9. After instruction students will be able to recognize new vocabulary including: mean, median, mode, and range.
10. Introduction: The teacher will hold up a jar filled with something such as candy, or erasers. The teacher will then explain the activity to the children.
11. Teacher will introduce the terms mean, median, mode, and range.
12. The teacher will discuss how to find mean, median, mode, and range and show examples.
13. Main Activity: Pass out a post-it to each student. One student will walks around with a jar filled to the top with a random item and allow students to glance at it without touching. Then once each student have decided on an estimation they write it down (name too.) Call students to go up to the dry erase board and stick their estimation post-it up. The students must put their estimation in correct number order from least to greatest. Once all estimations are in, the student who walked around with the jar gets to dump out the jar and everyone counts the items in the jars by 5s, 2s, and 3s. </li></ul>Then as a class we see who was closest and that person gets to take home the jar to fill with items of their choice. Then, take all the data and identify mean, range, median, and mode. Record the data in a bar graph for the whole class in a chart-VISUAL-SPATIAL, (Gardner)<br /><ul><li>Conclusion: Students will help Break Down (Blooms Analysis) their information and color in the bar graph.
14. Extra Activity: Have students write a word problem using mean, median, and mode. Once everyone in the class is done, collect them and redistribute them to other students to be solved.
15. This is a demonstration of LINGUISTIC instruction (Gardner.)</li></ul>Day 2<br /><ul><li>Objective(s):
16. After instruction students will be able to sing a song by themselves describing what mean, median, and mode are.
17. After instruction students will be able to determine which song is a better choice for them and which song will help them remember.
18. After instruction students will be able to identify that if you do not collect all the data or do not put it in the correct order, it can throw off all of the results.
19. Introduction: The teacher will review the vocabulary from day 1 giving out starburst for a correct answer. “I am going to teach you a couple songs now about mean, median, and mode so that tomorrow everything will remember what it means”
20. Main Activity: Teacher will play, or sing each song for the students. They will then be able to vote on which song they want to learn first. The teacher will use the echo method: the teacher will sing a line or phrase and then the class will sing it back. The teacher will continue this until most of the class is participating and seem to have an understanding and knowledge of the song.
21. Sung in a military style cadence:</li></ul>Teacher Says: Class, repeat after me... <br />We know how to break the code....(repeat)for mean, median, and mode....(repeat)Add the values that are seen...Then divide to find the Mean...Line the numbers in a row...Median in the middle...If 2 middles side by side...Add middles and then divide...The mode's the one you see alot...Sometimes it's there, sometimes it's not...The range is easy after all...just take the large minus the small... <br />END OF CADENCE<br /><ul><li>Range Dog: Jim Thompson</li></ul>You’ve got the median---the number in the middle<br />Mode---the one that occurs the most<br />Mean---that’s just your average<br />And the range is the differencebetween the high and the low <br />Now when you have set of numbersYou’ve got to take all of those numbersAnd put ‘em in chronological order.<br /><ul><li>As the students learn the songs, they can either march around the room quietly or make up motions which it is great for BODILY-KINESTHETIC learners (Gardner).
22. This is also a great lesson for MUSICAL learners who use music as a guide to learn (Gardner).
23. Integration of Music into Science.</li></ul>After students feel comfortable with the songs, the teacher should go over some examples of mean, median, and mode. The teacher should also show why it is important to not only put them in order from least to greatest, but also why you shouldn’t leave any pieces on information out. (This brings in another science standard): 5.5.10 Explain the danger in using only a portion of the data collected to describe the whole.<br />Have the students write down a few sentences explaining and INFERRING why they believe that it is important for all the data to be included and what they think might happen if some is left out. (Blooms-Evaluation) INTERPERSONAL (Gardner) (SPS)<br />Conclusion: For Assessment, the students need to recall the lyrics to one of the songs and write it down to turn in. (Blooms-Knowledge)<br /><ul><li>Extra Activity (if needed): If there is extra time, the teacher could pass out some musical instruments and have the students learn to keep the beat of the song while singing it.</li></ul>Day 3<br /><ul><li>Objective(s):
24. After instruction students will be able to use technology to enhance their knowledge of mean, median, and mode.
25. Introduction: Review the songs from Day 2 and explain that they will be going to the Computer lab and using websites to practice mean, median, and mode.
26. Main Activity: Students will go to either of the following websites.
28. In this game, there are 4 trains. The student figures out the median and range for each of the trains. Then based on the information decides which train would get the conductor to his destination the fastest.
30. In this game, there are 3 sharks. One represents range, one median, and one mode. The purpose of the game is to decide which would give you the most points. If you get it correct. You have a chance to get bonus points.
31. Conclusion: Each time a student finishes the shark game and receives a score for it, they should write it down. When the class goes back to the room they can write all the scores on the board and figure out the mean, median, mode, etc. for the set of data.
32. This shows COMMUNICATION between students and teachers and what they are learning. (SPS)</li></ul>Day 4<br /><ul><li>Objective(s):
33. After instruction students will be able to play a card game with peers while distinguishing what the mean, median, and mode is.
34. Introduction: Ask the students if they enjoy playing card games. Explain that you can use math and science in everyday like when you are playing cards. Divide the class into groups of 4 and give each group a deck of cards.</li></ul>Main Activity: <br />Review the definitions of these key terms with the students:<br />Mean is simply the average of all the items in a sample. To compute a mean add up all the values and divide by the total number of items in the data set.<br />Median is the middle number in a series of numbers, stated in order from least to greatest. If there is an even number of items in the data set, the median is the average of the two middle values.<br />Mode is the most frequently occurring value in the data set.<br />Once your sure the students are familiar with the differences between these terms, play this card game to target and reinforce each of these math concepts. Using only the Ace through 10 cards, deal out 7 cards to each player. (Be sure there are a maximum of 4 players!) Ask each player to arrange their cards in sequential order. Aces count as the number 1. Then, depending upon which game you want to play, follow the directions below:<br />Finding the Mean Game. Each player finds the total value of the digits on their cards, then divides the total by 7 (the total number of cards) to find the mean. For example, if the cards in your hand are Ace, 2, 4, 6, 8, 8, 9, then the sum of those digits is 38. Dividing the sum by 7 yields 5 (rounding to the nearest whole number). If this was your hand, you'd have scored 5 points in this round. Because computation can be tricky without paper at this age, feel free to give your child a pencil and paper to find the mean. Or, to keep the game moving at a faster pace, you may allow use of a calculator.<br />Finding the Median Game. Each player finds the median card in their hand and that number is their point value for that round. Thus, using the hand above, the median of the cards is 6, since it's the value of the middle card.<br />Finding the Mode Game. Each player finds the mode in their hand of cards, which represents their point value for that round. If there is no mode, then they don’t score any points in that round. However, if there are two modes (two numbers occur the same number of times), then the player snags the point values for both modes! In the example above, the mode would be 8, since it occurs most often.<br />The winner of each game is the first person who scores 21 points. (If you're dealing with a very short or very long attention span, feel free to change this value and substitute a number more appropriate for your students.)<br /><ul><li>This could be considered LOGICAL-MATHEMATICAL (Gardner) because they are figuring out logic patterns.
35. Conclusion: Have the students write a journal entry about their experience playing the game. Whether or not they liked it, and if they would want to do it again.
36. This would incorporate Language Arts.</li></ul>Day 5<br /><ul><li>Objective(s):
37. After instruction students will be able to synthesize everything that they have learned about the water cycle and cloud formation as evidenced by a game involving each process of the water cycle and a 5 point quiz over the entire unit.
38. Introduction: Read What Do You Mean by "Average"?: Means, Medians, and Modes by Elizabeth James, Carol Barkin, Joel Schick to reinforce the definitions of mean, median, and mode.
39. Have the students OBSERVE how mean, median, and mode are used in the book. (SPS)
40. Main Activity: Create a list of verbs, such as jump, skip, hop. Etc and place them across the chalkboard with numbers assigned to each.
41. how many people in your familyhow many pencils in your deskhow many pets you havehow many blocks you live from school, etc.
42. Use the above ideas to have students line up across the front of the room, but to get there they must do one of the motions on the board. This integrates Physical Education.
43. This would be considered INTERPERSONAL (Gardner) because they are working all together as a class.
44. Conclusion: Review once again, the definitions and do a few sample problems. Then pass out a 5 point quiz to the students.
45. If Extra Time: Give each student an individual pack of M&Ms. Instruct them not to eat them. Have them catergorize or CLASSIFY by color(Blooms Synthesis). One everyone has them sorted, record all of the information on the board. Have a race to see who can find the mean, median, and mode of all the M&Ms. Then pass out cardstock and glue. Have the kids construct a creative design on the paper out of their M&Ms.(Art) (SPS)(Application)
46. Assessment: Students will take a five point quiz over the definitions of mean, median, mode, and range. This assessment will help measure their comprehension of the subject matter. (Blooms-Comprehension)</li></ul>5 point quiz<br /><ul><li>What is the mode of a set of numbers?
48. The difference between the largest and the smallest numbers
49. The number that appears most
50. The middle number
51. What is the median of a set of number?
53. The difference between the largest and the smallest numbers
54. The number that appears most
55. The middle number
56. What is the mean of a set of numbers?
58. The difference between the largest and the smallest numbers
59. The number that appears most
60. The middle number
61. What is range of a set of numbers?
63. The difference between the largest and the smallest numbers
64. The number that appears most
65. The middle number
66. What was your favorite activity we did this week?