions students have to
clear up misconceptions and
ask leading questions to
check comprehension.
12. Students who are confident
will be able to continue
reviewing and practicing
their skills.

III. ASSESSMENT
Summative The Summative Assessment will be given at the end of the whole Differentiation:
Assessment: Statistics Unit at the end of next week. Teachers will monitor student
For this class, students will show their mastery of concepts progress and provide individual
through their participation at each station. They will hand in their assistance as needed. Students
Despicable Mean, Median & Mode booklets at the end of class for who do not have time to
teacher to review. complete their booklets will be
given extended time. They will
also receive a modified sheet for
their M&M activity.

Closure: Students will be asked what they liked and disliked about the day’s activities.
Students will be asked to explain if and how the activities helped them understand the material better.
Students will be asked what should be changed about the activities to make it more meaningful to
students in the future.
Students will be asked what questions they still have about Mean, Median, Mode, and Range.
How will you use what you learned today outside our classroom?
Giving the students a chance to talk about the day’s activity and share their opinions gives them the
opportunity to think about the information on a deeper level and hear the opinions of their classmates,
which might be different from their own. It also challenges them to come up with ways they can use
the information in the real world.

Homework: For homework students will have a practice sheet on Mean, Median, Mode, and Range to complete.
This will reinforce the skills they have learned.

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Classwork for Centers Activity/Lesson Plan 2

Page 12 of 25
Page 13 of 25
 Homework/Lesson Plan
2

Measures of Central Tendency Name ___________________________

Find the Mean, Median and Mode of each set of values. Show all work.
1. 9, 3, 8, 7, 8, 22, 11, 3, 8

A. Sort the data from Least to Greatest:

___ ___ ___ ___ ___ ___ ___ ___ ___

B. What is the mode? _______

C. What is the median? ______

D. What is the mean? (Remember to add all the values and divide by the total number of
values there are.) You may use a calculator but remember to show your steps.

The mean is: __________

2. Amy has the following scores in her Social Studies class:

84, 62, 90, 96, 98, 77, 90, 87, 100, 90

A. What is her mode? _________

B. What is her median score? _________
C. What is her mean? ____________
D. What number would you use to represent her scores and why? _____________________
_________________________________________________________________________

3. Find the Mean, Median, Mode and Range of the following data:
11, 7, 2, 7, 6, 12, 9, 10, 8, 6, 4, 8, 8, 7, 4, 7, 8, 8 ,6, 5, 9

A. Mode: _______ B. Median: _______ C. Mean: ______ D. Range: ______

4. 57, 21, 3, 26, 14, 88, 6, 12, 66, 31, 57, 1, 19, 33, 6, 92, 72, 45, 6

A. Mode: ________ B. Median: __________ C. Mean: _________ D. Range: _________

Page 14 of 25
 Lesson Plan 3/Day 3

GCU College of Education

LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Monya Burrell

Grade Level: 6th Grade
Date: February 13, 2019
Unit/Subject: Statistics/Measures of Central Tendency
Instructional Plan Title What’s it all Mean?

I. PLANNING
Lesson This lesson will review how to read dot plots and show them how to use them to find the measures
summary and of central tendency. It will also allow students time to practice their skills more before their
focus: assessment over the material.
Classroom and There are 31 Students in the class. 21 Males and 10 Females.
student factors: 2 Students have Autism, 2 have long term visual memory and retrieval deficits, 5 have auditory
processing and phonemic awareness, 1 student is medically fragile, 2 students are English
Language Learners, and 2 students are on an RTI Tier 2 for ADHD and executive functioning.
There is also a co-teacher in this class.

National / State MGSE6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its
Learning values with a single number while a measure of variation describes how its values vary with a
Standards: single number.

MGSE6.SP.5 Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
c. Giving quantitative measures of center (median and/or mean) and variability (range).
d. Relating the choice of measures of center and variability to the context in which the data was
gathered.

GaDOE. (2017) Mathematics Georgia Standards of Excellence (GSE) 6-8. Georgia Department of
Education (GaDOE). Retrieved from: https://www.georgiastandards.org/Georgia-
Standards/Pages/Math-6-8.aspx

Specific learning target(s) / objectives: Teaching notes:

• Students will be able to use a dot plot to calculate This is lesson 3 in the mini unit. It serves as a review and
and determine the measures of central tendency. practice before students take the assessment the following
• Students will be able to accurately determine the day. Students have previously used dot plots to determine
mean, median, mode, and range of given data sets measures in class, but they did not use the academic
and determine which best summarizes the set. language associated with the measures of central tendency
and they need to learn that connection.
Agenda: Formative assessment:
• Hook — Post it note activity 3 min. • Teacher will preview completed homework to determine
• Instructional Process 12 min. where students are having problems.
o Review of ways students have used dot • Students will give a self-assessment by holding up 1
plots in the past. finger if they feel confident with the information, 2
o Review of how students can use dots or fingers if they feel okay, but still have some questions or
“X’s” on their plots. need help, and a 3 if they just feel lost and need some
o Student activity plotting points on a one-to-one guidance.
class line plot • Teacher will observe student participation in class
• Homework check 5 min. activities.
• Collaborative and small group learning 20 min. • Teacher questioning.
• Homework directions 2 min.
• Closure discussion 5 min.

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Academic Key vocabulary: Function: Form:
Language: Mean – The “average” value for Summarize • Students will be able to
the data. You must add all the compare and contrast
values in the set and then divide the measures of central
by how many values are present. tendency of a given set
Median – The middle value. (Half of data to determine
the numbers are larger, and half which measure of
are smaller than this number) If 2 central tendency best
numbers are in the middle, then summarizes their data
you must add them together and and justify their answer
divide by 2. using vocabulary terms
Mode – The number that occurs and math calculations.
the most often in a list. • Students will
Range – The difference between summarize their results
the highest and lowest value in a with elbow partners.
set of data.

Instructional Laptop, Smart Board, Doc Cam, pen, white board, white board pens and erasers, post-it notes,
Materials, markers, practice sheets, pencils, playing cards, polyhedral dice, notebook paper, calculators,
Equipment and homework sheets.
Technology:
Grouping: For collaborative learning, students will be grouped in homogeneous groups. The co-teacher will
take a struggling group, the mentor teacher will take a group (if needed), and I will work the whole
room to observe and help as needed. Students who feel good about the content will be allowed to
choose either playing cards or polyhedral dice to practice finding the measures of central tendency
with. We will base our small groupings on the skills students are struggling with.

II. INSTRUCTION
A. Opening
Prior Having students place post-it notes on the dot plot to answer a statistical question helps them review
knowledge what a statistical question is and show them how it can be used. Once we have everyone’s notes on
connection: the board, they can see how we are using the notes in place of dots, like they have learned in previous
lessons about dot plots. A connection will be made as to how the plots can be used to determine the
measures of center and sometimes tell which measure is the best to use.

Anticipatory Students will be using the measures of central tendency throughout their lives as they find grade
set: averages, compare player stats, determine sports scores, figure mileage, and shop for deals. They will
also use their knowledge in future instruction in this class and in seventh grade. This lesson models
how data can be taken from statistical questions, analyzed and used to determine a good measure to
represent the data for the purpose it was taken.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

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1. As students enter the room, they 1. Students will place their post-it note 1. Question will be read and
will be instructed to take the in the appropriate place on the line explained to students so
post-it note on their desk and on the white board according to their they can understand how to
answer the question on the board answer. place their post-it on the
by placing it over the correct 2. Students will help teacher determine board to answer the
answer on the line. totals and take turns guessing what question.
2. Teacher will write totals for each the data is telling them. 2. Teacher will make sure
answer above the plots and ask 3. Students will volunteer to answer students understand that dot
students what they feel the line questions and explain what they can plots can be made using
plot tells them. interpret from looking at the line dots or “X’s.”
3. Teacher will explain how easy it plot. 3. Teacher will make sure to
is to see the mode for the 4. Students will be called on to help call on a variety of students
information and ask students to teacher verbally determine the and will ask leading
explain what else they can tell measures of center as she works it on questions to help students
about the data, using their the board for them to see. figure out the answer if they
academic vocabulary in their 5. Students will take turns going to the don’t know it.
explanations. board and marking their answers 4. Same as above.
4. Teacher will calculate the mean, with an “X” above their answers on 5. Each student will have the
median, mode and range of the the dot plot. opportunity to go to the
data with help from the class as 6. One student will be called on to board and place their “X”
it is modeled on the Doc Cam come to the front board and add up on it.
and Smart Board. the totals for each answer choice. 6. All students have an equal
5. Teacher will ask a second 7. Four students will come to the board chance of being called on.
statistical question and have and calculate the mean, median, 7. All students will work the
students come to the board and mode, and range as the students at problem, whether at their
place an “X” over their answer. their seats work the problems on seats or on the board. The
6. One student will be asked to notebook paper. problems being worked on
calculate the totals for each 8. As each calculation is gone over, the board will serve as a
marked answer choice. students will raise their hands if they model for struggling
7. Teacher will ask for student agree with the answer on the board. students who might learn
volunteers to come calculate the If they did not match, they will better from seeing and
mean, median, mode, and range verbally work through the problem hearing a peer work the
on the two classroom with the teacher to find their mistake. problem.
whiteboards as the students work 9. Students will take the previous 8. The teacher will verbally
the problems at their seats. night’s homework out and compare walk students who missed
8. Seat students will raise hands if their answers with their elbow an answer or are struggling
their answer matches the one on partner. If they disagree on an through the problems they
the board. If not, teacher will answer, they will both rework it missed so they can
walk them through how they together on their notebook paper to understand them better.
missed it. see if they can find the mistake and 9. Students will work
9. Students will be asked to take agree on an answer. collaboratively to check
their homework out and they 10. Students will be given time to their homework and assist
will compare their answers with complete the above task. one another in finding their
their elbow partner. If they 11. Students will get in assigned groups, mistakes. For peer modeling
disagree on an answer, they will based on comprehension level to and support.
rework it together to see if they complete the activities assigned. 10. Peer modeling and support
can find their mistake. High level learners will practice in this way is not
10. Teacher will observe student finding measures of central tendency embarrassing for students
interaction and work while using polyhedron dice which will who need help and they
walking around and listening to give them nine numbers that offer a don’t feel singled out
their conversations. wider variety of numbers that are because everyone is
11. Teacher will divide students into larger than the ones on the playing working together.
small groups based on their cards. Mid-level learners will 11. The groups allow students
comprehension level. Teachers practice their skills using the Minion to work with students on
will work with struggling cards and the lower level learners their own level. Higher level
students to clear up any will either have a worksheet or will learners can challenge one
misconceptions. use the Minion cards with teacher another, while lower level
12. Teacher will have students turn guidance to clear up misconceptions. learners can see they aren’t
completed work to be looked 12. Students will turn in completed work. the only ones struggling and
over for completion and spot they can get more attention
check for problems. and help from a teacher. All
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13. Teacher will hand out review 13. Students will receive review sheets students will get to do
sheet for homework to give for homework so they can practice similar tasks, so no one feels
students extra practice before the for tomorrow’s assessment. left out.
assessment the next day. 14. Students will volunteer to answer 12. All students will turn in
14. Teacher will ask probing questions the teacher asks. whatever they have
questions to help student review completed during the time.
and think about content on There are no requirements
higher level and relate it to real for how much work had to
life. be produced. It will be made
clear that quality not
quantity matters.
13. All students will get the
same review sheet made up
of a sample of problems
taken from the assessment.
Some students may have
fewer problems or specific
problems they are told to
work, depending on their
IEP requirements.
14. Students all have an equal
opportunity of being called
on and coached through
answers.

III. ASSESSMENT
Summative A summative assessment will not be administered for this lesson. Differentiation:
Assessment: Student participation in the activity will be observed and teacher None needed as there is no
will take up data sheets as students exit the room to look over to summative assessment, however,
insure their comprehension of material. Co-teacher has pre-taught
vocabulary to appropriate IEP,
504 and ELL students.
Students are allowed to use
vocabulary sheets they received
in class with examples and
visuals as needed for today’s
activity completion as well as
peer support.
Closure: Teacher will ask students how they feel about the topic and if they feel ready for the assessment.
Teacher will ask what problems or questions students still have. Teacher will call on students to define
and give examples of each of the vocabulary words. Teacher will have students give real life examples
of when they would use each of the measures of central tendency such as to compute grades, sporting
event averages and scores and when shopping.
Homework: The homework is a review sheet that will help students practice their skills for the quiz tomorrow.

Homework/Lesson Plan 3

Name: _______________________________________
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 Circle the correct answer for each question.

1. The number that appears the most in a set of data is the:

Mean Median Mode

2. Circle the Median in this set of data? 3, 7, 8, 12, 27, 27, 52

3. Another word for the average is: Mean Median Mode

4. In the following set of data, 98 is the: (17, 32, 55, 61, 98)

Mean Maximum Value Minimum Value Median

5. What is the range for this set of data? 66, 12, 5, 79, 103, 7 ______

6. Josh scored the following points in his last 9 baseball games:

5, 3, 3, 2, 6, 0, 3, 2, 3

Find the mean ___________ Median _____________ Mode ___________

Create a dot plot for Josh’s scores:

Lesson 4/Day 4

GCU College of Education

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LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Monya Burrell

Grade Level: 6th Grade
Date: February 13, 2019
Unit/Subject: Statistics/Measures of Central Tendency
Instructional Plan Title What’s it all Mean?

I. PLANNING
Lesson The purpose of this lesson is to review the measures of central tendency and then assess student
summary and learning with a quiz. The data collected will be used to drive ongoing instruction.
focus:
Classroom and There are 31 Students in the class. 21 Males and 10 Females.
student factors: 2 Students have Autism, 2 have long term visual memory and retrieval deficits, 5 have auditory
processing and phonemic awareness, 1 student is medically fragile, 2 students are English
Language Learners, and 2 students are on an RTI Tier 2 for ADHD and executive functioning.
There is also a co-teacher in this class.

National / State MGSE6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its
Learning values with a single number while a measure of variation describes how its values vary with a
Standards: single number.

MGSE6.SP.5 Summarize numerical data sets in relation to their context, such as by:
b. Reporting the number of observations.
c. Giving quantitative measures of center (median and/or mean) and variability (range).
d. Relating the choice of measures of center and variability to the context in which the data was
gathered.

GaDOE. (2017) Mathematics Georgia Standards of Excellence (GSE) 6-8. Georgia Department of
Education (GaDOE). Retrieved from: https://www.georgiastandards.org/Georgia-
Standards/Pages/Math-6-8.aspx

Specific learning target(s) / objectives: Teaching notes:

• Students will be able to accurately determine the This lesson falls at the end of the mini unit. It will wrap up
mean, median, mode, and range of given data and assess student learning of Mean, Median, Mode, and
sets. Range.
• Students will be able to determine which measure
of central tendency best summarizes a set of data.

Agenda: Formative assessment:

• Hook - Play review song 3 min. • Teacher observation of student participation in review
• Instruction - Check over homework/allow discussion.
students to compare data. 7 min. • Co-Teacher will check through previous night’s
• Review discussion/Give students time to ask homework to identify possible issues.
questions 10 min. • Quiz over material will be administered.
• Quiz 30 min.
• Extension activity

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Academic Key vocabulary: Function: Form:
Language: Mean – The “average” value for Compare and contrast, justify • Students will be able to
the data. You must add all the compare and contrast
values in the set and then divide the measures of central
by how many values are present. tendency of a given set
Median – The middle value. (Half of data to determine
the numbers are larger, and half which measure of
are smaller than this number) If 2 central tendency best
numbers are in the middle, then represents their data
you must add them together and and justify their answer
divide by 2. using vocabulary terms
Mode – The number that occurs and math calculations.
the most often in a list. • Students will compare
Range – The difference between and contrast their
the highest and lowest value in a personal data with their
set of data. elbow partner.

Instructional Laptop, Smart Board, link for review song (https://www.youtube.com/watch?v=IHginNwss5c)

Materials, Peters, D. (2015). Mean, Median, Mode, & Range (Bruno Mars Parody). youtube.com. Retrieved
Equipment and February 6, 2019, from: https://www.youtube.com/watch?v=IHginNwss5c
Technology:
Grouping: Students will compare and contrast their homework data with an elbow partner.
Elbow partners will compare and contrast their data with the rest of their table group.
Small group testing will be provided for students who require it.

II. INSTRUCTION
A. Opening
Prior I will start class again by playing the Bruno Mars Parody video/song that reviews what students have
knowledge learned about Mean, Median, and Mode in the previous lessons. Students will also learn skills from
connection: previous statistics lesson to complete the day’s activities.

Anticipatory Students will be using the measures of central tendency throughout their lives as they find grade
set: averages, compare player stats, determine sports scores, figure mileage, and shop for deals. They will
also use their knowledge in future instruction in this class and in seventh grade.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

Page 21 of 25
1. As a warm up I will play the 1. Students will sing along with the 1. The song is catchy and
Mean, Median, and Mode review song. helps students remember
(Bruno Mars Parody) song again 2. Students will get out their homework. what each measure is better.
as a review and have the 3. Students will compare their answers 2. Teacher will check in with
students sing along. with their partners. students with organizational
2. Students will be asked to get out 4. Students will be allowed to ask any issues to help them locate
their homework. questions they have or discuss their assignment.
3. Students will be asked to check anything further that they need to 3. Teacher and co-teacher will
their answers against their elbow about the measures of center. pay special attention to IEP,
partner’s as teacher walks 5. Students will receive their quiz and 504, and ELL students who
around the room and observes listen to teacher directions. might have struggled with
student papers and discussions. 6. Students will complete quiz. the assignment as they are
4. Students will be asked if they 7. Students who finish early will comparing data within the
still have any questions in complete the extra activity. table group. This provides
general about mean, median, students with more support
mode, and range that haven’t and allows them to hear
been answered. other’s opinions and views.
5. Quiz will be handed out and the 4. All students will have an
directions will be read aloud. equal opportunity to be
6. Students will be given the called on to ask and answer
remainder of the class to questions. Teacher and co-
complete the quiz. teacher will be sure to check
7. Teacher will provide an activity in with students to make
for students who finish early. It sure they are prepared to
will either be a line/dot plot take the quiz.
practice application sheet or a 5. All students will be allowed
remedial practice sheet based on to use calculators. Students
individual need. who require small group
testing will be pulled to go
to another testing room and
will receive a modified quiz
based on need.
6. Additional time will be
given to students who
require it.
7. The extension activity will
be either be either a line/dot
plot practice application of
measures of central
tendency challenge sheet or
a remedial practice sheet for
measures of central
tendency based on need.

III. ASSESSMENT
Summative The main focus of this lesson is the quiz over Mean, Median, Differentiation:
Assessment: Mode, and Range. It counts as a formative grade and will prepare All students will be allowed to
students for the big statistics unit test in one week. use calculators. Small group
testing will be provided for
students who need it. Students
who require read-to
accommodations will receive
them. Some students will be
given modified quizzes. Any
student who requires additional
testing time will receive it.

Closure: Student will share what they have learned in the lesson during the classroom discussion and through
the completion of their quiz over the material. They will then be able to apply their learning in the

Page 22 of 25
 future statistic unit lessons and in real life to compute grades, sporting event averages and scores,
shopping, etc.

Homework: No homework will be given after the quiz.

Formal Formative Assessment/Lesson Plan 4

Name_____________________________________ Period__________________
Page 23 of 25
 Math 6 Quiz – Measures of Center

Find the mean, median, mode and range of each set of data.
1) 15, 8, 7, 21, 5, 21, 22, 7, 10
Mean – _________________
Median – ________________
Mode – __________________
Range – _________________

2) 83, 97, 85, 84, 96, 80, 80, 87, 91

Mean – _________________
Median – ________________
Mode – __________________
Range – _________________

3) 58, 53, 64, 55, 65, 56, 60, 50

Mean – _________________
Median – ________________
Mode – __________________
Range – _________________

4) 59, 76, 85, 59, 76, 87

Mean – _________________
Median – ________________
Mode – __________________
Range – _________________
Page 24 of 25
 5) The Simpson School store surveyed 100 students to find out what color the
new School T-shirt should be. 28 students wanted Blue, 12 students wanted
From: https://www.mathworksheets4kids.com/central-tendency/wp-level2-1.pdf (with revisions)
Yellow, 33 students wanted White, 18 wanted Gray, and 9 wanted another
color.

Which Measure of Central Tendency should the store use to make their decision:

a. Mean
b. Median
c. Mode

6) Explain why this measure best represents their data: __________________

________________________________________________________________________________________

________________________________________________________________________________________

7) Which one of the following is a measure of variability?

a. mean
b. median
c. range
d. mode

8) What is the median of this set of data? ____________

Books Read Last Summer

Number of books

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