Mean, Median, Mode, Range Objective: To teach 5th grade students how to find the mean of a set of data.

Standards: Statistics and Probability: Formulate questions, gather and interpret data, and make predictions -Statistics and Probability Performance Standards that apply to grades 4-6: -M6.2.3 Describe and interpret a data set using mean, median, mode, and range. Materials: Calculator Pencil Map of Copper River Basin or Southern Alaska (for a reference point). Scratch paper or whiteboards with dry erase markers. Access to the computer lab and printer. Procedure: Introduce Situation: -We will learn about mean, median, mode, and range so that we can help interpret some data for some Alaska biologists who have lost some data. We will get to that later this week. -First we will start with how to find the mean (discuss the definition, what does it...mean?): -The arithmetic mean of a set of data is found by taking the sum of the data, and then dividing the sum by the total number of values in the set. A mean is commonly referred to as an average. Guided Practice: Example Problem: Scott took 7 math tests in one marking period. What is the mean test score? 89, 73, 84, 91, 87, 77, 94 Solution: The sum of these numbers is 595. Dividing the sum by the number of test scores we get: 595/7 = 85
-In the problem above, the mean was a whole number. This is not always the case. Let's look at some more examples.

Practice: Continue Practice and guided practice as needed with the examples provided at Math Goodies. Students may work with shoulder partners to help gain insight as to how the work can and should be completed.

Assessment: -Have students complete the quiz at the bottom of the page. The interface will report back if the students were correct or not. Students can choose their level of mastery by attempting to correct their work, or printing off the page as they see fit. -Ask students to retrieve their print out and make sure their name and date are clearly labeled, then turn the page in for evaluation. -Students must provide work on a separate sheet of paper.

Students will turn in their completed papers, and the following will be used to assess a score. 1 (mostly incorrect ) Ability to follow direction s. Ability to work as a group. Mastery level of ability to calculate the Mean. Complet eness of work (showed work on separate 2 3 (making (grade progress level) )

sheet of paper). Uses class time wisely.

Mean, Median, Mode, Range Objective: To teach 5th grade students how to find the median of a set of data. Standards: Statistics and Probability: Formulate questions, gather and interpret data, and make predictions -Statistics and Probability Performance Standards that apply to grades 4-6: -M6.2.3 Describe and interpret a data set using mean, median, mode, and range. Materials: Calculator Pencil Map of Copper River Basin or Southern Alaska (for a reference point). Scratch paper or whiteboards with dry erase markers. Access to the computer lab and printer. Procedure: Introduce Situation: -We will learn about mean, median, mode, and range so that we can help interpret some data for some Alaska biologists who have lost some data. We will get to that later this week. -First we will start with how to find the median (discuss the definition, what does it...mean? Still funny): -The median of a set of data is the middlemost number in the set. The median is also
the number that is halfway into the set. To find the median, the data should first be arranged in order from least to greatest.

-To remember the definition of a median, just think of the median of a road, which is the middlemost part of the road. In the problem below, 12 is the median: it is the number that is halfway into the set. There are two children older than 12 and two children younger than 12.

Guided Practice: Example Problem:

-The Doran family has 5 children, aged 9, 12, 7, 16 and 13. What is the age of the middle child?

Solution:
-Ordering the childrens' ages from least to greatest, we get: The age of the middle child is the middlemost number in the data set, which is 12.

Practice: Continue Practice and guided practice as needed with the examples provided at Math Goodies. Students may work with shoulder partners to help gain insight as to how the work can and should be completed.

Assessment: -Have students complete the quiz at the bottom of the page. The interface will report back if the students were correct or not. Students can choose their level of mastery by attempting to correct their work, or printing off the page as they see fit. -Ask students to retrieve their print out and make sure their name and date are clearly labeled, then turn the page in for evaluation. -Students must provide work on a separate sheet of paper.

Students will turn in their completed papers, and the following will be used to assess a score. 1 (mostly incorrect ) Ability to follow direction s. Ability to work as a group. 2 3 (making (grade progress level) )

Mastery level of ability to calculate the Median. Complet eness of work (showed work on separate sheet of paper). Uses class time wisely.

Mean, Median, Mode, Range Objective: To teach 5th grade students how to find the mode of a set of data. Standards: Statistics and Probability: Formulate questions, gather and interpret data, and make predictions -Statistics and Probability Performance Standards that apply to grades 4-6: -M6.2.3 Describe and interpret a data set using mean, median, mode, and range. Materials: Calculator Pencil Map of Copper River Basin or Southern Alaska (for a reference point). Scratch paper or whiteboards with dry erase markers. Access to the computer lab and printer. Procedure:

Introduce Situation: -We will learn about mean, median, mode, and range so that we can help interpret some data for some Alaska biologists who have lost some data. We will get to that later this week. -First we will start with how to find the mode (discuss the definition, what does it...mean? Still funny): -The mode of a set of data is the value in the set that occurs most often.
-It is easy to remember the definition of a mode since it has the word most in it. The words mode and most both start with the letters mo.

Guided Practice: Example Problem:

-The number of points scored in a series of football games is listed below. Which score occurred most often? 7, 13, 18, 24, 9, 3, 18

Solution:
Ordering the scores from least to greatest, we get: 3, 7, 9, 13, 18, 18, 24 The score which occurs most often is 18.

Practice: Continue Practice and guided practice as needed with the examples provided at Math Goodies. Students may work with shoulder partners to help gain insight as to how the work can and should be completed.

Assessment: -Have students complete the quiz at the bottom of the page. The interface will report back if the students were correct or not. Students can choose their level of mastery by attempting to correct their work, or printing off the page as they see fit. -Ask students to retrieve their print out and make sure their name and date are clearly labeled, then turn the page in for evaluation. -Students must provide work on a separate sheet of paper.

Students will turn in their completed papers, and the following will be used to assess a score. 1 (mostly 2 (making 3 (grade

incorrect ) Ability to follow direction s. Ability to work as a group. Mastery level of ability to calculate the Mode. Complet eness of work (showed work on separate sheet of paper). Uses class time wisely.

progress level) )

Mean, Median, Mode, Range Objective: To teach 5th grade students how to find the range of a set of data. Standards: Statistics and Probability: Formulate questions, gather and interpret data, and make predictions -Statistics and Probability Performance Standards that apply to grades 4-6:

-M6.2.3 Describe and interpret a data set using mean, median, mode, and range. Materials: Calculator Pencil Map of Copper River Basin or Southern Alaska (for a reference point). Scratch paper or whiteboards with dry erase markers. Access to the computer lab and printer. Procedure: Introduce Situation: -We will learn about mean, median, mode, and range so that we can help interpret some data for some Alaska biologists who have lost some data. We will get to that later this week. -First we will start with how to find the range (discuss the definition, what does it...mean? Still funny): -The range of a set of data is the difference between the highest and lowest values in
the set. -I ordered the data from least to greatest before finding the range. I recommend that you do this, too. This is especially important with large sets of data.

Guided Practice: Example Problem:

-Cheryl took 7 math tests in one marking period. What is the range of her test scores? 89, 73, 84, 91, 87, 77, 94

Solution:
-Ordering the test scores from least to greatest, we get: 73, 77, 84, 87, 89, 91, 94 highest - lowest = 94 - 73 = 21--The range of these test scores is 21 points.

Practice: Continue Practice and guided practice as needed with the examples provided at Math Goodies. Students may work with shoulder partners to help gain insight as to how the work can and should be completed.

Assessment:

-Have students complete the quiz at the bottom of the page. The interface will report back if the students were correct or not. Students can choose their level of mastery by attempting to correct their work, or printing off the page as they see fit. -Ask students to retrieve their print out and make sure their name and date are clearly labeled, then turn the page in for evaluation. -Students must provide work on a separate sheet of paper.

Students will turn in their completed papers, and the following will be used to assess a score. 1 (mostly incorrect ) Ability to follow direction s. Ability to work as a group. Mastery level of ability to calculate the Range. Complet eness of work (showed work on separate sheet of paper). Uses class time wisely. 2 3 (making (grade progress level) )

Final Assessment:
Introduction: Managing animal populations is crucial for sustaining future hunting and fishing opportunities. If one part of a food chain is altered, then entire chain is also altered. The Copper River is no exception to this rule. As a result various government and law enforcement agencies are charged with the responsibility of managing and overseeing the care of the wild salmon populations. Since the Copper River has 13 major tributaries, and a watershed of more than 26,000 square miles the only place to get an accurate count of the salmon population that has entered the river is at Miles Lake sonar station, which is itself miles and miles upriver. The data in this problem is real data from the Copper River Watershed Project and the National Park Service U.S. Dept. of the Interior. Grade Level: 5th-6th grade. Problem: It is the year 2005, and Alaska State Biologists are trying to project future salmon populations. The only problem is they have misplaced some data. They know that commercial fishermen caught 1,337,000 sockeye salmon. The Biologists also know that 578,927 sockeye salmon escaped past the sonar booth at Miles Lake. Out of that population 72,000 sockeyes were caught by subsistence fishermen. Fishermen catching for personal use caught 120,000 in another part of the river, and 15,000 were caught by sports fishermen throughout the Copper River drainage. The total sockeye population count for 2005 was 2,494,927 salmon. In order to plan for future salmon seasons they need to know what the escapement was for salmon that made it up the river, and actually survived to spawn. Task: -(Remembering portion) What was the total number of salmon that were not caught? -(Current portion) Once you have found the total number of salmon caught use the number of salmon caught (commercially, for sport, escaped, subsistance, personal/home pack) to find the mean, median, mode, and range to assist the Alaska State Biologists keep a balanced ecosystem. Solutions: It seems odd that the scientists involved would misplace important data like this, but we have the tools necessary to solve the problem. We have to think about missing data. If we know the total, and all other variable populations we can solve for the unknown number. If we add all the populations that were caught, and subtract them from the total we are left with the number of salmon that escaped capture! 1,337,000 + 120,000 + 578,927 + 72,000 + 15,000 + x = 2,494,927 2,122,927 + x = 2,494,927 2,949,927 2,122,927 = x X = 372,000 salmon escapement

Answers: The total sockeye salmon escapement for 2005 was 372,000 sockeye. Now the biologists can plan for a successful, and plentiful, salmon harvest in the future! Mean: -1,337,000 + 120,000 + 578,927 + 72,000 + 15,000 +372,000 = 2,494,927 -2,494,927/6=415,821.2 salmon on average at various stages along the river. Median: -15,000 72,000 120,000 372,000 578,927 1,337,000 -120,000+372,000 = 492,000 -492,000/2 = 246,000 salmon

Mode: -No mode, all numbers appear once. Range:

-1,337,000 - 15,000 = 1,322,000 salmon

1 (mostly incorrect ) Correctly complet ed review assessm ent. Correctly complet ed assigned mean problem. Correctly complet ed assigned median problem. Correctly complet ed

2 3 (making (grade progress level) )

assigned mode problem. Correctly complet ed range problem.