Sample
Lesson Plan

**I.
****Overview of the Lesson**
**Anderson/Krathwohl
Taxonomy: **In this lesson students are given **factual knowledge**
(A2) (definitions of mean, median, mode, range, quartiles) and
are asked to **apply**
that to their own set of data (C3). Students are also asked to
**analyze** their set
of data based on what they found in regards to mean, median,
mode, range, and quartiles (C4).

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A. 12
September
2012

B. 60
minutes

C. Martha
Giesler

D. Grade
Level:
Eighth Grade

**II.
****Big Idea**

1. Studying
sets of data to help us understand what it says about the
specific situation.

**III.
Essential Questions**

1. What
conclusions
can we make about sets of data based on the double line/bar
graphs and its mean, median, mode, range, and quartiles?

**IV.
****Pennsylvania State Standards**

1. PA
State
Standard **2.6.8.D: **Compare
data sets graphically using double-bar and double-line graphs
and numerically using mean, median, mode, range, and
quartiles.

**V.
****General Objectives**

1. Students
will
learn how to find mean, median, mode, range, and quartiles of
data.

2. Students
will
learn how to compare sets of data using double-bar
and double-line graphs.

**VI.
****Behavioral Objectives**

1. Students
will
research daily temperatures of a city of their choice (for one
month’s time, from the year 2012 and 2011) and calculate the
mean, median, mode, range, and quartiles.

2. Students
will
draw double-bar graphs or double-line graphs comparing the
temperatures from each month.

**VII.
****Instructional Materials**

1. Graph
paper
for students to make their graphs.

2. Calculators
for
students to calculate mean, median, mode, range, and
quartiles.

3. Markers
and
rulers to make graphs.

**VIII.
****Vocabulary**

1. Mean

2. Median

3. Mode

4. Range

5. Quartiles

6. Double
Bar
Graph

7. Double
Line
Graph

**IX.
****Instructional Procedures**

1. Introduction

a. Students
will
learn how to calculate mean, median, mode, range, and
quartiles and how to create a double bar and double line
graphs.

b. Students
will
receive graph paper, markers and a calculator to make their
calculations.

2. Motivation

a. Students
will
be told that they will work in pairs to research temperatures
for a city and draw conclusions based on the mean, median,
mode, range, and quartiles.

3. Development

a. Students
will
be paired up with each other and collectively pick a city they
would like to research.

b. Students
will
look at that city’s temperatures for one month for two
different years. (For example, Pittsburgh, July, 2011 &
2012)

c. Students
will
calculate mean, median, mode, range, and quartiles for the
city’s recorded daily temperatures.

d. Students
will
draw a double line/double bar graph showing the comparison
between each year.

e. Students
will
write a brief explanation of their findings under their graph.

f.
Each pair will find another pair to discuss their
findings and if they saw commonalities with each other

g. Each
pair
will turn in their findings for a grade.

4. Strategies
for
Diverse Learners

a. Students will be paired up by teacher
so students who may need more help will be able to receive it
from their partner.

5. Summary
and
Closure

a. Class
will
have a discussion talking about what they found in their
research.

b. Students
will
discuss what conclusions they came to about the month’s
temperatures using the mean, median, mode, range, quartiles,
and graphs.

6. Assignment

a. None.

**X.
****Assessment**

1. The
teacher
will examine the projects each team submits and evaluate if
all calculations are done correctly and if the conclusions
they drew about the graphs were correct.

2. Summative

a. Students
will
eventually be given a test finding means, medians, modes,
ranges, and quartiles and be able to draw conclusions about a
set of data given its graph.

**XI.
****Reflection and Self-Evaluation**

**XII.
****Suggested Instructional Strategies **

**W:**
*How will you help your
students to know where they are headed, why they are going
there and what ways will they be evaluated alone the way?*

The
explanation by the teacher at the beginning of the class about
how to make the calculations will set students up for making
calculations on their own set of data. Students will be told
that they will have to hand this in for a grade and have to
discuss it with other students.

**H: ***How will
you hook and hold students’ interests and enthusiasm through
thought-provoking experiences at the beginning of each
instructional episode?*

Students’
interests will be maintained because they are able to pick a
city of their choice which they
may have some sort of attachment to and are interested in.

**E: ***What
experiences will you provide to help students make their
understandings real and equip all learners for success
throughout your course or unit?*

I will
provide a brief example of what city I would choose and what
month since I have a personal connection to it. Students will
analyze a set of data and using mathematical calculations to
come to larger conclusions about the weather that time of year
in a certain city.

**R: ***How will you cause the
students to reflect, revisit, revise, and rethink?*

Students
will have to write about what conclusions they can make based
on the calculations they made previously and then discuss it
with other students.

**E: ***How will
students express their understandings and engage in
meaningful self-evaluation?*

Students
will express their understandings in a short paragraph along
with the rest of their information and a graph. They will
engage in self-evaluation by seeing what grade they receive
and how they can improve in the future.

**T: ***How will you tailor your
instruction to address the unique strengths and needs of
every learner?*

Students
will be set up in pairs by the teacher and discuss their
findings (verbal) as well as draw a graph and make
calculations (logicomathematical,
visual).

**O: ***How will
you organize learning experiences so that students move from
teacher-guided and concrete activities to independent
applications that emphasize growing conceptual
understandings as opposed to superficial coverage?*

This
activity allows students to learn a skill (calculating mean,
mean, median, mode, quartiles) and do their own activity with
it. This teaches students how to make broader conclusions
using a set of data which they can
use in other facets of their life.

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