Plan for Students Learning

Planners Name: Lauren Creamer

Topic: Math
Title of Lesson: Plotting & Descriptive Statistics
Grade Level: 6
Academic Standards for Lesson
M06.D-S.1.1.1: Display numerical data in plots on a number line, including line plots,
histograms, and box-and-whisker plots.
M06.D-S.1.1.2: Determine quantitative measures of center (e.g., median, mean, mode) and
variability (e.g., range, interquartile range, mean absolute deviation).
Standard 3: English language learners communicate information, ideas, and concepts
necessary for academic success in the area of mathematics.
Essential Question
What are the different approaches in finding the mean, median, mode, and range of a given set
of data?
Objectives (as many as needed for the lesson, usually no more than three):
Objective 1: Students will create 3 different graphs to represent the same numerical data that
is given to them.
Objective 2: Students will formulate the mean, median, mode, and range using the graphs that
they create.
Differentiation: Students who do not understand the content will receive extra, individual
help either during free time in class, a free period during the day, or after school.
Learning Activities
1. Introduction/Activation Strategy201: To introduce mean, median, and mode, I will
define the terms and apply them to real life. I will explain that by using these, you can
figure out things in the grocery store like which brand of what item is the cheapest to
your dollar. I would then allow the students to share their own real life uses for them.
Differentiation: Depending on the learning level of the student, I will create simpler
examples for the student to understand.
Level 3: Display 10 balloons, colored red, blue, or yellow, in front of the class. Have
the students identify how many balloons of each color there are. Explain that the color
that appears the most represents the mode of the data. This visual helps the students
picture their data rather than looking at numbers written up on the board.
Level 5: Have students line up from shortest to tallest. Count off from each end until
we reach the middle student and explain how this represents the median of the data.
This visual helps the students picture their data rather than looking at numbers written
up on the board.
2. Instructional Strategies/Learning Tasks:
a. Model/Explicit Instruction:
i. Checking for Understanding: As I do an example on the board, I would
periodically stop to make sure that the students understand why Im getting
the answers. After each step, Ill give the students time to see where the

answer came from, and then have one student explain it. Ill have a different
student explain each answer, rather than having one student or a few students
take over the example. Ill do a few different examples, varying in difficulty,
so that majority of the students have explained where an answer came from.
As I go, Ill ask if someone truly doesnt understand something after a fellow
student explanation. If so, Ill explain the work.
ii. Questioning Strategies: After some examples, Ill ask the students a few
think aloud questions. The students will be able to discuss these questions
and their answers in groups for about 10 minutes before we come together as
a class to discuss the answer(s).
Differentiation: Rather than having each student individually share with the class,
put them into small groups to discuss the answers. Then have each group give an
explanation. Rather than discussing the think aloud question as a class, split into
two or three smaller groups so that everyone has a chance to participate.
Level 3: Put the students into groups of three or four to discuss the answers that we
got. Have a different student explain the work each time it is the groups turn.
Level 5: Have the students discuss the answers in pairs. Each student should share
aloud with the class at least once.
b. Guided Practice: For this, the students will receive worksheets with multiple
different practice problems. We will go through them together, as a class. The
students will have some time to complete the problem, and then they will walk me
through the problem as I write on the board. After getting through the problem, if
it is correct, well do another one. If it is incorrect, Ill ask if anyone sees where we
went wrong. Once we identify it, Ill go back through the problem and show the
correct way to do it. Once everyone understands, well do another one, time
permitting.
Differentiation: Have the students complete the problems in groups. Then, we
will still walk through it as a class on the board.
Level 3: Students will work in groups of three or four to complete the example
problems.
Level 5: Students will work in pairs or alone, if they choose, to complete the
example problems.
c. Independent Practice: The students will break up into groups of 3 or 4. Each
group will be given a different problem to work on. The students will work
together to complete every step of the directions. Once every group is done, Ill
pick one group to share their process and results with the class.
Differentiation: Depending on the learning level, students will be broken up into
groups accordingly and given the amount of time necessary to complete the given
problem.
Level 3: Students will be given seven extra minutes to complete the problem.

Level 5: Students will be given four extra minutes to complete the problem.
3. Closure: To close, Ill use a ticket out the door that each student must complete. It
will ask what the student learned today. Itll also have a clear line plot on it that the
students will use to identify the mode of said plot. Once completed, the students hand
in the ticket out the door and can leave with the bell.
Assessment: Formative or Summative
1. Formative Assessment (process): The guided practice technique I used earlier is a
great way for me to see what the students do and do not fully understand. If the class
as a whole keeps making the same mistake, it can be fixed. Having the students work
in small groups for independent work also allows me to see who understands things
better than others. I can work with each group one-on-one in order to better explain the
topic to the students who dont fully understand.
Differentiation: The level of learning in each group determines the amount of one-onone time I spend with the group.
Level 3: Ill spend 10 minutes with these students.
Level 5: Ill spend 5 minutes with these students.
2. Summative Assessment (product): Much like the worksheets we did in class, there
will be a worksheet for homework that will be graded. Rather than doing one problem
in a small group, each student will individually complete multiple problems at different
difficulties. This will allow me to see what each student understands, whether its
difficulty understanding the broad topic or one little detail that the students continues to
mess up. Seeing each students work will allow me to pull aside the students who need
serious help as opposed to those who just need to be reminded of the definitions.
Differentiation: The learning level of each student determines the number of problems
given to him or her for homework. These problems will be the same problems given to
the rest of the class.
Level 3: These students will get four problems to complete instead of ten.
Level 5: These students will get eight problems to complete instead of ten.
Rubric/Checklist:
Each item is worth .5 points. Each problem is worth 2 points for a total of 20 points for the
assignment.
Problem #1
Mean:___ Median:___ Mode:___ Range:___
___/2
Problem #2
Mean:___ Median:___ Mode:___ Range:___
___/2
Problem #3
Mean:___ Median:___ Mode:___ Range:___
___/2
Problem #4
Mean:___ Median:___ Mode:___ Range:___
___/2
Problem #5

Mean:___ Median:___
Problem #6
Mean:___ Median:___
Problem #7
Mean:___ Median:___
Problem #8
Mean:___ Median:___
Problem #9
Mean:___ Median:___
Problem #10
Mean:___ Median:___

Mode:___ Range:___

___/2

Mode:___ Range:___

___/2

Mode:___ Range:___

___/2

Mode:___ Range:___

___/2

Mode:___ Range:___

___/2

Mode:___ Range:___

___/2
Total: ___/20

Level 3:
Each item is worth 1 point. As long as the problem is attempted, whether the answers are right
or wrong, the student will receive a point. Each problem is worth 5 points for a total of 20
points for the assignment.
Problem #1
Mean:___ Median:___ Mode:___ Range:___
___/5
Problem #2
Mean:___ Median:___ Mode:___ Range:___
___/5
Problem #3
Mean:___ Median:___ Mode:___ Range:___
___/5
Problem #4
Mean:___ Median:___ Mode:___ Range:___
___/5
Total: ___/20
Level 5:
Each item is worth .5 points. As long as the problem is attempted, whether the answers are
right of wrong, the student will receive .5 points. Each problem is worth 2.5 points for a total
of 20 points for the assignment.
Problem #1
Mean:___ Median:___ Mode:___ Range:___
___/2.5
Problem #2
Mean:___ Median:___ Mode:___ Range:___
___/2.5
Problem #3
Mean:___ Median:___ Mode:___ Range:___
___/2.5
Problem #4
Mean:___ Median:___ Mode:___ Range:___
___/2.5
Problem #5
Mean:___ Median:___ Mode:___ Range:___
___/2.5
Problem #6

Mean:___ Median:___ Mode:___ Range:___

Problem #7
Mean:___ Median:___ Mode:___ Range:___
Problem #8
Mean:___ Median:___ Mode:___ Range:___

___/2.5
___/2.5
___/2.5
Total: ___/20

Materials/Resources/Technology
1. Materials students will need: writing utensil
2. Materials teachers will need: worksheets and ticket out the door for students
3. Teachers preparation for the lesson: having completed each example so that I know
the answers before class starts
Reflection (responses regarding strengths, areas needing improvement for next time, and
ideas for follow-up)