Midd!s Value (Median) yaa EC © Objective To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of numerical data. 22 Pe lll 7 (1 Ce mrs Key Activities 1D Math Journal 2, p. 173 CGildten sort their class standing long jump data by aranging the data in ascending order. 15) My Relerence Book, pp. 48 and 46 ‘Chitdien find the mean jump length forthe class, Ese reanertr ry 5 masking tape (about 20 tec!) hallshoots of paper 5 slate Key Concepts and Skills + Order and compare numbers. [number and Nneration Goal 7, Colic! and organize dat. [Baa and Chance Gos! 1] See Advance Preparation «Find the median ofa data set using concrete matorals {Dara and Cnance Goat 2 Key Vocabulary median + mide value * sort (the data) cues 1 Math Journal 2, pp. 176-178 Home Link Masters (Math Masters, ‘dren practice and maintain skils through Math Boxos and Home Link activities. Cchileren practi and ills through Math Boxes and Home Link activi Hore Unk uae {Gf bxgonghusesoment Rocgrizin Student Activemant Uso joa! page 178, tur [Mauremer an efron anes Goa) ‘Ghision measure pictured objects to the nearest inch and the nearest centimeter, meee a = @ ©. 2 @ @ 82 8 TD re sueeon) Teaching Masters (Math Masters, ane pp. 217 9nd 218) é ‘Chidron sort numbers from Children find the median __Cidren ciscuss the word f the smaliest tothe argast.; of a set of data median and find the mecian for sets of numbors Additional information ‘Advance Preparation For the Math Message, pace a stack of hat-sheets of paver next 12 tho pelem. Beforoboghning the Sting the Stancng Jump Data activity in Part, tape a 20fot baseline Song tho floor in a erge, open Seace. Technology [Assessment Management System» {Math Boxes, Problem 1 See the FTLG. OTGetting Started Mental Math and Reflexes Math Message Have chide use ther slates to show al posse outcomes Turn to journal page 173. We Suggestions your longer tump length on a (950 Imagine fipping 1 penny and 1 quarter. Show al possible ways, /™alr-shaet of paper Use 2 Hand T fo show tho quarter, and ® Hand ® Tt Then open My Relorence Book 10 show the penny. days SHE H SHOT TH, pages dB and 46 Read about oner ange and median with a partner {£0 Imagine tipping 1 coin and roling t die. Show all possible ways. Use H and T torheads and tails. ano the rumbers 1-6 forthe laces of a de, 12 ways: H5, 75, H5, TS, Ha, 74, are oe Home Link 7-6 Imagine rong 1 cis and then another. Snow all possible ig toys Suave TTR ISI a Steet zecanece on, — FOllow-Up Have children name some objects that aro about the same fength as their arm span, Hava them share their answers to Problem 4 > Mate Message Follow-tp i) WHOLE-CLASS: (My Reference Book. pp. 45 and 46) Briefly diseuss range and median with children, including the examples in My Reference Book, pages 45 and 46. The range is the dillerenee between the minimum and maximum values ofa data set. The term median is another widely used name for eer ty ead ee CC Write a list of the children’s jump lengths on the board. Ask children to identify the shortest jump length and the longest jump length. Write these lengths on the board, (See margin.) To support English language learners, remind children that the shortest jump length is ealled the minimum value and the longest jump length is called the maximum value. Label the shortest and longest jump lengths with the words minimum and maximian. Working together calculate the difference between the longest and | Quantity shortest jimps. Draw a comparison diagram on the board. Fillin | 94 longest the known quantities—the longest and the shortest jump lengths. — | ‘The difference is what you want to find, so write a question mark | ‘Quantity for the difference. Some children may use the number grid to find | the difference, Others may subtract by counting up. i 99 shortest ? } Difference eo Links to the Future : os 39 55 1 The dilterence is 55 em. Do not expect chikren to remember Now to find the range ofa data set This is fan ealy exposure. Use the word range but do nol expect children to use ital his | lime, Finding the range of a data sets a Grade 3 Goalip WHOLE cies SAP activity Explain to children that they have found the smallest value, the largest value, and the range. Now they ure going to find the middle value. Because data values are frequently listed is Such as the list on the board, a common first numerical data is to sort the data "Yt ascending or descending order. T haphazard order step in analyzing that is, to arrange it in Sorting is typically done with Fety—cwameay SORE Hu gator! Paper and pencil or a computer. | Serdny ere Children will sort. the standing jump data by arranging themselves [aieeeencec eee te losantle Line— from shortest jump length ai one end ofthe line 1. Select a large, open space. Tape a 20-0t baseline on the floor: 2 Have children stand away from the line until they are called. Children should carry their half-sheets of paper (Showing their jump lengths) with them. 3 Ask the childven who made the shortest and the longest faunbs to step forward and stand on the line—shortest at one end and longest at the other end. & é 6 eh ‘4 One-by-one, ask the remaining children to step forward and Hl ft find their correct position on the line. ‘They de-this by Gopuparing the length of their jump to the lengths of the Chien conc postions on ten, other children’s jumps, as shown on thotr half-sheets ne Paper (You should pause several times daring the routine to make sure the children standing on the line ane evenly dhstributed along it. This will allo for spaces forthe, remaining children to ft themselves into the line.) ‘ * Several children may have the same jump length, [thie is 1 the caso, they should be together on the line, but it dee not matter which order these children are in, ‘ When all children have found their places on the line, make an G oval check that they are sorted by the lengths of thei jumps. Begin at the end with the shortest length. Move down the line, inorder, © Biking each child to say his or her jump length, Itany chit says a length that is smaller than a length already named, that child is @ not in the correct position, a C% ey ¢.) Adjusting the Acitwiiy e oi ariten use the number dor Glass Number Line to gure out the order of their numbers, a carer rere nt Egg e 578 Unit7 Patterns and Rules> Finding the Median Length of ‘GIP Wrote tas the Standing Long Jumps terete (Math Journal 2. p. 173) Saeco reeaereCeaE Jf you have not already done 8, you might want to introduce the Figoing tne mesan term median at this time, The routine for finding the median is quite simple. Afler arranging the data in ascending or descending renee order, eount from either end to the number in the middle If the data set consists of an even number of data, there are a, there are two midi middle erie eetred values and the median is the number halfway between those two 4 4 middle values, At this them is acceptable. stage, either value or any number between ‘To find the median for the sta ling long jump data, use aa ul] 1, Ask the children at each end of the line to take two large ae aaa steps forward tt +t 2. Identify the two childven who are at each end of the line now, and ask them to take two large steps forward. Each time the routine is repeated, Bach time that a child at the numberof children standing on the line is reduced by two, 8. Continue to repeat this proces each end steps forward, the original line of children is reduced by two. (See margin.) | 4. Ifyou have an odd number of chitdren in your elass, there will be one remaining child on the line. The length of his or her jump is the median length i ii0 tt 5. Ifyou have an number of children in your class, there will be two remaining children on the line, The lengths of their jumps are the middle values. The median is officially the number halfway between these two lengths, but either value (or any number between them) is an acceptable Ask childven to record the median jump length on journal page 173, Review the usefulness of finding a middle value: Beeause there are great differences in second graders’ jumps. itis easior to | talk about a median length than about many different lengths, |> Measuring Objects $name (Math Journal 2, pp. 176 and 177) Children measure the lengths of various items to the nearest inch and to the nearest centimeter. Then they list the objects in order from shortest to longest, Frengee io INDEPENDENT acriny > Math Boxes 7+ (Math Journal 2, p. 178) 5 Mixed Practice Math Boxes in this lesson are paired with | Math Boxes in Lesson 7-5. ‘The skill in Problem 6 previews | } i | | I I f | I t | i I i Unit 8 content. Writing/Reasoning Have children draw, write, or verbalize thei answers to the following: Tell the time 2 hours later than the time shown in Problem 1. How did you figure it out? Sample answer The time will be 6:15. The hour hand goes around the clock two times, to 6:16 and then to 6:15. Ougeing Assessment: wath Boxes xe Recognizing Student Achlevement Use Math Boxes, Problem 1 to assess chitien's pragtess with telling time fo the quarter-hour. Chikven are making adequate progress il they svecesstully Complete the problem, [Measurement ard 2e Frames Goal | | foc &) ml A 7 eae 88 q Roe we, Mome Link 7-7 praise (Math Masters, pp. 215 and 216) a eect atc Home Gonection Children sor data and find the medion, | RR 1A ee [aj pide! i SCE Oe cy 3 : Peet 4 nen : ee te | & Ordering Numbers 8 55min 0 3 ef e t (ath Masters. p. 247) et Sea ata Cae ean ane i using a visual model, have childven match number cards to a t quantity and to a location on a number line. When children have ; completed the master, have them describe how they decided where { to put the numbers. © Finding the Median (Wait Masters. p. 218) 5-15 Min ‘To apply their knowledge of finding the median, have children review the data on Math Masters, page 218, Children find the median of an even set of numbers and explain their solution. : i Jjyje) SMALL-GROUP 1H etn 3 stp in ‘To provide language support for data landmarks, have children | determine the median for sets of numbers. The median is the iiddle value of a set of ordered data, Write five numbers ascending order on the board. Ask children to identify the middle number ar median, Circle the number and label it with the synonyins middle number and median, Provide children with lists of five numbers that are out of sequence, Have them put the numbers in order and civele the median. Sample answer { oidered the soles a lagest The lwo ni med 1.89 ond 9