DATA SETS
Lesson Overview
The lesson of data sets will introduce students the terms mean, median, mode and range.
This will be important that the students understand these terms as they will be used
throughout the unit. Students will analyze data to find the mean, median, mode and range.
They will also use their prior knowledge in analyzing graphs to be able find the answers
they need.
Standards
National Standards
Common Core Math Standards
6-SP.4: Display numerical data in plots on a number line, including dot plots, histograms,
and box plots.
6-SP.5: Summarize numerical data sets in relation to their context, such as by:
6-SP.5(c): Giving quantitative measures of center (median and/or mean) and variability
(interquartile range and/or mean absolute deviation), as well as describing any overall
pattern and any striking deviations from the overall pattern with reference to the context in
which the data were gathered.
Prerequisite Knowledge
Students at this point should be able to recognize that mean is the average of values.
Students at this point should be able to analyze data tables and graphs.
Supporting Details
Materials
Students will primarily be taking notes for this lesson and working in pairs.
Helpful Information for Teachers
Documents
Probability-Data.pptx (1529KB)
Web Links
Instructional Plans
Engage 1 (5 min)
1. Engage Details
Sub-components:
Prior Knowledge
Representative Questions:
(1) What do you know about...? (2) What have you seen like this? (3) What have we
studied that might apply here?
Engage Description:
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On the first slide of the class the students will have to look at a table and begin to write
in their notebooks on what they can say about the information given on the data table.
2. Formative Assessments
Warm-Up, Brainstorming
By beginning with a "Do Now" the students are able to warm up their minds for the
lesson. They are required to tell me what they see in the table.
They may recognize that two values are the same.
They could state the values in order from greatest to least
They could say the difference between the highest and the lowest value.
This will be helpful to the data we will be observing.
3. Teacher Reflection
(1) What did student prior knowledge indicate about readiness to learn and existing
schema?
proceed; quick review; remediate
Explain 1 (10 min)
1. Explain Details
Sub-components:
Communicate
Representative Questions:
(1) How would you explain...? (2) What do you mean when you say, ...?
Explain Description:
The teacher is required to give the definitions of the most important terms of the unit:
Mean, Median, Mode and Range. On the third slide you will find the definitions. The
teacher will highlight important terms that will show students an easier way in
remembering the definitions.
2. Formative Assessments
Whole Class Discussion, Small Group Discussion, Teacher Presentation, Think, pair,
share
It is imperative that the teacher shows the students exactly how to find the data. The
fourth slide will give the students steps as easy as 1-2-3 for each type of data. The
students will be required to write this information in their notebooks so they can look
back at their notes to know how to do it themselves.
Then, as a class the teacher will ask each student why is it important to know this
information and how will it help us understand our data set.
3. Teacher Reflection
(1) Effectiveness of communicating knowledge?
proceed; re-engage; re-explore; remediate; have students clarify
Explore 1 (10 min)
1. Explore Details
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Sub-components:
Test, Collect
Representative Questions:
(1) What do you need to collect? (2) How will you organize your information? (3) How
much data/information do you need to collect?
Explore Description:
The students will be given a table of data to analyze and give the answers to each
section. They will have to find the mean, median, mode and range. Then the students
will move onto graph charts.
2. Formative Assessments
Observation, Teacher Prompt, Record/Data Collection, Think, pair, share
Students will work individually and solve to find the mean, median, mode and range
based on what was taught. They should be able to do this on their own. The teacher is
required to walk around and make sure the students are not struggling, if they are
struggling they are prompted to look at the notes they took.
Then students will look at a different type of graph to analyze the data. Instead of a
data table, students will look at a graph chart on slide 8. Students will be required to
look at the data from the graph and solve for the mean, median, mode and range.
Students may struggle as the information is not written out as they are used to.
Students are required to transform this information into how they feel comfortable to
then solve the problem.
3. Teacher Reflection
(1) Conjectures being tested? Alignment of testing with the question/content being
explored? (2) Meaningfulness of data collected? How organized?
proceed; clarify; remediate; re-engage
Extend 1 (10 min)
1. Extend Details
Sub-components:
Apply
Representative Questions:
(1) What would happen if...?
Extend Description:
If students complete the lesson ahead of time they are to create their own problems. If
students are able to make their own problem then they are able to comprehend what
was taught.
2. Formative Assessments
New Investigation, Think, pair, share
When they are done early students are to create their own data table and pass it along
to a partner to figure out the mean, median, mode and range. From this they are to talk
together to see if both students got the same answers. If they are able to understand
their partner's work and explain to each other how they solved the problem then the
student has understood the topic.
If time permits, students can then create a bar graph chart and create their own
problem there.
3. Teacher Reflection
(1) Quality and number of applications made?
debrief; re-engage; re-explore; have students clarify; another extension
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Contributed by:
Aracely Polanco, Manhattan College, NY
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