Lesson Plan 1/Day 1

GCU College of Education

LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Monya Burrell

Grade Level: 6th Grade
Date: February 23, 2019
Unit/Subject: Statistics/Measures of Central Tendency
Instructional Plan Title Measures of Center

I. PLANNING
Lesson In this lesson students will be learning that data can be summarized by a single number, and they
summary and will learn the difference between mean, median, and mode.
focus:
Classroom and There are 31 Students in the class. 21 Males and 10 Females.
student factors: 2 Students have long term visual memory and retrieval deficits, 3 have auditory processing and
phonemic awareness, 3 students are English Language Learners, 1 student is autistic, and 2
students are on an RTI Tier 2 for ADHD and executive functioning.
There is also a co-teacher in this class.
National / State MGSE6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its
Learning values with a single number while a measure of variation describes how its values vary with a
Standards: single number.

MGSE6.SP.5 Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
c. Giving quantitative measures of center (median and/or mean) and variability (range).
d. Relating the choice of measures of center and variability to the context in which the data was
gathered.

GaDOE. (2017) Mathematics Georgia Standards of Excellence (GSE) 6-8. Georgia

Department of Education (GaDOE). Retrieved from:
https://www.georgiastandards.org/Georgia-Standards/Pages/Math-6-8.aspx

Specific learning target(s) / objectives: Teaching notes:

• Students will be able to calculate the mean
(average) in a set of numbers.
• Students will be able to find the value that occurs
most often (mode) in a set of data.
• Students will be able to calculate the median in a
set of data.
• Students will be able to summarize data using a
single number.
Agenda:
• Hook — Ask students what they remember
learning about Mean, Median, and Mode in
the 3rd and 5th grades 6 min.
• Instructional Process 10 min.
o Tap background knowledge with a
focus on vocabulary
o Vocabulary notes provided
o Teacher led modeling concepts
• Collaborative learning activity 20 min.
• Go over homework directions 2 min.
• Closure discussion and video. 12 min.
This lesson falls towards the end of the Statistics unit. It is
the introduction of the Measure of Center and is scheduled to
last for 3 days, followed by a unit review and the Summative
Statistics Unit Assessment.
(Graphic organizer, worksheets, and assessments are uniform
across the grade level and are agreed upon and used by the
entire math team.)
Formative assessment:
• Teacher observations of student participation.
• Completion of data sheets.
• Observations of cooperative learning and individual
practice.
• Student self-evaluation (thumbs-up, thumbs-down,
thumbs-sideways based on comfort level of
understanding).
• Teacher questioning.
• Data sheet check.
• Homework completion.

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Academic Key vocabulary: Function: Form:
Language: Maximum Value – The largest Summarize Students will be able to
value in a set of data. summarize a set of data
Minimum Value – The smallest using a single number to
value in a set of data. represent the set.
Mean – The “average” value for
the data. You must add all the
values in the set and then divide
by how many values are present.
Median – The middle value. (Half
the numbers are larger, and half
are smaller than this number) If 2
numbers are in the middle, then
you must add them together and
divide by 2.
Mode – The number that occurs
the most often in a list.
Range – The difference between
the highest and lowest value in a
set of data.
Instructional Laptop, Smart Board, Doc Cam, pen, graphic organizer for teacher modeling, graphic organizers
Materials, for students, pencils for students, 16 Ziploc bags of M&Ms (70 M&Ms per bag), 2 paper towels at
Equipment and each table, hand sanitizer at each table, dry erase markers, grid pre-drawn on whiteboard for class
Technology: totals on classwork/homework sheet for each student.
For closing:
TheAnimatedClassroom. (2012). The Mean, Median and Mode Toads. YouTube. Retrieved from:
https://www.youtube.com/watch?v=5C9LBF3b65s
Grouping: Homogeneous grouping will be used during cooperative learning. Students will work with their
table groups, which are arranged by ability to give co-teacher and teacher easy access to work with
struggling groups. Think-pair-shares will allow students to discuss ideas with elbow partner for
added support and prompting.

II. INSTRUCTION
A. Opening
Prior Ask students why their report cards and progress reports only give one grade for each class instead of
knowledge all their grades for the six weeks. Allow them the opportunity to discuss this. Give a specific example
connection: of how representing a set of data with just one number can be less confusing and more beneficial by
showing a stats page for LeBron James and show students how it is hard to determine how good he is
when you look at all the data at once, but how summarizing it makes it easier to understand and
compare to other players.
Anticipatory The lesson makes students more aware of how whole sets of data, like their grades, can be represented
set: by one number to make it easier to compare. It will also show them different ways stats may be used
in their lives and can be important if they are trying to get positions on sports teams, get into a
specific school, win scholarship or get a job.
B. Learning and Teaching Activities (Teaching and Guided Practice):
1. I Do Students Do Differentiation

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1. Ask students why, when they get
their report cards, they only have
one grade for each subject
instead of all the grades they
have gotten during the unit.
2. Discuss how it is much easier to
find one number to represent all
the numbers to make it easier to
understand and compare and
remind students how grades are
a form of stats.
3. Have students turn to elbow
partner and discuss everything
they remember studying about
Mean, Median, Mode and Range
in 3rd and 5th grade.
4. Remind students to be respectful
during discussion and give each
person a turn to talk and share,
even if they don’t agree.
5. Ask for volunteers to share what
they and their partner came up
with.
6. Hand out notes with definitions
and examples for students to
review. Give hints on how to
remember each measure, refer to
pictures on vocabulary sheet.
7. Self-assessment thumbs
up/down/sideways to show how
confident they are if we use
these concepts in today’s
activity.
8. Lesson will move forward if the
majority of students say they feel
confident. (Co-teacher will pull
students who need remediation
to work with them in a small
group.)
9. Hand out 1 bag of M&Ms to
each group of 2 partners with a
data sheet.
10. Teacher will go over directions
and model for students.
11. Students will be told to begin
task and raise hands if they need
assistance. Teachers will
circulate for support and
working in small groups with
those who need help.
12. When students finish partner
task, they will be asked to
compare their data with their
table group and combine their
data for a table group total.
13. One student from each group
will come and record their totals
on the white board to the class
totals.
14. Students who finish early will
get to start trying to determine
1. Students will have opportunity to
explain why they think just one
number is used to represent all their
grades.
2. Students will listen to teacher
explanation.
3. Students will share what they
remember with an elbow partner.
4. Students will respectfully share with
partners
5. Students will volunteer to share and
participate in class discussion.
6. Students will receive vocabulary
notes with examples to review.
7. Students will respond to thumbs-
up/down/sideways as to how
confident they feel with the measures
of central tendency.
8. Student who feel confident will clear
areas to be ready to start activity.
Students who need more help will
work with co-teacher for refresher.
9. Students will receive bags of M&Ms
and data sheets.
10. Students will listen to teacher
directions and watch modeling.
11. Students will begin the activity by
separating their M&Ms by color and
counting them to complete sheet.
12. As students complete partner activity
they will compare data with the rest
of the table group and compile their
data for a group total.
13. One student from each partner group
will record their data with the class
totals on the white board.
14. Early finishers will get to start
calculating the class totals.
15. Students will participate in closing
discussion and answer teacher
questions.
16. Students will receive homework and
listen to directions.
17. Students will watch the Mean,
Median and Mode Toad video.
1. Give extra think time for
processing and verbalizing
answer.
2. Use clear language and
repeat or rephrase wording
as necessary.
3. Sharing with a partner
allows students
collaborative support to
come up with answers.
4. Students will be reminded to
be respectful of one another
to avoid hurt feelings.
5. All students will be called
on equally and those who
need it will be given
advanced warning they are
going to be called on and
time to process question.
6. Definitions have clear
wording with specific
examples and
accompanying pictures to
help all students understand.
7. Opportunity given for
students to let teacher know
they need more clarification
or help comprehending
material.
8. Co-teacher will provide
small group instruction for
those who need it.
9. M&M data sheets are
broken down step-by-step
for easy understanding for
all students and extra space
is given for math
calculations. Calculators are
provided for students who
need them.
10. Teach will model slowly
and speak clearly to insure
student understanding.
11. Students are with
homogeneous partners, but
in heterogeneous table
groups to insure they can
ask peers for assistance
during the task or see higher
level students modeling the
steps. Students can use
provided vocabulary with
examples as they complete
the tasks.
12. Students will work within
their heterogeneous table
groups so they will have
support as needed as
teachers circulate and offer
assistance also.
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 the mean, median, mode, and 13. Students can go record data
rang with the class totals. on board as they want,
15. Closure discussion with without attention being
questions: called to them for those who
• Which measure of center is the are shy.
easiest to determine and explain 14. Teachers will continue to
why? circulate the room to offer
• Explain why this measure might assistance and clear up
not always be the best one to use misconceptions as needed.
to represent your data? (Give Extension activity will
examples) include early finishers
• Which measure students feel having the opportunity to
they will use most often in their start calculating the class
future and how they will use it? totals for the M&M activity.
• Explain why would we use just 15. Teacher will call on a
one value instead of all the variety of students to insure
numbers when talking about understanding and make
data? sure no one is left out.
16. Clear language will be used,
• When would mode be the best
and questions will be
number to use to describe a set
rephrased or repeated as
of data? How about median?
necessary.
• Name some jobs that might use 17. Preferential classroom
each of the measures and how? seating will insure students
• Give examples of when each can see and hear video.
measure might be used in
different professions.
16. Hand out homework and go over
directions.
17. Show Toad video as review.

III. ASSESSMENT
Summative A summative assessment will not be administered for this lesson. Differentiation:
Assessment: Student participation in the activity will be observed and teacher Co-teacher has pre-taught
will take up data sheets as students exit the room to look over to vocabulary to appropriate IEP,
insure their comprehension of material. 504 and ELL students.
Students are allowed to use
vocabulary sheets they received
in class with examples and
visuals as needed for activity
completion as well as peer
support.
Closure: Teacher will ask class which measure of center they find the easiest to determine. They will also be
asked why this measure might not always be the best one to use to represent data. Teacher will then
ask which measure students feel they will use most often in their future and how they will use it.
Students will be asked to name some jobs that might use each of the measures and how. They will also
be asked to give examples of when each measure might be used in different professions. Students will
be asked why we would only use one value to represent a list of data instead of all the numbers and
also asked for examples of when each measure would be the best to use.
Students will watch a short toad video on mean, median, and mode to end class.
https://www.youtube.com/watch?v=5C9LBF3b65s
Homework: Students will each receive a sheet with their individual current grades for this six-week period. They
will be asked to find the mean, median and range of these scores for homework. They will have
Vocabulary to
Reference Sheet
show all work on the worksheet. Once they find the mean, they can check their answers by logging
Lesson Plan 1
into their Student-view accounts to see their posted average.
Measures of Center

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 The Mean is the average of a set of data. To find the mean you add up all the values
and then divide by the number of values you have in the set.

Example: 39, 22, 37, 48 22+37+39+48=146

then 146/4= 36.5 is the mean

The Median is the middle number in a data set. To find the median you put all your
values in numerical order and cross one off each end until you find the middle value.
If there are two numbers, then you must find the mean of those two numbers for
the median.

Example 1: 6, 108, 8, 3, 11, 7, 63

3, 6, 7, 8, 11, 63, 108 = 8 is the median

Median

Example 2: 6, 108, 3, 11, 7, 63

Middle
3, 6, 7, 11, 63, 108 then 7+11= 18 then 18/2= 9 is the median
The Mode is the value you have the most often in the data set. You can have no
mode or more than one mode in the set.

Example: 3, 82, 4, 3, 67, 29, 7, 4, 65, 3

3, 3, 3, 4, 4, 7, 29, 65, 67, 82 = 3 is the mode

most/mode

The Range is the difference in the maximum and minimum value in the data set.

Example: 6, 108, 8, 3, 11, 7, 63 Class Work Lesson Plan 1

Name: _____________________________________
3, 6, 7, 8, 11, 63, 108 then 108-3= 105
Date:
is the Range
________________________

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 Mean, Median, Mode and M&Ms
1. Open your bag of M&Ms and record the number of each color in the bag.

Pink – _____ Blue – _____

Yellow – _____ Purple – _____

Green – _____

When you have finished counting, you may divide up your M&Ms and eat them, as you complete this sheet.
(You must continue working as you eat your M&Ms though.)

2. M&M Line Plot Review: Use the line below to plot your data.

________________________________________________________________
Pink Yellow Green Blue Purple

3. Record your values in numerical order: (only the numbers, not the colors)
________ ________ ________ ________ ________
4. Which color (NOT value) is the mode for your data? ____________
5. What number is your median value? _________
6. According to the Line Plot, what color would the median be in? ______________
7. What is the mean number of M&Ms in the bag? ____________ (Show work below)

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8. Explain how you got this number?
_________________________________________________________________________________
_________________________________________________________________________________
9. What is another word for mean? _______________
10. What is the total number of M&Ms you have? __________
11. What is the range for your values? ___________
12. Which Measure of Central Tendency best describes your data? (Explain your answer.)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Now compare the data you and your partner have with the other partners in your group.

13. Is your data similar or different? _________________________

Explain how and/or why: ________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
14. Did you have the same mode? ____________
15. Find the mean for your table group’s pink M&Ms: ______________ (show work)

16. Explain how you found this number?

__________________________________________________________________________________
__________________________________________________________________________________

*One partner from each group needs to add your totals to the class totals on the front board.

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 Lesson Plan 2/Day 2

GCU College of Education

LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Monya Burrell

Grade Level: 6th Grade
Date: February 23, 2019
Unit/Subject: Statistics/Measures of Central Tendency
Instructional Plan Title Despicable Mean, Median, and Mode

I. PLANNING
Lesson The purpose of this lesson is to give students hands on time practicing finding the mean, median,
summary and mode, and range of data sets through a center rotation of games and activities.
focus:
Classroom and There are 31 Students in the class. 21 Males and 10 Females.
student factors: 2 Students have Autism, 2 have long term visual memory and retrieval deficits, 5 have auditory
processing and phonemic awareness, 1 student is medically fragile, 2 students are English
Language Learners, and 2 students are on an RTI Tier 2 for ADHD and executive functioning.
There is also a co-teacher in this class.

National / State MGSE6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its
Learning values with a single number, while a measure of variation describes how its values vary with a
Standards: single number.
MGSE6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms,
and box plots.
MGSE6.SP.5 Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
c. Giving quantitative measures of center (median and/or mean) and variability (range).
d. Relating the choice of measures of center and variability to the context in which the data was
gathered.

GaDOE. (2017) Mathematics Georgia Standards of Excellence (GSE) 6-8. Georgia Department of
Education (GaDOE). Retrieved from: https://www.georgiastandards.org/Georgia-
Standards/Pages/Math-6-8.aspx

Specific learning target(s) / objectives: Teaching notes:

• Students will be able to accurately determine the
mean, median, mode, and range of given data
sets.
• Students will be able to determine which measure
of central tendency best summarizes a set of data.
This lesson falls towards the end of the Statistic Unit. It is
the second in the Measures of Central Tendency segment.
(Graphic organizer, worksheets, and assessments are uniform
across the grade level and are agreed upon and used by the
entire math team.)

Agenda: Formative assessment:

• Hook — Mean, Median & Mode Song 3 min. • Teacher observation and student participation.
• Instructional Process • Students will complete tasks at centers to measure their
o Quick review of what Mean, Median, comprehension. As students complete each center, they
and Mode are. will record their information on their activity booklet
o Introduce activity, go over instructions that will be turned in for a classwork grade.
for each center and model. 5 min. • Teacher questioning.
• Center Rotations 36 min. • Student self-assessment.
• Discussion and Self-Assessment 6 min.

Page 8 of 25
Academic Key vocabulary:
Language: Mean – The “average” value for
the data. You must add all the
values in the set and then divide
by how many values are present.
Median – The middle value. (Half
the numbers are larger, and half
are smaller than this number) If 2
numbers are in the middle, then
you must add them together and
divide by 2.
Mode – The number that occurs
the most often in a list.
Range – The difference between
the highest and lowest value in a
set of data.
Function: Form:
Summarize Students will be able to
compare and contrast the
measures of central
tendency of a given set of
data to determine which
measure of central tendency
best summarizes their data
and justify their answer
using vocabulary terms and
math calculations.

Instructional Laptop, Smart Board, Doc Cam, Booklets for each student and teacher (modeling) for centers,
Materials, Minion completion stickers for each center, pencils for students, practice/homework sheet for each
Equipment and student, individual bag of M&Ms for each student, 5 Decks of Despicable Me playing cards, 5 sets
Technology: of dice, and student iPads with preloaded links to review games for Measures of Central
Tendency. Teacher will use digital timer displayed on Smart Board as students rotate centers.
Review song link: https://www.youtube.com/watch?v=IHginNwss5c, iPad game links:
https://www.mathgames.com/skill/6.91-calculate-mean-median-mode-and-range,
https://www.brainpop.com/games/sortifymedianmodemeanandrange/

BrainPop. (2019). Sortify: Median, Mode, Mean, and Range. BrainPOP.com Retrieved February
6, 2019, from: https://www.brainpop.com/games/sortifymedianmodemeanandrange/

Peters, D. (2015). Mean, Median, Mode, & Range (Bruno Mars Parody). youtube.com. Retrieved
February 6, 2019, from: https://www.youtube.com/watch?v=IHginNwss5c

TeachMe. (2019). Calculate Mean, Median, Mode, and Range (6th Grade). TeachMe, Inc.
Retrieved February 6, 2019, from: https://www.mathgames.com/skill/6.91-calculate-mean-
median-mode-and-range

Grouping: Students will be given an activity booklet they will be recording their data in. They will look at the
Minion sticker on the front of their booklet and form a group with the students with matching
stickers. Teachers will predetermine heterogeneous groupings for students. This will allow
students the opportunity to peer mentor and work collaboratively to support one another.

II. INSTRUCTION
A. Opening
Prior I will begin class with a video/song that reviews what students learned about Mean, Median, and
knowledge Mode in the previous lesson.
connection: Students will be using the information they learned previously in the unit on line plots to help them
build connections to how they can combine the concepts as they learn them throughout the statistics
unit and use them in their lives.

Review song: https://www.youtube.com/watch?v=IHginNwss5c

Anticipatory This lesson is meaningful to students because it allows them to see how data is used in their everyday
set: lives, like figuring grade averages. It also teaches them how to measure data when they take it and
determine which measure is the best representation of the data.
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 B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
1. As a warm up the Mean,
Median, and Mode (Bruno Mars
Parody) song will be played as a
review.
2. Random students will be called
on to define each measure.
3. The day’s Center activity will
be introduced, explained and
modeled so students will know
how to complete each station
and rotate to the next.
Center 1: Despicable Me playing
cards station.
Center 2: Polyhedral dice roll.
Center 3: Technology station
(iPads with links to their choice
of Mean, Median, Mode, &
Range review games)
4. Each student will be given a
Minion booklet they will be
recording their data in and how
they will record in it will be
modeled using the Doc Cam.
5. Students will be told which
groups they will be in.
6. Instruction will be given as to
where each group will start, and
the timer will begin as they start
to work.
7. Every 10 minutes time will be
called, and students will rotate,
and the timer will restart.
8. When the final time is up, all
students will be instructed to
return to their seats and turn in
their completed booklets.
9. Students will be asked to self-
assess their comfort level with
the concepts after this practice
by holding 3 fingers up for they
fell really comfortable with the
information, 2 if they feel okay
but feel they still have questions,
and a 1 if they don’t feel
comfortable at all.
10. Students who held up 1 finger
will be pulled in a small group
with the co-teacher or myself for
some one-on-one help.
11. Students who held up 2 or 3
fingers will be asked more
confirming questions and be
given the opportunity to ask
questions they might have.
12. Students are comfortable will be
allowed to play an extra round
with the minion cards or
Students Do
1. Students will listen to the song and
sing along if they want.
2. Students will explain what each
measure is and how it can be used.
3. Students will listen to instructions to
know what to do at each station and
how the rotation will work.
4. Students will receive their booklets
and watch modeling on how to
complete the booklet
5. Students will find other students with
the same sticker on their booklets to
form their groups.
6. Students will go to their first station
and begin working.
7. Students will rotate quickly between
stations.
8. Students will return to their seats,
make sure their name is on their
booklet and turn in.
9. Students will hold up fingers to
represent how comfortable they are
with the concepts. 1 finger for not at
all comfortable, would like more
assistance. 2 fingers for feel pretty
good but would like some more
practice. 3 fingers for they have it
and feel very confident.
10. Students who held up 1 finger will
join a small group to work with a
teacher to ask questions and clear up
confusion.
11. Students will answer questions so
teacher can assess comprehension.
12. Confident students will continue
reviewing and practicing their skills.
Differentiation
1. Music provides students
with an alternate way to
remember concepts that is
catchy and fun.
2. Students who need
reminders or visual cues can
refer to the word wall,
where the vocabulary will
be posted.
3. Instructions will be printed
with visuals at each station
for students who need a
visual representation. All
students will be allowed to
use calculators. Students are
able to work at their own
pace and play as many
rounds as they can at each
station. The games allow
them to choose a level of
difficulty, and they get
harder as student
performance improves.
4. Some students will receive
larger booklets to allow
them more room to print
their information and some
will be partially filled in for
the students.
5. Teachers will have
predetermined the groups so
that low level learners will
be paired with higher level,
and they can work together
and mentor one another.
6. (The mentor teacher, the co-
teacher and I will each take
a center to observe and
assist at.) Struggling
students will be provided
with one on one support.
7. Each station has several
problems so students can
work at their own pace and
not feel pressured to get all
of them done.
8. Students who need more
time will be allowed to hold
on to their booklets and
finish them with their
homework.
9. Students will be able to let
the teacher know how
comfortable they feel and if
they feel like they need
extra help.
10. Students who feel they need
more help will be allowed to
Page 10 of 25
 continue reviewing on the work in a small group with a
computers. teacher to get more
instruction.
11. Teacher will answer any
questions students have to
clear up misconceptions and
ask leading questions to
check comprehension.
12. Students who are confident
will be able to continue
reviewing and practicing
their skills.

III. ASSESSMENT
Summative The Summative Assessment will be given at the end of the whole Differentiation:
Assessment: Statistics Unit at the end of next week. Teachers will monitor student
For this class, students will show their mastery of concepts progress and provide individual
through their participation at each station. They will hand in their assistance as needed. Students
Despicable Mean, Median & Mode booklets at the end of class for who do not have time to
teacher to review. complete their booklets will be
given extended time. They will
also receive a modified sheet for
their M&M activity.

Closure: Students will be asked what they liked and disliked about the day’s activities.
Students will be asked to explain if and how the activities helped them understand the material better.
Students will be asked what should be changed about the activities to make it more meaningful to
students in the future.
Students will be asked what questions they still have about Mean, Median, Mode, and Range.
How will you use what you learned today outside our classroom?
Giving the students a chance to talk about the day’s activity and share their opinions gives them the
opportunity to think about the information on a deeper level and hear the opinions of their classmates,
which might be different from their own. It also challenges them to come up with ways they can use
the information in the real world.

Homework: For homework students will have a practice sheet on Mean, Median, Mode, and Range to complete.
This will reinforce the skills they have learned.

Page 11 of 25
Classwork for Centers Activity/Lesson Plan 2

Page 12 of 25
Page 13 of 25
 Homework/Lesson Plan
2

Measures of Central Tendency Name ___________________________

Find the Mean, Median and Mode of each set of values. Show all work.
1. 9, 3, 8, 7, 8, 22, 11, 3, 8

A. Sort the data from Least to Greatest:

___ ___ ___ ___ ___ ___ ___ ___ ___

B. What is the mode? _______

C. What is the median? ______

D. What is the mean? (Remember to add all the values and divide by the total number of
values there are.) You may use a calculator but remember to show your steps.

The mean is: __________

2. Amy has the following scores in her Social Studies class:

84, 62, 90, 96, 98, 77, 90, 87, 100, 90

A. What is her mode? _________

B. What is her median score? _________
C. What is her mean? ____________
D. What number would you use to represent her scores and why? _____________________
_________________________________________________________________________

3. Find the Mean, Median, Mode and Range of the following data:
11, 7, 2, 7, 6, 12, 9, 10, 8, 6, 4, 8, 8, 7, 4, 7, 8, 8 ,6, 5, 9

A. Mode: _______ B. Median: _______ C. Mean: ______ D. Range: ______

4. 57, 21, 3, 26, 14, 88, 6, 12, 66, 31, 57, 1, 19, 33, 6, 92, 72, 45, 6

A. Mode: ________ B. Median: __________ C. Mean: _________ D. Range: _________

Page 14 of 25
 Lesson Plan 3/Day 3

GCU College of Education

LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Monya Burrell

Grade Level: 6th Grade
Date: February 13, 2019
Unit/Subject: Statistics/Measures of Central Tendency
Instructional Plan Title What’s it all Mean?

I. PLANNING
Lesson This lesson will review how to read dot plots and show them how to use them to find the measures
summary and of central tendency. It will also allow students time to practice their skills more before their
focus: assessment over the material.
Classroom and There are 31 Students in the class. 21 Males and 10 Females.
student factors: 2 Students have Autism, 2 have long term visual memory and retrieval deficits, 5 have auditory
processing and phonemic awareness, 1 student is medically fragile, 2 students are English
Language Learners, and 2 students are on an RTI Tier 2 for ADHD and executive functioning.
There is also a co-teacher in this class.

National / State MGSE6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its
Learning values with a single number while a measure of variation describes how its values vary with a
Standards: single number.

MGSE6.SP.5 Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
c. Giving quantitative measures of center (median and/or mean) and variability (range).
d. Relating the choice of measures of center and variability to the context in which the data was
gathered.

GaDOE. (2017) Mathematics Georgia Standards of Excellence (GSE) 6-8. Georgia Department of
Education (GaDOE). Retrieved from: https://www.georgiastandards.org/Georgia-
Standards/Pages/Math-6-8.aspx

Specific learning target(s) / objectives: Teaching notes:

• Students will be able to use a dot plot to calculate This is lesson 3 in the mini unit. It serves as a review and
and determine the measures of central tendency. practice before students take the assessment the following
• Students will be able to accurately determine the day. Students have previously used dot plots to determine
mean, median, mode, and range of given data sets measures in class, but they did not use the academic
and determine which best summarizes the set. language associated with the measures of central tendency
and they need to learn that connection.
Agenda: Formative assessment:
• Hook — Post it note activity 3 min. • Teacher will preview completed homework to determine
• Instructional Process 12 min. where students are having problems.
o Review of ways students have used dot • Students will give a self-assessment by holding up 1
plots in the past. finger if they feel confident with the information, 2
o Review of how students can use dots or fingers if they feel okay, but still have some questions or
“X’s” on their plots. need help, and a 3 if they just feel lost and need some
o Student activity plotting points on a one-to-one guidance.
class line plot • Teacher will observe student participation in class
• Homework check 5 min. activities.
• Collaborative and small group learning 20 min. • Teacher questioning.
• Homework directions 2 min.
• Closure discussion 5 min.

Page 15 of 25
Academic Key vocabulary:
Language: Mean – The “average” value for
the data. You must add all the
values in the set and then divide
by how many values are present.
Median – The middle value. (Half
the numbers are larger, and half
are smaller than this number) If 2
numbers are in the middle, then
you must add them together and
divide by 2.
Mode – The number that occurs
the most often in a list.
Range – The difference between
the highest and lowest value in a
set of data.
Function: Form:
Summarize • Students will be able to
compare and contrast
the measures of central
tendency of a given set
of data to determine
which measure of
central tendency best
summarizes their data
and justify their answer
using vocabulary terms
and math calculations.
• Students will
summarize their results
with elbow partners.

Instructional Laptop, Smart Board, Doc Cam, pen, white board, white board pens and erasers, post-it notes,
Materials, markers, practice sheets, pencils, playing cards, polyhedral dice, notebook paper, calculators,
Equipment and homework sheets.
Technology:
Grouping: For collaborative learning, students will be grouped in homogeneous groups. The co-teacher will
take a struggling group, the mentor teacher will take a group (if needed), and I will work the whole
room to observe and help as needed. Students who feel good about the content will be allowed to
choose either playing cards or polyhedral dice to practice finding the measures of central tendency
with. We will base our small groupings on the skills students are struggling with.

II. INSTRUCTION
A. Opening
Prior Having students place post-it notes on the dot plot to answer a statistical question helps them review
knowledge what a statistical question is and show them how it can be used. Once we have everyone’s notes on
connection: the board, they can see how we are using the notes in place of dots, like they have learned in previous
lessons about dot plots. A connection will be made as to how the plots can be used to determine the
measures of center and sometimes tell which measure is the best to use.

Anticipatory Students will be using the measures of central tendency throughout their lives as they find grade
set: averages, compare player stats, determine sports scores, figure mileage, and shop for deals. They will
also use their knowledge in future instruction in this class and in seventh grade. This lesson models
how data can be taken from statistical questions, analyzed and used to determine a good measure to
represent the data for the purpose it was taken.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

Page 16 of 25
1. As students enter the room, they
will be instructed to take the
post-it note on their desk and
answer the question on the board
by placing it over the correct
answer on the line.
2. Teacher will write totals for each
answer above the plots and ask
students what they feel the line
plot tells them.
3. Teacher will explain how easy it
is to see the mode for the
information and ask students to
explain what else they can tell
about the data, using their
academic vocabulary in their
explanations.
4. Teacher will calculate the mean,
median, mode and range of the
data with help from the class as
it is modeled on the Doc Cam
and Smart Board.
5. Teacher will ask a second
statistical question and have
students come to the board and
place an “X” over their answer.
6. One student will be asked to
calculate the totals for each
marked answer choice.
7. Teacher will ask for student
volunteers to come calculate the
mean, median, mode, and range
on the two classroom
whiteboards as the students work
the problems at their seats.
8. Seat students will raise hands if
their answer matches the one on
the board. If not, teacher will
walk them through how they
missed it.
9. Students will be asked to take
their homework out and they
will compare their answers with
their elbow partner. If they
disagree on an answer, they will
rework it together to see if they
can find their mistake.
10. Teacher will observe student
interaction and work while
walking around and listening to
their conversations.
11. Teacher will divide students into
small groups based on their
comprehension level. Teachers
will work with struggling
students to clear up any
misconceptions.
12. Teacher will have students turn
completed work to be looked
over for completion and spot
check for problems.
1. Students will place their post-it note
in the appropriate place on the line
on the white board according to their
answer.
2. Students will help teacher determine
totals and take turns guessing what
the data is telling them.
3. Students will volunteer to answer
questions and explain what they can
interpret from looking at the line
plot.
4. Students will be called on to help
teacher verbally determine the
measures of center as she works it on
the board for them to see.
5. Students will take turns going to the
board and marking their answers
with an “X” above their answers on
the dot plot.
6. One student will be called on to
come to the front board and add up
the totals for each answer choice.
7. Four students will come to the board
and calculate the mean, median,
mode, and range as the students at
their seats work the problems on
notebook paper.
8. As each calculation is gone over,
students will raise their hands if they
agree with the answer on the board.
If they did not match, they will
verbally work through the problem
with the teacher to find their mistake.
9. Students will take the previous
night’s homework out and compare
their answers with their elbow
partner. If they disagree on an
answer, they will both rework it
together on their notebook paper to
see if they can find the mistake and
agree on an answer.
10. Students will be given time to
complete the above task.
11. Students will get in assigned groups,
based on comprehension level to
complete the activities assigned.
High level learners will practice
finding measures of central tendency
using polyhedron dice which will
give them nine numbers that offer a
wider variety of numbers that are
larger than the ones on the playing
cards. Mid-level learners will
practice their skills using the Minion
cards and the lower level learners
will either have a worksheet or will
use the Minion cards with teacher
guidance to clear up misconceptions.
12. Students will turn in completed work.
1. Question will be read and
explained to students so
they can understand how to
place their post-it on the
board to answer the
question.
2. Teacher will make sure
students understand that dot
plots can be made using
dots or “X’s.”
3. Teacher will make sure to
call on a variety of students
and will ask leading
questions to help students
figure out the answer if they
don’t know it.
4. Same as above.
5. Each student will have the
opportunity to go to the
board and place their “X”
on it.
6. All students have an equal
chance of being called on.
7. All students will work the
problem, whether at their
seats or on the board. The
problems being worked on
the board will serve as a
model for struggling
students who might learn
better from seeing and
hearing a peer work the
problem.
8. The teacher will verbally
walk students who missed
an answer or are struggling
through the problems they
missed so they can
understand them better.
9. Students will work
collaboratively to check
their homework and assist
one another in finding their
mistakes. For peer modeling
and support.
10. Peer modeling and support
in this way is not
embarrassing for students
who need help and they
don’t feel singled out
because everyone is
working together.
11. The groups allow students
to work with students on
their own level. Higher level
learners can challenge one
another, while lower level
learners can see they aren’t
the only ones struggling and
they can get more attention
and help from a teacher. All
Page 17 of 25
13. Teacher will hand out review
sheet for homework to give
students extra practice before the
assessment the next day.
14. Teacher will ask probing
questions to help student review
and think about content on
higher level and relate it to real
life.
13. Students will receive review sheets
for homework so they can practice
for tomorrow’s assessment.
14. Students will volunteer to answer
questions the teacher asks.
students will get to do
similar tasks, so no one feels
left out.
12. All students will turn in
whatever they have
completed during the time.
There are no requirements
for how much work had to
be produced. It will be made
clear that quality not
quantity matters.
13. All students will get the
same review sheet made up
of a sample of problems
taken from the assessment.
Some students may have
fewer problems or specific
problems they are told to
work, depending on their
IEP requirements.
14. Students all have an equal
opportunity of being called
on and coached through
answers.

III. ASSESSMENT
Summative A summative assessment will not be administered for this lesson. Differentiation:
Assessment: Student participation in the activity will be observed and teacher None needed as there is no
will take up data sheets as students exit the room to look over to summative assessment, however,
insure their comprehension of material. Co-teacher has pre-taught
vocabulary to appropriate IEP,
504 and ELL students.
Students are allowed to use
vocabulary sheets they received
in class with examples and
visuals as needed for today’s
activity completion as well as
peer support.
Closure: Teacher will ask students how they feel about the topic and if they feel ready for the assessment.
Teacher will ask what problems or questions students still have. Teacher will call on students to define
and give examples of each of the vocabulary words. Teacher will have students give real life examples
of when they would use each of the measures of central tendency such as to compute grades, sporting
event averages and scores and when shopping.
Homework: The homework is a review sheet that will help students practice their skills for the quiz tomorrow.

Homework/Lesson Plan 3

Name: _______________________________________
Page 18 of 25
 Circle the correct answer for each question.

1. The number that appears the most in a set of data is the:

Mean Median Mode

2. Circle the Median in this set of data? 3, 7, 8, 12, 27, 27, 52

3. Another word for the average is: Mean Median Mode

4. In the following set of data, 98 is the: (17, 32, 55, 61, 98)

Mean Maximum Value Minimum Value Median

5. What is the range for this set of data? 66, 12, 5, 79, 103, 7 ______

6. Josh scored the following points in his last 9 baseball games:

5, 3, 3, 2, 6, 0, 3, 2, 3

Find the mean ___________ Median _____________ Mode ___________

Create a dot plot for Josh’s scores:

Lesson 4/Day 4

GCU College of Education

Page 19 of 25
LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Monya Burrell

Grade Level: 6th Grade
Date: February 13, 2019
Unit/Subject: Statistics/Measures of Central Tendency
Instructional Plan Title What’s it all Mean?

I. PLANNING
Lesson The purpose of this lesson is to review the measures of central tendency and then assess student
summary and learning with a quiz. The data collected will be used to drive ongoing instruction.
focus:
Classroom and There are 31 Students in the class. 21 Males and 10 Females.
student factors: 2 Students have Autism, 2 have long term visual memory and retrieval deficits, 5 have auditory
processing and phonemic awareness, 1 student is medically fragile, 2 students are English
Language Learners, and 2 students are on an RTI Tier 2 for ADHD and executive functioning.
There is also a co-teacher in this class.

National / State MGSE6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its
Learning values with a single number while a measure of variation describes how its values vary with a
Standards: single number.

MGSE6.SP.5 Summarize numerical data sets in relation to their context, such as by:
b. Reporting the number of observations.
c. Giving quantitative measures of center (median and/or mean) and variability (range).
d. Relating the choice of measures of center and variability to the context in which the data was
gathered.

GaDOE. (2017) Mathematics Georgia Standards of Excellence (GSE) 6-8. Georgia Department of
Education (GaDOE). Retrieved from: https://www.georgiastandards.org/Georgia-
Standards/Pages/Math-6-8.aspx

Specific learning target(s) / objectives: Teaching notes:

• Students will be able to accurately determine the
mean, median, mode, and range of given data
sets.
• Students will be able to determine which measure
of central tendency best summarizes a set of data.
This lesson falls at the end of the mini unit. It will wrap up
and assess student learning of Mean, Median, Mode, and
Range.

Agenda: Formative assessment:

• Hook - Play review song 3 min. • Teacher observation of student participation in review
• Instruction - Check over homework/allow discussion.
students to compare data. 7 min. • Co-Teacher will check through previous night’s
• Review discussion/Give students time to ask homework to identify possible issues.
questions 10 min. • Quiz over material will be administered.
• Quiz 30 min.
• Extension activity

Page 20 of 25
Academic Key vocabulary:
Language: Mean – The “average” value for
the data. You must add all the
values in the set and then divide
by how many values are present.
Median – The middle value. (Half
the numbers are larger, and half
are smaller than this number) If 2
numbers are in the middle, then
you must add them together and
divide by 2.
Mode – The number that occurs
the most often in a list.
Range – The difference between
the highest and lowest value in a
set of data.
Function:
Compare and contrast, justify
Form:
• Students will be able to
compare and contrast
the measures of central
tendency of a given set
of data to determine
which measure of
central tendency best
represents their data
and justify their answer
using vocabulary terms
and math calculations.
• Students will compare
and contrast their
personal data with their
elbow partner.

Instructional Laptop, Smart Board, link for review song (https://www.youtube.com/watch?v=IHginNwss5c)

Materials, Peters, D. (2015). Mean, Median, Mode, & Range (Bruno Mars Parody). youtube.com. Retrieved
Equipment and February 6, 2019, from: https://www.youtube.com/watch?v=IHginNwss5c
Technology:
Grouping: Students will compare and contrast their homework data with an elbow partner.
Elbow partners will compare and contrast their data with the rest of their table group.
Small group testing will be provided for students who require it.

II. INSTRUCTION
A. Opening
Prior I will start class again by playing the Bruno Mars Parody video/song that reviews what students have
knowledge learned about Mean, Median, and Mode in the previous lessons. Students will also learn skills from
connection: previous statistics lesson to complete the day’s activities.

Anticipatory Students will be using the measures of central tendency throughout their lives as they find grade
set: averages, compare player stats, determine sports scores, figure mileage, and shop for deals. They will
also use their knowledge in future instruction in this class and in seventh grade.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

Page 21 of 25
1. As a warm up I will play the
Mean, Median, and Mode
(Bruno Mars Parody) song again
as a review and have the
students sing along.
2. Students will be asked to get out
their homework.
3. Students will be asked to check
their answers against their elbow
partner’s as teacher walks
around the room and observes
student papers and discussions.
4. Students will be asked if they
still have any questions in
general about mean, median,
mode, and range that haven’t
been answered.
5. Quiz will be handed out and the
directions will be read aloud.
6. Students will be given the
remainder of the class to
complete the quiz.
7. Teacher will provide an activity
for students who finish early. It
will either be a line/dot plot
practice application sheet or a
remedial practice sheet based on
individual need.
Summative The main focus of this lesson is the quiz over Mean, Median,
Assessment: Mode, and Range. It counts as a formative grade and will prepare
students for the big statistics unit test in one week.
Closure: Student will share what they have learned in the lesson during the classroom discussion and through
the completion of their quiz over the material. They will then be able to apply their learning in the
1. Students will sing along with the
review song.
2. Students will get out their homework.
3. Students will compare their answers
with their partners.
4. Students will be allowed to ask any
questions they have or discuss
anything further that they need to
about the measures of center.
5. Students will receive their quiz and
listen to teacher directions.
6. Students will complete quiz.
7. Students who finish early will
complete the extra activity.
III. ASSESSMENT
1. The song is catchy and
helps students remember
what each measure is better.
2. Teacher will check in with
students with organizational
issues to help them locate
their assignment.
3. Teacher and co-teacher will
pay special attention to IEP,
504, and ELL students who
might have struggled with
the assignment as they are
comparing data within the
table group. This provides
students with more support
and allows them to hear
other’s opinions and views.
4. All students will have an
equal opportunity to be
called on to ask and answer
questions. Teacher and co-
teacher will be sure to check
in with students to make
sure they are prepared to
take the quiz.
5. All students will be allowed
to use calculators. Students
who require small group
testing will be pulled to go
to another testing room and
will receive a modified quiz
based on need.
6. Additional time will be
given to students who
require it.
7. The extension activity will
be either be either a line/dot
plot practice application of
measures of central
tendency challenge sheet or
a remedial practice sheet for
measures of central
tendency based on need.
Differentiation:
All students will be allowed to
use calculators. Small group
testing will be provided for
students who need it. Students
who require read-to
accommodations will receive
them. Some students will be
given modified quizzes. Any
student who requires additional
testing time will receive it.
Page 22 of 25
 future statistic unit lessons and in real life to compute grades, sporting event averages and scores,
shopping, etc.

Homework: No homework will be given after the quiz.

Formal Formative Assessment/Lesson Plan 4

Name_____________________________________ Period__________________
Page 23 of 25
 Math 6 Quiz – Measures of Center

Find the mean, median, mode and range of each set of data.
1) 15, 8, 7, 21, 5, 21, 22, 7, 10
Mean – _________________
Median – ________________
Mode – __________________
Range – _________________

2) 83, 97, 85, 84, 96, 80, 80, 87, 91

Mean – _________________
Median – ________________
Mode – __________________
Range – _________________

3) 58, 53, 64, 55, 65, 56, 60, 50

Mean – _________________
Median – ________________
Mode – __________________
Range – _________________

4) 59, 76, 85, 59, 76, 87

Mean – _________________
Median – ________________
Mode – __________________
Range – _________________
Page 24 of 25
 5) The Simpson School store surveyed 100 students to find out what color the
new School T-shirt should be. 28 students wanted Blue, 12 students wanted
From: https://www.mathworksheets4kids.com/central-tendency/wp-level2-1.pdf (with revisions)
Yellow, 33 students wanted White, 18 wanted Gray, and 9 wanted another
color.

Which Measure of Central Tendency should the store use to make their decision:

a. Mean
b. Median
c. Mode

6) Explain why this measure best represents their data: __________________

________________________________________________________________________________________

________________________________________________________________________________________

7) Which one of the following is a measure of variability?

a. mean
b. median
c. range
d. mode

8) What is the median of this set of data? ____________

Books Read Last Summer

Number of books

Page 25 of 25