Ranging The Triple M's

Design by: Inger M. Ferguson, Burton-Pack Elementary

Grade Level: Five    Subject: Math

Core Curriculum Objective (s): Identify and calculate the range, mode, median and mean of a set of data from the real world with/without manipulatives.

Overview: Through exploration and discovery style of teaching students will determine the range, mode, median and mean of a set of data. The students will collect data through emails and determine the range, mean, median, and mode for their collected data.

Focus/Essential Question (s): What are the range, mean, median and mode in a set of data?

Time Frame: Four One-Hour Class Periods.

Resource Materials:

Paper 
Pencils 
Calculators (1 for each student) 
Email Access 
Scheduled Technology Lab Time 
Index cards 
Overhead 
Overhead Transparency of email letter format

Culminating Assessment: Students will develop survey questions to ask a teacher or another student via email The teacher will give suggestive questions to the students. The students may use the teacher's questions if they would like. The data collected will be used to compute the range, mean, median and mode during the culminating assessment. The class will score each student using the following rubric:

CULMINATING ASSESSMENT RUBRIC 

      *Teacher will assess the computation for 100% accuracy to assist students as needed

Instructional Activities:

Activity One: The teacher will have the title of lesson on the board "Ranging the Triple M's". The teacher should ask the students to think about the title of the lesson. Next, the students will share their thoughts. The teacher will then tell the students that the title is related to our lesson because we will be learning how to determine the range, mean, mode and median of a set of data. *The teacher should explain the term data.

Next, the students will be given a set of numbers on an index card. Example: 15, 20, 7, 10, 15, 15, 7, 8, 4 Next, the teacher will ask the students to arrange their set of numbers from the least to the greatest. The students will then take the highest number and subtract the lowest. The teacher will tell the students that they have just discovered the RANGE of their numbers. *Note: The teacher should use different numbers on the index cards. The students will share their range.

Next, the students will discover the mean. The teacher will tell the students to add their numbers and divide the sum by the numbers within their set. The teacher will circulate the class to monitor the students work. After the students have complete the computation and division students will volunteer to go to the board to demonstrate the process. The class will assess the student's answers. Students will be given corrective/positive feedback as needed. The students will ask questions if they do not understand this process. The teacher will make sure that the students understand that they have discovered the MEAN.

Next, the students will discover the median. The teacher will ask the students to refer to the range. Remind the students that the range is the ordering of their numbers from the least to the greatest. The teacher will ask the students to look at their numbers. The teacher will then solicit answers from students. Asking what do they think the median of this set of numbers is. Allow students an opportunity to predict the answer. The teacher will tell the students to circle the middle number. The students will be told that the circled number is the MEDIAN. The teacher will circulate the room to assess if students have circled the median.

Next, the students will be asked to look at their numbers again. The teacher will tell the students that this time you will look for the number that is written most often. Students will share their answers. The teacher will tell the students that this is what we call the MODE.

Closure: The students will review the terminology of this lesson. The teacher will ask the students to write a set of numbers on a sheet of paper. The students will give their paper to another student and ask them to compute the range, mean, median and mode. After the students have made their computations and written the range, mean median and mode they will pass their paper to another student. That student will assess the computation using a calculator. The students will inform the student if their computation is correct. Activity Two: The students will review the previous lesson. The students will now work in cooperative learning groups. (3 per group) The students will answer the following questions as the teacher read them orally. Each person in the group will use an index card to compute their data. *Note the questions may vary.

1. How many siblings do you have? 

2. How many bowls of cereal do you eat a week? 

3. How many pair of shoes does you have? 

4. How many cars do your family have? 

5. How many people do you know that like Pokeman? 

6. What sports do you enjoy?

Next, the students will exchange their index cards with their cooperative group. Each person in the group will compute the range, mean, median and mode. The students will share the information within their groups. *Note: The students will use a calculator to check for accuracy only after they've completed the computations.

Next, the students will be told that they will be emailing another student or a teacher in order to gather data for their next activity. They will use this time to brainstorm questions that they would like to ask the teacher or another student. * The teacher may give suggestive questions to the students as she monitors each group. The students may also use the six questions in which they completed in class. Teacher suggested questions: 1. How many people are in your class? 2. How many people in your class walk to school, ride a bike, ride a bus, or ride in a car? (all 4 parts of the question should be answered) 3. How many people in your class go to a daycare center after school, stay with an after care program at school, go to a YMCA, or go home? 4. How many people know the mathematical definition of the terms Range, Mean, Median, and Mode? *Note: Each group should have at least five questions. Each group must have a written copy of the questions and a copy should be submitted to the teacher.

Next, the students will discuss what information should be included in their emails. The teacher will display an overhead with a suggested opening of an email. 

Example: 

Dear Ms.________________ or student's name,

Our class is learning how to compute the range, mean, median and mode. I would greatly appreciate it if you or one of your students will answer the following questions. Please send your reply by the end of the day if possible.

Questions: (students will send their group questions)

Sincerely,

Student's Name

Closure: Students will share their questions. Students will be asked to share their feelings about this lesson and the activities in which we have completed.

Activity Three: Review of previous lesson. The teacher will ask all students to make sure that they have their email questions. * The teacher will check for email questions as students are lining up to proceed to the technology lab. During this activity the teacher will monitor closely to make sure that all students are typing their emails and making sure that the students send them. After the students complete their emails, they will then print a hard copy of them and turn them in to the teacher. Closure: Students will return to their classroom. The teacher will inform the students that their culminating assessment will be using the data that they will receive from their sent email in Activity Four. The teacher should remind the students to review how to compute the range, mean, median, and mode.

Activity Four: Culminating Assessment. The students will use the information from their email and compute the range, mean, median and mode. As students finish their assessments, students will use the culminating assessment rubric to assess each other. *Students may use calculators to check the accuracy of each student's work.