Grade: 4.

2 Knowledge of Statistics
Enduring Understanding(s) that connect to todays objective:
Data can be analyzed to answer questions.
Objective:
Find the range, median, mode of a given set of data with no more than 8 pieces of data using whole
numbers (0-100)
o I am learning to find range, median, and mode of a set of data.
Apply the measures of central tendency to find the mean (with no remainders) of a given data set with no
more than eight pieces of data using whole numbers (0-1000) d!anced "enc#mar$
o I am learning to calculate t#e mean of a set of data.
Essential Question(s) that connect to todays objective:
%#at can you tell from t#e data&
Student Understanding of todays objective will be assessed through the use of:
Pre!ssess"ent
'se t#e (re)assessment for grou(ings. Students usually #a!e an understanding of median,
#owe!er, some students confuse median and mode.
#uring$Post!ssess"ent
Inde(endent seatwor$
Informal obser!ation in small grou(
%aterials$Pre&aration for the 'esson:
'se t#e (re)assessment to determine t#e needs of t#e students. *ou may find t#at your students are not
ready for t#e ad!anced benc#mar$ +noted abo!e,.
Decide #ow to use t#e -entral .endency /ocabulary %ord -ards and ma$e a((ro(riate co(ies. .#ese
wor$ well on a 0at# %ord %all. .#is lesson does not use t#e 0ean /ocabulary -ard, you may c#oose
to use it wit# t#e 1urt#er 2nric#ment section.
%arm)u( 3!er#ead
-entral .endency /ocabulary -ards 3!er#ead
0ode, 0edian, and 4ange 1inding %or$s#eet +eac# student,
Scott 1oresman 5 4)62 +for grade le!el grou(, and 5S 4)62 +for enric#ment grou(,
1urt#er 2nric#ment ) -alculators
(ar"u& ()*+ "inutes):
'se t#e (re(ared line (lot for t#e warm)u(.
nswers:
6. 7 students
2. 68 students
8. 26 students
4. 4 or 9 (lants
,eco""ended ho"ewor- chec- &rocedure () "inutes):
5ost #omewor$ answers on t#e o!er#ead or board.
o %#ile students are c#ec$ing #omewor$ answers teac#er circulates to address student questions and
c#ec$ for #omewor$ com(letion.
o 1or students w#o don:t #a!e #omewor$, you may want to #a!e a few e;tras for t#em to wor$ on
w#ile t#e class is c#ec$ing.
llow students to as$ s(ecific questions about troublesome (roblems +limit to 2,.
'esson #evelo&"ent (.+.) "inutes):
%#ole Grou(
Find the range, median, mode of a given set of data with no
more than 8 pieces of data using whole numbers (0-100)
2<
minutes
.eac#er Directed Instruction
0oti!ation cti!ity
2;(licit Instruction
Guided 5ractice
6=
minutes
%#ole Grou( Inde(endent
.iered ssignments
<
minutes
2;it 5ass
<
minutes
>esson -losure
6. %#ole Grou( 0oti!ation cti!ity
a. 5lace mode, range and median cards on t#e o!er#ead.
b. Introduce t#e term central tendencies.
c. .#in$)5air)S#are cti!ity: ?%#at do t#e cards mean to you&@ .eac#er s#ould record student
t#in$ing for later use +organizer below,. Do not e!aluate students: res(onses yet, after
e;(licit instruction you will re!isit t#e organizer and de!elo( s#ared definitions.
2. 2;(licit Instruction A use t#e line (lot wit# t#e raw data and wor$s(ace +from warm)u(,
a. Ba!e students loo$ at t#e line (lot and t#e raw data.
/lassroo" /onversation: ?Bow does t#e line (lot relate to t#e raw data&@ +.eac#er Cote:
Students s#ould understand t#at t#e data is organized in t#e line (lot and t#e data is random in t#e raw data.,
b. 4e!isit t#e 0ode !ocabulary card and t#e recording c#art. Summarize student t#oug#ts
em(#asizing accurate student t#oug#ts. 0odel finding mode using t#e line (lotDraw data.
/lassroo" /onversation: ?Is it easier to find t#e mode using t#e line (lot or t#e raw data&
2;(lain.@ ?If you did not #a!e a line (lot, w#at could you do to
t#e raw data to ma$e it easier to use&@
c. 'se t#e same (rocedure to model median and range. "e sure to reference t#e cards and t#e
recording c#art.
8. Guided 5ractice A 0ode, 0edian, and 4ange 1inding
a. nswersDDefinitions
6. 0ode E F9G
2. 0edian E FHG
8. 4ange E 64G
Sam(le Definitions
0ode A t#e number+s, in a set of data t#at occurs most often.
0edian A t#e number in t#e middle of an ordered set of data.
4ange A t#e difference between t#e greatest and least (iece of data.
4. Inde(endent 5ractice A tiered assignments using your te;t series.
a. Scott 1oresman A 'se teac#er Iudgment to determine if students s#ould be com(leting 54)62
+a!erage, or 5S4)62 +enric#ment,
b. 0cGraw Bill A 'se teac#er Iudgment to determine if students s#ould be com(leting 5<)4
+a!erage, or 5S<)4 +enric#ment,
<. 2;it 5ass
7. Bomewor$
a. Scott 1oresman A 44)62
b. 0cGraw Bill A 4<)4
'esson /losure:
2;(lain t#at t#ese cards are (neumonic de!ices +a tool or ?tric$@ t#at #el(s (eo(le remember im(ortant
t#ings,. 0eacher 1ote: *ou may use t#is for later lessons to #a!e students create (neumonic de!ices.
/lassroo" /onversation: ?2;(lain #ow t#ese cards are (neumonic de!ices.@
2urther Enrich"ent 3 use t#e data from guided (ractice
2;(licitly teac# students #ow to find mean using a calculator. Guide students t#roug# eac# ste(.
Gi!e students t#e following data: 8<, 26, 4=, 29, 69 and #a!e t#em use t#e calculators to find t#e mean.
o *ou may want to c#ec$ t#eir sums before t#ey di!ide.
S#are t#e mean
/lassroo" /onversations: ?0ean is more difficult t#an t#e ot#er t#ree central tendencies. Bow could
you remember t#e (rocess of calculating mean&@
-reate a (neumonic de!ice to #el( you remember mean. fter students wor$ on t#is inde(endently you
may want to s#are t#e 0ean !ocabulary card.
>ine 5lot %arm)u(
grou( of 4
t#
graders sold tomato (lants to #el( buy a flag (ole for t#e sc#ool. .#e
number of tomato (lants students sold is s#own on t#e line (lot. 'se t#e line (lot to answer to
following questions.
Number of Plants Sold

6. Bow many students sold < (lants eac#& JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

2. Bow many students sold fewer t#an si; (lants& JJJJJJJJJJJJJJJJJJJJJJJJJ
8. Bow many total students (artici(ated in t#e (lant sale& JJJJJJJJJJJJJJJJJJJJ
4. .wo students sold e;actly t#e same number of (lants. Bow many could t#ey #a!e sold& >ist
all t#e (ossibilities.
K
K K
K K
K K K
K K K K K
K K K K K K K K
6 2 8 4 < 7 9 F
5lants
-entral .endency /ocabulary %ord -ard
E R = Range
A Median
The number in the
middle when the data
ordered.
Mode = s
Mossssst
'4GLL
*ou 02C
I #a!e to
add t#en
di!ideL
Motivation Activit Recording !hart
Mode Median Range
Number of Plants Sold

Raw "ata#
$or%s&ace
Mode = ''''' Median = ''''' Range = '''''
K
K K
K K
K K K
K K K K K
K K K K K K K K
6 2 8 4 < 7 9 F
5lants
<, 8, <, 8, 4, 9, F, <, 4, F, <, 6, <, 7, F, 9, 2, F, 8, F, <
Name ''''''''''''''''''''''''''''' "ate '''''''''''
Mode( Median( and Range )inding
*ui+ Scores
Student Score
,-.
Rand /0
Sarah /1
Michael 23
Mario /4
Peter 25
Andre /2
$end /4
Teri 21
6enson 27
Shared "efinitions
Mode 8 '''''''''''''''''''''''''''''''''''''''''''''''''''''''
Median 8 ''''''''''''''''''''''''''''''''''''''''''''''''''''''
Range 8 '''''''''''''''''''''''''''''''''''''''''''''''''''''''
3rganize Data
Mode Median Range
E9it Pass
Mode( Median( and Range
Find the range, median, mode of a given set of data with no more than 8 pieces of data using whole numbers (0-100)
!ans !ollected for Reccling
$ee% 1 13 :: :5 14 :: 1/ 12
Remember to organi+e our data.
1. $hat is the mode; ''''''''''' 0. $hat is the range; '''''''''''
:. $hat is the median; ''''''''''''
E9it Pass
Mode( Median( and Range
Find the range, median, mode of a given set of data with no more than 8 pieces of data using whole numbers (0-100)
!ans !ollected for Reccling
$ee% 1 13 :: :5 14 :: 1/ 12
Remember to organi+e our data.
1. $hat is the mode; ''''''''''' 0. $hat is the range; '''''''''''
:. $hat is the median; ''''''''''''