Unit Plan Template s20

Unit Plan Template

Note: Type in the gray areas.

Unit Author
First and Last Name / Nikki Goodwin
Author's E-mail Address /
Course Name(s) / Fourth Grade Mathematics
Course Number(s)
Course Section(s) / Math
School City, State, Zip / Columbus, Ms 39705
Instructor Name(s): / Nikki Goodwin

Intel® Teach to the Future 1

© 2001 Intel. All rights reserved.

Intel® Teach to the Future 1

© 2001 Intel. All rights reserved.

Unit Overview
Unit Plan Title / Mean, Mode, Median, Range
Curriculum-Framing Questions
Essential Question / How do you know when a result is reasonable?
Unit Questions / • 1. Did you know that we probably use statistics such as mean, median, mode, and range without even noticing it?
• 2. What is and how do we find the mean, mode, median, and range?
* 3. Why should we learn these math concepts?
Unit Summary
In this unit, students will learn what mea, median, mode, and range are. The students will learn how to use this in a real set of data. They will also learn the importance and relevance of knowing these concepts. The teacher will be using several different sets of data that the students can relate too, such as baseball stats, class grades, and real statistics about the classes ages and such.

Intel® Teach to the Future 1

© 2001 Intel. All rights reserved.

Subject Area(s): (List all subjects that apply)
Mathematics

Intel® Teach to the Future 1

© 2001 Intel. All rights reserved.

Grade Level (Click boxes of all grade levels that apply)
K-2
6-8
ESL
Gifted and Talented / 3-5
9-12
Resource
Other:

Intel® Teach to the Future 1

© 2001 Intel. All rights reserved.

Intel® Teach to the Future 1

Student Objectives/Learning Outcomes
The students will learn how to analyze sets of data to find mean, median, mode, and range.
Targeted State Frameworks/Content Standards/Benchmarks
MA 5b
5. Formulate and Analyze Data. Evaluate Inferences and Predictions.
b. Find and interpret mean, median, mode, and range of a given set of data.
Procedures
Cue Set:
Hold up one bag of M&M’s, Skittles, Gummy Bears, or any candy that can be sorted by color.
Have the students estimate the number of pieces of candy for each color.
-Make a table and record their answers on the board
Open the bag and sort the candy by color.
Modeling/Teaching:
Divide, count, and record on a table how many pieces of candy are in each color.
Make observations about the different groups of candy. Which pile has the least/most? Do any groups have the same amount?
Introduce and define MODE as the data value that occurs most often in the data set.
Find the mode of the given set of candy.
Record the mode on the board.
Show and tell students that there can be more than one mode. For this lesson more than one mode would occur when two colors of candy have the same amount in each pile. There can also be no mode which would result in no number occurring the most often.
Tell the students you want to know about how many pieces of candy each package will have. To do this we need to find the mean or the average of the data set because not all packages have the same amount of candy.
Find the MEAN of the candy by adding up the total of each color.
Explain to the students that adding the different colored candies together gives us the actual sum. Not every package of candy is going to have the same amount in it therefore we need to find the average or the mean. To find the mean we take the total pieces of candy and divide it by the number of groups.
Example: Our data was the following:
Red / Brown / Yellow / Orange / Blue
4 / 11 / 9 / 5 / 6
Add 4+11+9+5+6 =35
Divide Total pieces of candy/Total groups
Answer 35/5=7
Now we will find the MEDIAN or the middle number of our set of data.
Order the numbers from least to greatest. (In the above example 4, 5, 6, 9, 11)
Cross out the lowest number then the highest number. Repeat this exercise until only one or two numbers are remaining.
If one number is remaining that number is the median.
If two numbers are remaining we have to find the number between the two numbers. Adding the two numbers then dividing them by 2 will give us the median of the two numbers.
Find the median.
RANGE is the difference between the greatest and least values in the set of data. To find the range subtract the smallest number from the largest number.
Why is finding the range important? It tells us how close or far apart our data values are. If we have a small range our data values are close together. If we have a large range we know our data values vary by a greater amount.
Guided Practice:
Split the class into small groups and display 5-6 questions for them to answer. Have the same number of groups as questions. Groups should have 5-7 people.
Sample questions
1. How many pets do you have?
2. How many televisions are in your house?
3. How many times have you been to Disneyland?
4. How many hours of sleep did you get last night?
5. How many siblings are in your family?
6. How many push-ups can you do?
Assign each group a question. After answering the assigned question have the group record their data.
Next, have them find the mean, median, mode, and range for their answers.
Remind students that it is possible to have no mode.
Share answers with the class.
Independent Practice:
Display a small list of 5-9 test scores, temperatures, or random numbers. Ask the students to find the mean, median, mode, and range of the data set.
Checking For Understanding (include student self-assessment strategy):
Allow the students to partner check their answers.
Check the answers as a class allowing the students to perform the task in front of the class.
Closure:
Review the meaning of mean, median, mode, range and how to find each of them.
Each day students will get back into groups and swap the question for practice. They will also have homework and review each day.
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
50 minutes a day for 1 week.
Prerequisite Skills
Addition, division, subtraction, listing numbers from least to greatest.

Intel® Teach to the Future 1

Materials and Resources Required For Unit

Intel® Teach to the Future 1

Technology – Hardware (Click boxes of all equipment needed.)

Intel® Teach to the Future 1

Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection / Laser Disk
Printer
Projection System
Scanner
Television / VCR
Video Camera
Video Conferencing Equip.
Other:
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM / Image Processing
Internet Web Browser
Multimedia / Web Page Development
Word Processing
Other:

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Printed Materials / * homework sheets
* practice sheets
Supplies / * pencils
* paper
* candy
Internet Resources / * Video
* Online games
Others / * power point
Accommodations for Differentiated Instruction
Resource Student / Small group instruction- Re-teach
Gifted Student / Missing number Mean questions
Student Assessment
Friday- The students will take a written assessment that covers mean, median, mode, range.

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