Design for Learning

Instructor: Taylor Blair Grade Level/Cooperating Teacher: Cammack

Lesson Title: Group Review Date: April 15, 2014
Curriculum Area: Math - Statistical Measures Estimated Time: 50 Minutes


Standards Connection:
6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values
with a single number, while a measure of variation describes how its values vary with a single
number.
6.SP.5 Summarize numerical data sets in relation to their context, such as by:
6.SP.5c 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.

Learning Objective(s): Students will work together in their table groups to analyze the
different steps within a problem. The students will be able to explain their thinking to
their peers in the group. The students will interpret and summarize the method for each
problem to the group and specifically for students who do not understand.


Learning Objective(s) stated in kid-friendly language: Today, you all will work in
groups to solve these five different types of problems: Mean, median and mode, mean
absolute deviation and appropriate measures. You all will complete the worksheets one
by one as a group, discussing how you would solve the problem and summarizing your
method to the rest of your group.

Evaluation of Learning Objective(s): The students will complete five different
worksheets at time that focus on one specific method the students have learned
throughout the statistical measure unit. As a group the students will complete one
worksheet and turn it in to be graded. The next day the teacher will address common
misconceptions and errors made on the group work during whole class instruction.

Engagement:
Class, you have a bell ringer on the board to complete, so as you come in no
talking, get out your math materials and begin working. We will discuss as a class in a
minute! Teacher gives students time to complete the bell ringer before beginning the
discussion. (See resources for Bell ringer problem). Okay who can tell me one of the
measures of center? Teach will call on a student to answer and explain their thinking. Yes
the Mean is a measure of center. Does everyone agree with how this student would find
the mean? Wait for students responses to see if they agree or disagree with how the
student explained how to find the mean. Repeat same process for Median and Mode. Now
who can tell me a measure of variation? Call on a student to answer. Yes, the range is
one. How do we find the range? Call on another student to answer. Yes we find the range
by putting the numbers in order from least to greatest and then do the greatest number
minus the least number to find the range. Does everyone agree with that? Address the
students who do not agree and clear up any misconceptions. Repeat the same process for
finding the IQR.






Learning Design:

I. Teaching:
Now that we have reviewed the measures of center and the measures of variation, you all
are going to work in your groups to solve problems that deal with these concepts! When
is your test? Have students respond, so they know that their test is in two days. Yes, your
test is Thursday. Now you all are going to have to listen carefully to the directions for
this activity today. There a couple of different things you need to remember so is
everyone looking and listening? Teacher stops and waits until everyones eyes are on her.
There will be five different worksheets laying on the back table, that you all are going to
work on as a group. Someone is going to need to be the recorder for the group and
record the answers to the questions to be turned in. Take a minute to talk and figure out
who will be your recorder. Teacher will pause and have the students figure out w ho the
recorder will be. The teacher will go around to each group and identify the recorder to be
sure they have mad a final decision. Great! Now the recorder will go back to the table
and pick up sheet number which - each set has its number on it! You will grab three
copies - they are already divided into threes. You will need three copies because only
ONE of the worksheets will be written on. The recorder is the only one to write on one of
the worksheets to be turned in. The other two worksheets are there for everyone else in
the group to look at and read to solve the problems on their own. How many worksheets
will the recorder get class? They should respond three. And how many of those
worksheets will be written on to turn in? Students should respond one. Good, and while
the recorder is writing down the answers and showing your work on the one worksheet,
the rest of you will be looking at the blank worksheets and solving the problems in your
own math notebooks! You ALL are to be working together to solve the problem, but the
recorder is the only one to write down the answers to turn in. Once you have completed a
worksheet THE RECORDER will turn it in to the tray on the back table and put the two
blank worksheets back in the pile you took them from. Then you will grad three more
copies of the next worksheet! Who is the one who will turn in the worksheets? Students
should respond the recorder. I will be walking around to make sure that each of you are
solving the problems in your notebook! Are there any questions? The teacher will clear
up any confusion. Okay, recorders you may go back and grab three copies of the first
worksheet! Teacher will walk around to facilitate, observe, make comments, and make
notes on the students notebooks if they are doing a good job of solving the problems in
their own notebook, or if they need to be writing more. The teacher will address the
whole class when she sees a common error, question or misconception that is hindering
the students from completing the worksheet. The teacher will also make note of areas that
need to be retaught the next day - a majority material that will need to be retaught the
next day will be found after grading the group worksheets!

II. Opportunity for Practice:
The teacher will walk around the room and facilitate group discussion. The teacher will
take the time to make note of any common error noticed between the groups and address
it to the whole class if necessary or make note of it to reteach the next day.

III. Assessment


Once the students turn in the worksheets, the teacher will grade them to find material to
reteach for the next day.

IV. Closure:
You all did a wonderful job working together to solve these problems! Today you all
worked out and explained to one another how you would find the mean, median and
mode in a data set which are known as the what class? Students should respond as a
whole The measures of center. You also found the Measures of variation and the mean
absolute deviation within a set of data. And finally you all determined what would be the
appropriate measure to use to find the measure of center or measure of variation. Now
for homework I want to look at the board and copy the page and problems for you to
complete. You all need to complete number 18 on page 843 and number 10 on page 851!
You need to have this turned in first thing in the morning at 8 am before you go to
homeroom, so that I can grade them before you come to math class and address any
other problems or questions you might have before your test!


Materials and Resources:
- Bell ringer problem: On the board will be a concept map that shows a box with
the measures of center with three branches, and a box with measures of variation
with three branches and one branch says Inter Quartile Range with three branches
coming off of it. The students will have to fill in the blank branches.
- Group worksheets enough for six groups and three classes

Differentiation Strategies (including plans for individual learners):
H Give students answers to the worksheet problems (assuming the finish all of them) so
that they can check their work and find their won errors to address what they may have
done wrong and reteach themselves.

L Pull students aside and re-teach a mini lesson depending on what they are struggling
with as the teacher walks around. Also, if a student has a question that needs to be
addressed individually.

Data Analysis: All of the groups finished up to the third worksheet. Most of the groups
finished up to the fourth worksheet and only one boy who had to work alone due to
behavior issues finished up the fifth worksheet. There were two issues that the all of the
classes came across. There was clearly a common misconception between all three
classes, and I used that information to re-teach the next day.

Reflection: This lesson went very well. I realized how important it is to facilitate group
work to be sure that the students are all working and not leaving one student to do all of
the work.



Samford University
Design for Learning










Measures
of Center
Measures
of
Variation
IQR




Lesson 1 Problem-Solving Practice

Mean
For Exercises 1 and 2, use the table about bears.
Show your work.










1. Find the mean of the bear height data. 2. Find the mean of the bear weight data.



3. SALES Andre sold 43 magazines at his
moms work, 32 at his dads work, 18
around his neighborhood, and 3 at home.
What is the mean of the magazines he
sold?

4. WORK Carlos earned $23, $29, $25,
$16, and $17 working at an ice cream
shop after school. What is the mean
amount he earned?






Bear Average Height (ft) Average Weight (lb)
Alaskan Brown
Black
Grizzly
Polar
8

6

7

7
1,500

338

588

850



Lesson 2 Problem-Solving Practice

Median and Mode
SCIENCE For Exercises 12, use Table A. For Exercises 34, use Table B. Table A
shows the number of days it took for some seeds to germinate after planting. Table
B shows how tall the plants were after 60 days.









1. Refer to Table A. You are doing some
experiments with germinating seeds.
You are preparing a report on your
findings to a seed company. What are
the median and mode of the data?
2. Compare the median and mode for the
number of days for seeds to germinate.
3. What are the median and mode of the
plant height data?
4. Is the value 17 a good value to describe
the measures of center of the heights of
plants after 60 days? Explain.



Table A
Number of Days for
Seeds to Germinate
15 20 30 15 16
9 21 21 15

Table B
Height (in.) of Plants
After 60 Days
17 19 13 17 20
15 17 21 14






Lesson 3 Problem-Solving Practice

Measures of Variation
Use the table below that shows the winning scores in the Super Bowl.








1. Find the range of the data. 2. Find the median, the first and third
quartiles, and the interquartile range of
the winning scores.
3. Then find the limits. 4. Are there any outliers among the
winning Super Bowl scores? If so, what
are they?

Winning Super Bowl Scores, 19972008
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
35 31 34 23 34 20 48 32 24 21 29 17





Lesson 4 Problem-Solving Practice

Mean Absolute Deviation
Show your work.

1. CLUB MEMBERSHIP The table shows
the number of members in Spanish club
for the last six years. Find the mean
absolute deviation. Round to the nearest
hundredth if necessary. Then describe
what the mean absolute deviation
represents.





2. AMUSEMENT PARKS The table shows
the one-day ticket price for admission to
eight popular theme parks. Find the
mean absolute deviation. Round to the
nearest hundredth if necessary. Then
describe what the mean absolute
deviation represents.



Spanish Club Members
61 42 52
27 35 21

Admission Price ($)
80 60 76 53
42 36 38 85



Lesson 5 Problem-Solving
Practice
Appropriate Measures
FOOTBALL - Use the information in the table
below. Round to the nearest tenth if necessary.
Show your work.
1. What are the mean, median, and mode
of the number of games won by the
teams in the table?
2. Which measure of center is most
representative of the data? Explain.
2007 NFL Season, Games Won
Team Games Won
Atlanta 4
Carolina 7
Denver 7
Kansas City 4
New Orleans 7
Pittsburgh 10
St. Louis 3
San Diego 11
San Francisco 5
Seattle 10