Step 1/2: Explorations in Teaching Secondary Mathematics and Science Title of Lesson: Growing Tall - Stem and Leaf

UFTeach Students Names: David Gouge Teaching Date and Time: Length of Lesson: 50 minutes Grade / Topic: 7th Grade Mathematics/Stem-and-Leaf Plots Source of the Lesson: Lesson authored by UFTeach Students Appropriateness for Middle School: This lesson allows the students to work together and gain skills regarding data inputting and analysis in stemand-leaf plots. It is important for middle school students to work together because with this time in pairs they will be able to not only develop social skills but also nurture and grow their understanding of the lesson. Students will be using a manipulative that helps them to more easily find values such as the mean, median, mode, and range. Visual representation of the data is helpful because it will allow students to realize the significance of a stem-and-leaf plot (saves time and easily locate demanded information). Concepts: A stem-and-leaf display is a device for presenting quantitative data in a graphical format, similar to a histogram, to assist in visualizing the shape of a distribution. In a stem-and-leaf plot, the data are organized from least to greatest. The digits of the least place value usually form the leaves, and the next place-value digits form the stems. A simple stem plot may refer to plotting a matrix of y values onto a common x-axis, and identifying the common x value with a vertical line, and the individual y values with symbols on the line. (Glencoe McGrawHill) Florida State Standards (NGSSS) with Cognitive Complexity: Benchmark Number MA.7.S.6.2 Benchmark Description Construct and analyze histograms, stem-and-leaf plots, and circle graphs. Cognitive Complexity Moderate

Performance Objectives: Students will be able to take data from a list and construct a stem and leaf plot from the data. Students will be able to calculate values of mean, median, mode, and range from a stem and leaf plot and understand what these values mean in regards to the data. Materials List and Student Handouts: Lesson pre-evaluations worksheet (one per student) Lesson post-evaluations worksheet (one per student) Calculators (one per student) iPads (classroom set) Tape Measure Advance Preparations: Create lesson PowerPoint Xerox evaluations (include reference sheet printed on back), reference sheets for stations and data sheets Set up Height Station Safety: Remind students not to throw or toss iPads.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science 5E Lesson: Engagement What the Teacher Will Do Stand outside door, greet students, and measure their height for classroom purposes. Measure students height in inches and centimeters as they enter the room. Record height on Teacher iPad (Remind students to take off their shoes). Teacher places Pre-Test on students desks face down. Teacher places calculators on students desks. Teachers write name up on board. Slide 1 should be displayed. Introduce yourself. Slide 2 The teacher will begin class with a quick preassessment to learn of the students prior knowledge of the subject. Students will have 5 minutes to complete the worksheet.

Teacher Directions and Probing Questions (what the teacher says) Hey (students name), will you stand up against the wall for me so I can measure your height? Please stand flatfooted with your back against the measuring tape.

Time: 15 minutes Student Responses/Possible Misconceptions [Yeah! Sure]

Good (morning if you do not remember my name is Mr. Gouge. I am a student at University of Florida majoring in Mathematics. We are curious to see what you already know about the concept we will be working with today. That will help us see any improvement made. We need everyone to work without help on the worksheet we are about to pass out. Try your best, and please, work alone. You have 5 minutes to complete this assignment. Remember to write your name and the date on the top of the page. All answers should be rounded to the nearest tenth. When you have finished, raise your hand and we will come collect your paper. What questions do you have? Students raise hands if they have questions Okay you may begin If you had not previously finished, pencils down please. As one of us passes by your table, have one person hand us the

Teacher answers any questions asked. After 5 minutes have past, the teacher will collect the papers.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science remaining worksheets. Do this quietly please. Slide 3 (title only) Today we are going to first review what The teacher will then the mean, median, mode, and range, and begin the lesson by having the specific ways to construct a table for the students identify the data. Who will tell me the definition of definition of mean. mean? Teacher calls on student. Yes, (students name) what do you Click for slide 3 part 2. think? Slides contain the correct response after student answers. Thats right, and how do we calculate the mean? Yes (students name)

Students raise hands.

[The mean, is the arithmetical average of the numbers given by the data.] Students raise hands [We find the sum of all the values given by the data and divide by the number of values that were used.]

Click for slide 3 part 3. Slides contain the correct response after student answers. Slide 4 (title only) The teacher will then continue the lesson by having the students identify the definition of median. Teacher calls on student. Click for slide 4 part 2. Slides contain the correct response after student answers. Click for slide 4 part 3. Slides contain the correct response after student answers. Slide 5 (title only) The teacher will then continue the lesson by having the students identify the definition of range. Teacher calls on student.

Ok good! Now who will tell me the definition of median?

Students raise hands.

Yes, (students name) what do you think?

[The median is the middle value of the data.]

And who can tell me how to calculate the median? Go ahead, (students name).

Students raise hands. [To find the median, place the numbers you are given in value order and find the middle number.] Students raise hands.

Nice Job! Next who will tell me the definition of range?

Yes, (students name) what do you

[The range is the difference

Step 1/2: Explorations in Teaching Secondary Mathematics and Science Click for slide 5 part 2. Slides contain the correct response after student answers. Click for slide 5 part 3. Slides contain the correct response after student answers. Slide 6 (title only) The teacher will then continue the lesson by having the students identify the definition of mode. Teacher calls on student. Click for slide 6 part 2. Slides contain the correct response after student answers. Teacher answers any questions asked. Still on Slide 6 Teacher calls on student. Click for slide 6 part 3. Slide 7 The teacher will then present a slide in the PowerPoint with statistical data. Teacher calls on student. think? between the highest and lowest bounds of the data.] Students raise hands. [The range is the lowest valued number subtracted from the largest valued number.] Students raise hands.

Thats right, and who can tell me how to calculate the range? (students name?

Well said! Lastly who will tell me the definition of mode?

Yes, (students name) what do you think?

[The mode is the number that appears the most often in a set of numbers.] Students raise hands if have questions. Students raise hands. [Only mode can have more than one possible value. All others have only one value.] Students raise hands.

What questions do you have about these concepts? Can we have more than one number representing mean, median, mode, and range? Yes, (students name) what do you think? Okay, now we are going to look at some data. How can this data be displayed in a useful manner? Yes, (students name) what do you think? Why would it be useful to use a stem-andleaf plot when finding the central tendency values with this statistical date (Fast Food Restaurant menus calories)? Yes, (students name) what do you think?

Bar Graph Line Graph Pie chart [Stem-and-Leaf Plot] Students raise hands.

Teacher calls on student.

Student answers very broadly in regards to why the use of

Step 1/2: Explorations in Teaching Secondary Mathematics and Science the Stem-and-Leaf plot is convenient and beneficial. [So we can quickly find the mean, median, mode, and range more easily.] Slide 8, after student answers correctly. Yes! Great answer (students name). The stem-and-leaf plot is the one we want to focus on, but what we want to know is what it is and how it is made. A Stem-andLeaf plot is a method of organizing numerical data in order of place value. The number(s) in the greatest commonplace value is used for the stems. The number in the next least place value is used to form the leaves. Okay, as stated on the previous slide, a Stem-and-Leaf plot is a graph that uses the digits of each number to show the shape of the data. The stem includes the digit or digits on the left of the table. The leaf includes the digit or digits on the right of the table. Okay we are now going to talk about some special situations that come up with stem-and-leaf plot. We are going to add the number 5 to our list of numbers. This is a single digit number, and we also do not have any numbers in the tens place. Who can tell me what they think we do in this situation? Yes (students name), go ahead.

Modify Student Responses since they dont know what a stem-and-leaf plot is

Slide 9 The teacher then explains the structure of the stemand-leaf plot by using a simple example and discusses the appropriate vocabulary.

Slide 10 Teacher discusses some special situations about making stem-and-leaf plots.

Students raise their hands.

[We write the 5 in the leaf column with a 0 in the stem column]

We write the 5 in the leaf column with no numbers in the stem column. Yes thats correct! What do you think we Students raise their hands to do regarding not having any numbers in the answer. tens place? Yes, go ahead (students name). We ignore those numbers and

Step 1/2: Explorations in Teaching Secondary Mathematics and Science just use 0, 2, 3, 4, 5, and 6 in the stems column. Students raise hands. [We write the 1 in the stem column but dont write anything in the stem column next to it]

Not quite, would someone else like to give it a try? Go ahead (students name).

Slide 11

Slide 12

Thats right! So our new stem-and-leaf plot looks like this. We have all of the same numbers as before but added in the 5 which required us to add two new stems, 0 and 1 Our stem-and-leaf plot isnt finished yet, who can tell me what else every graph needs? (students name)? Thats right! So here is a title and a key for our stemand-leaf plot. And here is the finished product. What questions do you have about making a stem-and-leaf plot and the special cases we discussed?

Students raise hands to answer. [A title] [A key] [A title and a key]

Clicks for slide 12 part 2 Slide 13. Clicks once for slide 13 part 2. Clicks again for slide 13 part 3.

Students raise hands if they have questions.

Teacher answers any possible questions that are asked. Teacher will explain new method that students will use to construct stem-andleaf plots.

Good! So now we can introduce the method we will use to construct a stemand-leaf plot. Step 1: Circle the stem: the number(s) in the highest place value. Step 2: Place the stems on a vertical line in numerical order and draw a vertical line next to the right of the stems. Step 3: Underline the leaves and place them next to the appropriate stem. Step 4: Order the leaves from least to greatest. Step 5: Create an appropriate title and key

Step 1/2: Explorations in Teaching Secondary Mathematics and Science for the stem-and-leaf plot What questions do you have about this new concept? Teacher answers any questions asked. Present Slide 14 Leave discussion questions on board to allow students to think about responses. After the class is ready and has discussed the definition, the teacher will direct the class into the days lesson. Exploration What the Teacher Will Do UF students will display the students height in inches (on left) and centimeters (on right) on the board. Teachers distribute iPads to students. Teacher will give instructions.

Students raise hands if have questions.

Okay, good. So we now know what a stem and leaf plot is, lets find out the purpose of the data displayed this way. Time: 20 minutes Student Responses/Possible Misconceptions

Teacher Directions and Probing Questions

We are now going to (as a class) plug the data from your heights, in inches, into a stem and leaf plot on your IPads. Students remove covers from iPads. Students raise hands to answer question.

At this time you may remove the cover from your iPads and follow along with us step by step. Ask a student to make a I need someone to tell us the first step for Stem-and-Leaf plot for the constructing a Stem-and-Leaf plot of the values of height in inches. values in inches of height. Who will volunteer to share their thoughts? Teacher calls on student. Teacher leads on board and circles the number(s) in the highest place value. Yes, (students name) how do we start?

Teacher calls on student.

[Step 1: Circle the stem: the number(s) in the highest place value.] Perfect! Follow along on your iPad as we Students follow along and circle the number(s) in the highest place circle the number(s) in the value. highest place value. Now we will move along toward Step 2 of Student raise hands to answer our constructing method. Who remembers question. what we do next? Yes, (students name) how do we [Step 2: Place the stems on a continue? vertical line in numerical order and draw a vertical line

Step 1/2: Explorations in Teaching Secondary Mathematics and Science next to the right of the stems.] Teacher leads on board and places the stems on a vertical line in numerical order and draws a vertical line next to the right of the stems. Excellent! Follow along on your iPad as we place the stems on a vertical line in numerical order and draw a vertical line next to the right of the stems. Next we will proceed with Step 3 of our constructing method. Who remembers what to do? Yes, (students name) how do we proceed? Great! Follow along on your iPad as we underline the leaves and place them next to the appropriate stem. Finally we have reached Step 4 of our constructing method. Who remembers what we do? Yes, (students name) how do we finish this plot? Correct! Follow along on your iPad as we order the leaves from least to greatest. Awesome job everyone! So is our stemand-leaf plot finished now? Yes (students name) Thats right, what else do we need to do? Teacher calls on student. Teacher leads on board and makes a title and a key for the stem-and-leaf plot. Go ahead, (students name) Perfect! So for our stem-and-leaf plot a good title would be Height of Mr. Pringles class (in inches) and the key would look like 5|2 means 52 inches. Great job class! We have correctly plotted your height (in inches) in a stem-and-leaf plot. What questions do you have about this new concept? Now that we have this information correctly placed in a stem-and-leaf plot we Students follow along and place the stems on a vertical line in numerical order and draw a vertical line next to the right of the stems. Student raise hands to answer question. [Step 3: Underline the leaves and place them next to the appropriate stem.] Students follow along and underline the leaves and place them next to the appropriate stem. Student raise hands to answer question. [Step 4: Order the leaves from least to greatest.] Students follow along and order the leaves from least to greatest. Students raise hands to answer question. [No it isnt.] Yes it is Students raise hands to answer question. [We need a title and a key]

Teacher calls on student.

Teacher leads on board and underlines the leaves and places them next to the appropriate stem.

Teacher calls on student. Teacher leads on board and orders the leaves from least to greatest.

Students raise hands if have questions.

Teacher answers any questions asked. As a class, find the mean, median, mode, and range

Students raise hands to answer questions.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science of the values. (Teacher will keep the stem-and-leaf plot on the screen.) Teacher calls on student. can find the central tendency values! Let us first find the mean. Everyone follow along as we find the mean. Who will help me with this? Yes, (students name) how do we find the mean of this stem-and-leaf plot?

Teacher calls on student.

Well done. Next someone can help me find the median. Who will volunteer? Yes, (students name) how do we find the median of this stem-and-leaf plot? Perfect. Again, moving along, I need someone to help me lead the class in finding the mode. Who will help? Yes, (students name) how do we find the mode of this stem-and-leaf plot? Great! Lastly we will find the range. Who will walk the class through the finding of the range of this plot? Yes, (students name) how do we find the range of this stem-and-leaf plot? Well-done class (students name). Good job class! We just gathered all the central tendency values from this stem-and-leaf plot! How did you find the stem-and-leaf plot to be beneficial when calculating these values? Yes, (students name) what do you think?

[First add all the numbers together. Then find the total number of values, which is () and divide that into ().] Students raise hands to answer. [Cross off the outside numbers symmetrically until we reach middle.] Students raise hands to answer. [Find the number repeated the most on the plot.] Students raise hands to answer. [Subtract the lowest value from the highest.] Students raise hands to answer.

Teacher calls on student.

Teacher calls on student.

Teacher calls on student.

[It is much easier to calculate the median, mode, and range when the numbers are grouped in order from least to greatest.] [Its easier to keep track of values typed in calculator for finding the mean.] Students ask questions if have any.

What additional questions do you have? Teacher calls on students with questions and answers to best of ability. Slide 15

We will now let you (with your desk

Step 1/2: Explorations in Teaching Secondary Mathematics and Science Teacher will now direct students to do the same for the centimeters as they previously did for the inches. Teacher reads directions aloud. partner) do the same for your height in centimeters.

Complete this assignment on the iPads and we will discuss your answers afterwards. Work with your seat partner to make a stem-and-leaf plot using the data listed on the board. Compute the mean, median, mode, and range for this data using the stem-and-leaf plot you created. What questions do you have?

Students raise hands if have questions. Students raise hands to answer question. [Complete this assignment on the iPads and we will discuss your answers afterwards. Work with your seat partner to make a stem-and-leaf plot using the data listed on the board. Compute the mean, median, mode, and range for this data using the stem-and-leaf plot you created.]

Teacher answers any questions asked. Who will repeat the directions for me? Teacher calls on student. Yes (students name) please repeat the directions for the class.

Teacher will direct students to begin working on constructing stem-andleaf plot in centimeters. Students will complete this part of the lesson using previously passed out iPads. The three teachers will be circling the room to help answer any questions and to ask probing questions.

Great! Thank you (students name). You may now begin your working on constructing and analyzing the data for your stem-and-leaf plot.

Do you think the mean, median, mode, and range will differ when in centimeters rather than that of the inches?

[No, centimeters are smaller than inches, therefore the values are different]

Step 1/2: Explorations in Teaching Secondary Mathematics and Science The three teachers will be circling the room to help answer any questions and to ask probing questions. The three teachers will be circling the room to help answer any questions and to ask probing questions. After 7-9 minutes they will call the class back together to discuss the answers. Explanation Determine what information students gathered from a stem-andleaf plot Teacher calls on student. Why is a key useful when looking at a stem-and-leaf plot? [The user needs to understand what he/she is analyzing so that they can compare the central tendencies to other data plots (like the plot in inches).] [Yes! Of course! I can find the median, mode, and range really quickly and easily.] Students attention is directed to teachers at front of classroom.

Do you think its more helpful when you have the data in order from least to greatest? Students, let me have your attention up front.

Time: 10 Did anyone find it easier to find any of the Students raise hands to central tendencies using the stem and leaf answer. plot? Yes (students name), what are your thoughts? Appropriate responses from students here would include positive (yes) answers and explanations with their thoughts. Students raise hands to answer question.

Teacher leads class in discussing answers.

Teacher calls on student. Teacher reacts accordingly depending on students work presented on board. Teacher calls on student. Teacher reacts accordingly depending on students work presented on board. Teacher answers any questions asked. Teacher next addresses

Now that you have each completed constructing your stem-and-leaf plots, and have been given time to calculate the central tendency values, we will discuss and share our answers on the front projector so that we can review our work. Who will show their stem and leaf plot up on the board? (Students name) please share your stemand-leaf plot on the front screen. Thank you for sharing; will anyone else share their plot on the front screen for the class to see? (Students name) please share your stemand-leaf plot on the front screen. Thank you (students name). Great job class! What questions do you have?

Student shares groups work on front board. Students raise hands to answer question. Student shares groups work on front board. Students ask questions if have any.

Ok, now that we have presented your

Students raise hands to

Step 1/2: Explorations in Teaching Secondary Mathematics and Science central tendencies. Teacher calls on student. Teacher asks the class. stem-and-leaf plots, can I have a new group share their answer for the mean of the plot along with their work on the board? (Students name) please share your mean for the stem-and-leaf plot on the front screen. Does anyone have a different answer? volunteer. Student shares groups work on front board.

If students have different answer, present on board and discuss as class. Teacher continues to Ok, now that we have presented your Students raise hands to address central tendencies. stem-and-leaf plots, can I have a new group volunteer. share their answer for the median of the plot along with their work on the board? Teacher calls on student. (Students name) please share your Student shares groups work median for the stem-and-leaf plot on the on front board. front screen. Teacher asks the class. Does anyone have a different answer? If students have different answer, present on board and discuss as class. Teacher continues to Ok, now that we have presented your Students raise hands to address central tendencies. stem-and-leaf plots, can I have a new group volunteer. share their answer for the mode of the plot along with their work on the board? Teacher calls on student. (Students name) please share your mode Student shares groups work for the stem-and-leaf plot on the front on front board. screen. Teacher asks the class. Does anyone have a different answer? If students have different answer, present on board and discuss as class. Teacher finishes Ok, now that we have presented your Students raise hands to addressing central stem-and-leaf plots, can I have a new group volunteer. tendencies. share their answer for the range of the plot along with their work on the board? Teacher calls on student. (Students name) please share your range Student shares groups work for the stem-and-leaf plot on the front on front board. screen. Teacher asks the class. Does anyone have a different answer? If students have different answer, present on board and discuss as class. Great job class! You have successfully Students ask questions if have constructed a stem-and-leaf plot! You have any. also proven that you understand how to read and interpret a stem-and-leaf lot by successfully finding central tendency values. What questions do you have? Teacher answers any questions asked.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science Slide 16 Discuss closing questions. (Students name), what did you notice about the values for mean, median, range, and mode when the data was in centimeters? Great! How about (students name), what makes a stem-and-leaf plot useful in analyzing statistical data? Okay before we move on to homework, what questions do you have? Student answers with personal opinion. Student answers with personal opinion. Students ask questions if have any. Time: Homework Student Responses/Possible Misconceptions Students ask questions if have any.

Wrapping up. Teacher answers any questions asked. Elaboration What the Teacher Will Do The teacher will give instructions for the homework assignment.

Teacher Directions and Probing Questions When you go home tonight, complete the given worksheet passed out. You will be using the Fast Food restaurant calories menu to make a stem-and-leaf plot for these values, do not use the values given for fat in this assignment. Then, find the mean, median, mode, and range for these values. Bring this with you to class tomorrow. What questions do you have?

Teacher answers any questions asked. Evaluation What the Teacher Will Do Slide 17 The teacher will instruct the students to work alone on the next worksheet he/she will be passing out after the class has become silent.

Teacher Directions and Probing Questions Please clear your desks except for a pencil and your calculator. We would like you to show us how well you understand mean, median, mode, range, and stem-and-leaf plots. Everyone is to work alone on this next worksheet. Please put your name and the date on the worksheet as soon as you receive it. Remember, work alone and do your best. Also round all of your answers to the nearest tenth. When you are finish, turn your paper over and sit quietly until we have collected the materials. Pencils down. Please place all the papers and calculators in the center of the table and we will come pick them up.

Time: 5 minutes Student Responses/Possible Misconceptions

The teacher will watch as the students answer the following questions. After 5 minutes, the teacher will

Step 1/2: Explorations in Teaching Secondary Mathematics and Science collect the worksheets from all of the students. Slide 18

Thank you have a good day!

Pre-Evaluation Name_________________________________________

Date_____________________

Mr. Johnsons physical education students were tested to determine the number of pushups they could do continuously. The number of pushups each student could do is given in the following list. Answer the following questions alone. Be sure to show all of your work.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

Number of pushups done by students: 7, 8, 11, 13, 15, 20, 20, 32, 35, 43 1. Create a stem-and-leaf plot for this data in the space below.

Using the date presented in Question 1: 2. Find the mean.

3.

Find the median.

4.

Find the mode.

5.

Find the range.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science Post-Evaluation Name_________________________________________

Date_____________________

Mr. Johnsons physical education students were tested to determine the number of pushups they could do continuously. The number of pushups each student could do is given in the following list. Answer the following questions alone. Be sure to show all of your work. Number of pushups done by students: 9, 12, 15, 21, 21, 26, 35, 40, 40, 42 1. Create table a stem-and-leaf plot for this data in the space below.

Using the data presented in Question 1: 2. Find the mean.

3.

Find the median.

4.

Find the mode.

5.

Find the range.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science Pre-Evaluation Name____________ANSWER KEY________________

Date_____________________

Mr. Johnsons physical education students were tested to determine the number of pushups they could do continuously. The number of pushups each student could do is given in the following list. Answer the following questions alone. Be sure to show all of your work. Number of pushups done by students: 7, 8, 11, 13, 15, 20, 20, 32, 35, 43 1. Create a stem and leaf plot for this data on the plot in the space below. Stem Leaf 078 1 135 2 00 3 25 4 3

Using the data presented in Question 1:

2. Find the mean. Mean= (7+8+11+13+15+20+20+32+35+43)/10= 204/10=20.4

3.

Find the median. Median= 17.5

4.

Find the mode. Mode=20

5.

Find the range. Range=43-7=36

Step 1/2: Explorations in Teaching Secondary Mathematics and Science Post-Evaluation Name_______Answer Key________________________

Date_____________________

Mr. Johnsons physical education students were tested to determine the number of pushups they could do continuously. The number of pushups each student could do is given in the following list. Answer the following questions alone. Be sure to show all of your work. Number of pushups done by students: 9, 12, 15, 21, 21, 26, 35, 40, 40, 42 1. Create a stem and leaf plot for this data in the space below. Stem 0 1 2 3 4 Leaf 9 25 116 5 002

Using the data presented in Question 1: 2. Find the mean. Mean= (9+12+15+21+21+26+35+40+40+42)/10=261/10= 26.1

3.

Find the median. Median=23.5

4.

Find the mode. Mode= 21 and 40

5.

Find the range. Range=42-9=33

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

Homework Sheet Name_______ Stem

Date_____________________ Leaf

1. Create a stem and leaf plot for the calories portion of this data on the plot above (disregard the fat portion). For this problem you may disregard the multitude of stems that do not have leafs and only use the stems that actually appear in the list of data. 2. Find the mean.

3. 4. 5.

Find the median. Find the mode. Find the range.