Lesson

Plan College of Saint Benedict/Saint Johns University

Title of Lesson: Sour Patch Data Analysis
Grade Level: Fifth Grade
NCTM Standard: Data Analysis & Probability
Process Standard(s): Problem Solving, Reasoning & Proof

Minnesota Academic Standards: Objectives:
5.4.1.1 Know and use the definitions of the SWBAT
mean, median and range of a set of data. Know Find mean, median, mode, and range of
how to use a spreadsheet to find the mean, candy colors in 4 packages
median and range of a data set. Understand
that the mean is a "leveling out" of data.

Rationale:
This lesson is important because it allows students to apply their understandings of mean, median,
mode, and range in an interactive, engaging way. It applies to prior learning because median,
mode, and range have already been taught. It relates to future learning because students will
practice finding the mean, median, mode, and range of data that is recorded in the form of bar
graphs.

Student-friendly version:
In this class, I always report the mean, median, mode, and range of scores on your exams in this
class. Now, I am going to challenge you to find them. It helps us identify patterns in scores and see
areas we need to review and improve.

Materials/Preparation Needed:
1 large package Sour Patch Kids, divided by color sporadically into bags, 1/student
Sour Patch Math worksheets, 1/student
Snap Cubes

List and define:

1. Discipline specific language:
Mean: the average of a group of numbers
Median: the middle numbers in a list of numbers (arranged in numerical order)
Mode: the number that occurs the most in a set of data
Range: the biggest number minus the smallest number in a set of data
Divide: Split a number into equal groups
Add: Put numbers together

2. Academic language:
Average: a central number
Processes: the steps taken to get to an end goal
Sorting: putting into smaller groups based on a similarity
Bar graph: data is put into a visual with bars of different heights, the heights represent the amount
of that number
Collect: finding the mean, median, mode, and range or sorting their sour patch kids
Record: to write down the numbers found when taking the mean, median, mode, and range.
Data: the numbers found from mean, median, mode, and range
Data Table: a chart to put collected numbers in
Describe: to tell about
Find: in the context of the objective, to count out the mean, median, mode, and range

Anticipatory Set: (5 minutes)
Lazy by Bruno Mars parody song: https://www.youtube.com/watch?v=IHginNwss5c
Play song until 1:29. Stop when it gives problems for practice to allow students to review how
to find median, mode, and range. Encourage students to sing along as the song begins to
repeat. After watching/interacting with the video, follow up with questions such as: What did
you notice about how they described each of the terms? How are the processes of finding
mean, median, mode, and range similar/different?
Pass out snap cubes to each table while students are watching video.

Procedure: (35 minutes)
Mini Lesson (15 minutes):
In the Lazy video, they described mean as averaging. What do you think averaging
means? Students turn and talk before sharing with the class what they think averaging
means.
I will then have students create a train of snap cubes based on the amount of people in
their family. Once every student is finished, I will ask students to come up by table to the
front and place their cubes in a line from smallest to greatest. I will record these numbers
on the board as students come up. We will review finding the mode, median, and range of
that data set.
After that, I will ask students if they have ever heard of the mean of a set of data. Some
students may have heard of the mean in science. When students are done guessing what
the mean is, I will explain that the mean is the average of a group of numbers. Highlight
difference between mean in math and mean as an adjective to describe someone.
I will then show students how to find the mean by creating equal groups on the amount of
 people in the class (if there are 15 students, I will create 15 equal groups by taking pieces
from family trains and adding them to others).
Explain how splitting up the cubes equally into groups is really dividing. Introduce method
of adding up all of the values and dividing by the number of data values to find the mean.
Show again using snap cubes with smaller data set (e.g. number of siblings of five
students3, 4, 5, 2, 1). This time put all the snap cube groups together into one stick
(adding) and divide them into 5 total groups (number of data values) to show how this
method works.
After I demonstrate how to find the mean, students will do it themselves with the snap
cubes or using the formula. I will write 5 quiz scores (out of 10 points) on the board (7, 4,
10, 8, 6) and ask students to find the mean.
After this, students will be asked How does mean help us when averaging data? When
would we use the mean instead of the mode or median when looking for averages?

Sour Patch Math (25 minutes)
During the lesson, students will use Sour Patch Kids to determine the mean, median, mode,
and range.
Students will begin by opening their bag of candy and sorting the Sour Patch Kids based on
color. After sorting their candy, students will document the amount of each color they have
on their Sour Patch Math worksheet (see attachment).
Reconvene as a class to explain next steps. Model how students will share their data, one-
by-one, with their tablemates and record their answers on the worksheet. Then explain
how students will work individually to find the mean, median, mode, and range of their
data for each color. During this step, students will show their work and record their
answers on the Sour Patch Math worksheet.
Give students work time to complete the steps above. Tell them they can check their work
with a partner after finishing.
Once students are done collecting and recording data with their group, we will all come
together as a class and practice verbalizing the answers we collected (e.g. At our table, the
color that had the largest mean was ___, etc.)












Assessment of Learning:
Sour Patch Math Worksheet
1: Beginning 2: Developing 3: Proficient 4: Exceeds

SWBAT: SWBAT: SWBAT: SWBAT:

Find mean, median, Find mean, median, Find mean, median, Find mean, median,
mode, and range of mode, and range of mode, and range of mode, and range of
candy colors in 4 candy colors in 4 candy colors in 4 candy colors in 4
packages with packages with packages packages and write in
assistance to identify assistance to words what each data
terms and methods to determine which term value means
find calculations matches up with which
method

Closure: (5 minutes)
Turn and Talk: Turn to a partner and teach her/him what the term mean is. Then the other
partner verbally explains the steps to find the mean. Then discuss questions you have about mean,
median, mode, and range. Come together as a class and discuss any questions students have.

Assignment:
N/A

Accommodations:
1. How will you support students who struggle academically?
Students who struggle will benefit from working in groups and reviewing each term before work
time. Additional accommodations that could be provided include allowing the students to focus on
finding the mean, median, mode, and range of just one or two of the colors.
2. How challenge advanced students?
After students find the calculations, challenge students to describe what their answers mean in
words. This will help identify which students simply know how to do the calculations and which
students understand the concepts of mean, median, mode and range. Additionally, encourage
students to create a visual representation of the data such as a bar graph or a line plot.
3. How will you provide for different learning styles?
Interpersonal learners will be working with a partner and a small group to find data. Visual learners
will be using sour patch kids and snap cubes to find mean, median, mode, and range. Intrapersonal
learners will have individual work time during sour patch math activity. Students with musical
intelligence will thrive from learning and reviewing math concepts from the Lazy song.
4. What is one accommodation/modification for a SPED learner?
Teaching students first by using manipulatives rather than the add and divide method is important
for them to visualize what averaging looks like, especially students with disabilities.
5. What is one accommodation/modification for an EL learner?
Using sour patch kids, a physical object, that are different colors will help students, especially
English language learners, who need a visual while learning. The worksheet is in the corresponding
color so if students struggle to read the color names, they are still able to understand what is being
asked of them.

Reflection
N/A















 Sour Patch Math

Student Red Orange Yellow Green Blue
A (You)




B (Partner)





C





D








 RED ORANGE YELLOW GREEN BLUE
Median Median Median Median Median

Range Range Range Range Range

Mode Mode Mode Mode Mode

Mean Mean Mean Mean Mean