Uf Teach Project Lesson Plan

Step 1/2: Explorations in Teaching Secondary Mathematics and Science
Title of Lesson: Growing Tall - Stem and Leaf

UF Teach Students Names: John Potvin, David Gouge, Rafael Romero
Teaching Date and Time: Length of Lesson: 50 minutes
Grade / Topic: 7
th
Grade Mathematics
Source of the Lesson: Lesson authored by UF Teach Students
Appropriateness for Middle School:
This lesson allows the students to work together and gain skills regarding data inputting and analysis in stem-
and-leaf plots. It is important for middle school students to work together because with this time in pairs they
will be able to not only develop social skills but also nurture and grow their understanding of the lesson.
Students will be using a manipulative that helps them to more easily find values such as the mean, median,
mode, and range. Visual representation of the data is helpful because it will allow students to realize the
significance of a stem-and-leaf plot (saves time and easily locate demanded information).
Concepts:
A stem-and-leaf display is a device for presenting quantitative data in a graphical format, similar to a histogram,
to assist in visualizing the shape of a distribution. In a stem-and-leaf plot, the data are organized from least to
greatest. The digits of the least place value usually form the leaves, and the next place-value digits form the
stems. A simple stem plot may refer to plotting a matrix of y values onto a common x-axis, and identifying the
common x value with a vertical line, and the individual y values with symbols on the line. (Glencoe McGraw-
Hill)

Florida State Standards (NGSSS) with Cognitive Complexity:
Benchmark
Number
Benchmark Description Cognitive
Complexity
MA.7.S.6.2 Construct and analyze histograms, stem-and-leaf plots,
and circle graphs.
Moderate

Performance Objectives:
Students will be able to take data from a list and construct a stem and leaf plot from the data.
Students will be able to calculate values of mean, median, mode, and range from a stem and leaf plot
and understand what these values mean in regards to the data.
Materials List and Student Handouts:
Lesson pre-evaluations worksheet (one per student)
Lesson post-evaluations worksheet (one per student)
Calculators (one per student)
iPads (classroom set)
Smart board
Computer with software to show work done on each distinct iPad
Tape Measure
Advance Preparations:
Create lesson PowerPoint
Xerox evaluations (include reference sheet printed on back), reference sheets for stations and data sheets
Set up Height Station
Safety:
Remind students not to throw or toss iPads.

5E Lesson:
Engagement Time: 15 minutes
What the Teacher Will
Do
Teacher Directions and Probing
Questions
Student Responses/Possible
Misconceptions
Stand outside door, greet
students, and measure
their height for classroom
purposes.
Hey (students name), will you stand up
against the wall for me so I can measure
your height?
[Yeah! Sure]
Measure students height
in inches and centimeters
as they enter the room.
Record height on Teacher
iPad (Remind students to
take off their shoes).
Please stand flatfooted with your back
against the measuring tape.

Teacher places Pre-Test
on students desks face
down.

Teacher places calculators
on students desks.

Teachers write name up
on board.

Slide 1 should be
displayed.
Introduce yourself.

Good (morning/afternoon), my name is
________.

Slide 2
The teacher will begin
class with a quick pre-
assessment to learn of the
students prior knowledge
of the subject. Students
will have 5 minutes to
complete the worksheet.
We are curious to see what you already
know about the concept we will be
working with today. That will help us see
any improvement made.

We need everyone to work without help on
the worksheet we are about to pass out. Try
your best, and please, work alone. You
have 5 minutes to complete this
assignment. Remember to write your name
and the date on the top of the page. All
answers should be rounded to the nearest
tenth. BE SURE TO SHOW ALL WORK
AND INCLUDE UNITS IN YOUR
ANSWERS! When you have finished,
raise your hand and we will come collect
your paper.

What questions do you have? Students raise hands if they
have questions
Teacher answers any
questions asked.

Okay you may begin

After 5 minutes have past,
the teacher will collect the
papers.
If you had not previously finished, pencils
down please. As one of us passes by your
table, have one person hand us the
remaining worksheets. Do this quietly
please.

Slide 3 (title only)
The teacher will then
begin the lesson by having
the students identify the
definition of mean.
Today we are going to first review what
the mean, median, mode, and range, and
the specific ways to construct a table for
data. Who will tell me the definition of
mean (student name)?
Students raise hands.
Teacher calls on student.
Click to Slide 4
Slides contain the correct
response after student
answers.
Yes, (students name) what do you
think?
[The mean, is the arithmetical
average of the numbers given
by the data.]
continue the lesson by
having the students
identify the definition of
median.
Ok good! Now who will tell me the
definition of median (student name)?
Click to Slide 6
answers.
think?
[To find the median, place the
numbers you are given in
value order and find the
middle number.]
continue the lesson by
having the students
identify the definition of
mode.
Nice Job! Next who will tell me the
definition of mode (student name)?
Click to Slide 8
answers.
think?
[The mode is the number that
appears the most often in a set
of numbers.]
begin the lesson by having
the students identify the
definition of range.
Well said! Lastly who will tell me the
definition of range (student name)?
Click to Slide 10
answers.
think?
[The range is the lowest
valued number subtracted
from the largest valued
number.]

What questions do you have about these
concepts?
Students raise hands if have
questions.
Teacher answers any
questions asked.

Still on Slide 10 Can we have more than one number
representing mean, median, mode, and
range?
Teacher calls on student. Yes, (students name) what do you
think?
[Only mode can have more
than one possible value. All
others have only one value.]
Slide 11
present a slide in the
PowerPoint with statistical
data.
Okay, now we are going to look at some
data. How can this data be displayed in a
useful manner?

think?
Bar Graph
Line Graph
Pie chart
[Stem-and-Leaf Plot]
Why would it be useful to use a stem-and-
leaf plot when finding the central tendency
values with this statistical date (Fast Food
Restaurant menus calories)?
think?
Student answers very broadly
in regards to why the use of
the Stem-and-Leaf plot is
convenient and beneficial.

[So we can quickly find the
mean, median, mode, and
range more easily.]
Slide 12, after student
answers correctly.
Yes! Great answer (students name). The
stem-and-leaf plot is the one we want to
focus on, but what we want to know is
what it is and how it is made. A Stem-and-
Leaf plot is a method of organizing
numerical data in order of place value. The
number(s) in the greatest commonplace
value is used for the stems. The number in
the next least place value is used to form
the leaves.

Slide 13
The teacher then re-
explains the structure of
the stem-and-leaf plot by
using a simple example
and discusses the
Okay, as stated on the previous slide, a
Stem-and-Leaf plot is a graph that uses the
digits of each number to show the shape of
the data.

The stem includes the digit or digits on the


appropriate vocabulary. left of the table.

The leaf includes the digit or digits on the
right of the table.

And occasionally there is a key which
explains what your stem and leaves
represent

What questions do you have about this
new concept?
questions.
Teacher answers any
questions asked.

Teacher will explain new
method that students will
use to construct stem-and-
leaf plots.
Good! So now we can introduce the
method we will use to construct a stem-
and-leaf plot.

Step 1: Circle the stem: the number(s) in
the highest place value.

Step 2: Place the stems on a vertical line in
numerical order and draw a vertical line
next to the right of the stems.

Step 3: Underline the leaves and place
them next to the appropriate stem.

Step 4: Order the leaves from least to
greatest.

new concept?
questions.
Teacher answers any
questions asked.

Present Slide 14
Leave discussion
questions on board to
allow students to think
about responses.

After the class is ready
and has discussed the
definition, the teacher will
direct the class into the
days lesson.

Okay, good. So we now know what a stem
and leaf plot is, lets find out the purpose
of the data displayed this way.

Exploration Time: 20 minutes

Do
Questions
Misconceptions
UF students will display
the students height in
inches (on left) and
centimeters (on right) on
the board.

Teachers distribute iPads
to students.
We are now going to (as a class) plug the
data from your heights, in inches, into a
stem and leaf plot on your IPads.

Teacher will give
instructions.
At this time you may remove the cover
from your iPads and follow along with us
step by step.
Students remove covers from
iPads.
Ask a student to make a
Stem-and-Leaf plot for the
values of height in inches.
I need someone to tell us the first step for
constructing a Stem-and-Leaf plot of the
values in inches of height. Who will
volunteer to share their thoughts?

Students raise hands to
answer question.
Teacher calls on student. Yes, (students name) how do we start? [Step 1: Circle the stem: the
number(s) in the highest place
value.]
Teacher leads on board
and circles the number(s)
in the highest place value.
Perfect! Follow along on your iPad as we
circle the number(s) in the highest place
value.
Students follow along and
circle the number(s) in the
highest place value.
Now we will move along toward Step 2 of
our constructing method. Who remembers
what we do next?
Student raise hands to answer
question.
Teacher calls on student. Yes, (students name) how do we
continue?
[Step 2: Place the stems on a
vertical line in numerical
order and draw a vertical line
next to the right of the stems.]

and places the stems on a
vertical line in numerical
order and draws a vertical
line next to the right of the
stems.
Excellent! Follow along on your iPad as
we place the stems on a vertical line in
numerical order and draw a vertical line
next to the right of the stems.
place the stems on a vertical
line in numerical order and
draw a vertical line next to
the right of the stems.
Next we will proceed with Step 3 of our
constructing method. Who remembers
what to do?
question.
Teacher calls on student. Yes, (students name) how do we
proceed?
[Step 3: Underline the leaves
and place them next to the
appropriate stem.]

Teacher leads on board Great! Follow along on your iPad as we Students follow along and

and underlines the leaves
and places them next to
the appropriate stem.
underline the leaves and place them next to
the appropriate stem.
underline the leaves and place
them next to the appropriate
stem.
Finally we have reached Step 4 of our
constructing method. Who remembers
what we do?
question.
Teacher calls on student. Yes, (students name) how do we finish
this plot?
[Step 4: Order the leaves
from least to greatest.]

and orders the leaves from
least to greatest.
Correct! Follow along on your iPad as we
order the leaves from least to greatest.
order the leaves from least to
greatest.
Great job class! We have correctly plotted
your height (in inches) in a stem-and-leaf
plot. What questions do you have about
this new concept?
questions.
Teacher answers any
questions asked.

As a class, find the mean,
median, mode, and range
of the values.

(Teacher will keep the
stem-and-leaf plot on the
screen.)
Now that we have this information
correctly placed in a stem-and-leaf plot we
can find the central tendency values!

Let us first find the mean. Everyone follow
along as we find the mean. Who will help
me with this?
answer questions.
Teacher calls on student. Yes, (students name) how do we find the
mean of this stem-and-leaf plot?
[First add all the numbers
together. Then find the total
number of values, which is
() and divide that into
().]
Teacher does work on the
screen as students follow
along.

So again, we find the sum of all the
values, and then divide by the total number
of values. Repeat after me find the sum of
all the values then divide by the total
number of values.
Students repeat along with
instructor.
Well done. Next someone can help me
find the median. Who will volunteer?
answer.
Teacher shows work on
the board.
Yes, (students name) how do we find the
median of this stem-and-leaf plot?
[Cross off the outside
numbers symmetrically until
we reach middle.]
Awesome, just remember that the key
word is symmetrically. You use the paired-
cross-off method and cross out two values
at a time until you get to the middle, and


the single value left is your median.
Give even set of random
data and find the median.
So when we have an odd number of data,
only one value is left, which is your
median, but lets say we have an even
number of data instead. If we cross out a
pair of values at a time, we are eventually
left with no values. To get the median for
an even number of data, you cross out a
pair until only one pair remains. You then
add these two together and divide by two.
portion?
Students raise hands to ask
questions.
Everyone repeat after me, cross out for
odd, get the middle median. Cross out for
even, last pair standing is put together, then
split in two.
Class repeats with teacher.
Perfect. Again, moving along, I need
someone to help me lead the class in
finding the mode. Who will help?
answer.
mode of this stem-and-leaf plot?
[Find the number repeated the
most on the plot.]
Can we have more than one mode? [Yes, as long as theyre
repeated the most number of
times].
If all values are repeated once, do we have
a mode?
[No]
Fantastic! So repeat after me class, the
most number of times is the mode
Student repeats with teacher.
Great! Lastly we will find the range. Who
will walk the class through the finding of
the range of this plot?
answer.
range of this stem-and-leaf plot?
[Subtract the lowest value
from the highest.]
Great! So repeat after me class, range
equals high minus low.
Class repeats with teacher.
Well-done class (students name). Good
job class! We just gathered all the central
tendency values from this stem-and-leaf
plot! How did you find the stem-and-leaf
plot to be beneficial when calculating these
values?
answer.
think?
[It is much easier to calculate
the median, mode, and range
when the numbers are
grouped in order from least to
greatest.]


[Its easier to keep track of
values typed in calculator for
finding the mean.]
What additional questions do you have? Students ask questions if have
any.
Teacher calls on students
with questions and
answers to best of ability.

Slide 15
Teacher will now direct
students to do the same
for the centimeters as they
previously did for the
inches.
We will now let you (with your desk
partner) do the same for your height in
centimeters.

Teacher reads directions
aloud.
Complete this assignment on the iPads
and we will discuss your answers
afterwards.

Work with your seat partner to make a
stem-and-leaf plot using the data listed on
the board.

Compute the mean, median, mode, and
range for this data using the stem-and-leaf
plot you created.

What questions do you have? Students raise hands if have
questions.
Teacher answers any
questions asked.

Who will repeat the directions for me?

answer question.
Teacher calls on student. Yes (students name) please repeat the
directions for the class.
[Complete this assignment on
the iPads and we will discuss
your answers afterwards.

Work with your seat partner
to make a stem-and-leaf plot
using the data listed on the
board.

Compute the mean, median,
mode, and range for this data
using the stem-and-leaf plot
you created.]
Teacher will direct
students to begin working
on constructing stem-and-
Great! Thank you (students name). You
may now begin your working on
constructing and analyzing the data for


leaf plot in centimeters. your stem-and-leaf plot.
Students will complete
this part of the lesson
using previously passed
out iPads.

The three teachers will be
circling the room to help
answer any questions and
to ask probing questions.
Do you think the mean, median, mode,
and range will differ when in centimeters
rather than that of the inches?
[No, centimeters are smaller
than inches, therefore the
values are different]
Why is a key useful when looking at a
stem-and-leaf plot?
[The user needs to understand
what he/she is analyzing so
that they can compare the
central tendencies to other
data plots (like the plot in
inches).]
Do you think its more helpful when you
have the data in order from least to
greatest?
[Yes! Of course! I can find
the median, mode, and range
really quickly and easily.]
After 7-9 minutes they
will call the class back
together to discuss the
answers.
Students, let me have your attention up
front.
Students attention is directed
to teachers at front of
classroom.
Explanation Time: 10
Determine what
information students
gathered from a stem-and-
leaf plot.
Did anyone find it easier to find any of the
central tendency values?
answer
Teacher calls on student. Yes (students name), what are your
thought?
Appropriate responses from
students here would include
positive (yes) answers and
explanations with their
thoughts.
Teacher leads class in
discussing answers.
Now that you have each completed
constructing your stem-and-leaf plots, and
have been given time to calculate the
central tendency values, we will discuss
and share our answers on the front
projector so that we can review our work.
Who will show their stem and leaf plot up
on the board?
answer question.
Teacher calls on student. (Students name) please share your stem-
and-leaf plot on the front screen.
Students shares groups work
on front board.
Teacher reacts
accordingly depending on
students work presented
on board.
Thank you for sharing; will anyone else
share their plot on the front screen for the
class to see?
answer question.

Teacher calls on student. (Students name) please share your stem-
and-leaf plot on the front screen.
Student shares groups work
on front board.
Teacher reacts
accordingly depending on
students work presented
on board.
Thank you (students name). Great job
class! What questions do you have?
Students ask questions if they
have any.
Teacher answers any
questions asked.

Teacher next addresses
central tendencies.
Ok, now that we have presented your
stem-and-leaf plots, can I have a new group
share their answers for the mean of the plot
along with their work on the board?
volunteer.
Teacher calls on student. (Students name) please share your mean
for the stem-and-leaf plot on the front
screen.
Student shares groups work
on front board.
Teacher asks the class. Does anyone have a different answer? If students have different
answer, present on board and
discuss as class.
Teacher continues to
address central tendencies.
share their answer for the median of the
plot along with their work on the board?
volunteer.
Teacher calls on student. (Students name) please share your
median for the stem-and-leaf plot on the
front screen.
on front board.
discuss as class.
Teacher continues to
address central tendencies.
share their answer for the mode of the plot
volunteer.
Teacher calls on student. (Students name) please share your mode
screen.
Students share groups work
on front board.
discuss as class.
Teacher finishes
addressing central
tendencies.
share their answers for the range of the plot
volunteer.
Teacher calls on student. (Students name) please share your range
screen.
on front board.

discuss as class.
Great job class! You have successfully
constructed a stem-and-leaf plot! You have
also proven that you understand how to
read and interpret a stem-and-leaf plot by
successfully finding central tendency
values. What questions do you have?
have any.
Teacher answers any
questions asked.

Slide 16
Discuss closing questions.
(Students name), what did you notice
about the values for mean, median, range,
and mode when the data was in
centimeters?
Students answer with
personal opinion.
Great! How about (students name), what
makes a stem-and-leaf plot useful in
analyzing statistical data.
Student answers with
personal opinion.
When is it helpful to use a stem-and-leaf
plots to organize data?
When we are given a small
list of data within a small
range.
Wrapping up Yall are awesome! Ok, before we move
on to homework, what questions do you
have?
have any.
Teacher answers any
questions asked.

Elaboration Time: Homework
Do
Questions
Misconceptions
The teacher will give
instructions for the
homework assignment.
When you go home tonight, complete the
given worksheet passed out. You will be
using the Fast Food restaurant calories
menu to make a stem-and-leaf plot for
these values. Then, find the mean, median,
mode, and range for these values. Bring
this with you to class tomorrow. What
questions do you have?
have any.
Teacher answers any
questions asked.

Evaluation Time: 5 minutes
Do
Questions
Misconceptions
Slide 17
The teacher will instruct
the students to work alone
on the next worksheet
he/she will be passing out
after the class has become
silent.
Please clear your desks except for a pencil
and your calculator. We would like you to
show us how well you understand mean,
median, mode, range, and stem-and-leaf
plots. Everyone is to work alone on this
next worksheet. Please put your name and
the date on the worksheet as soon as you


receive it. Remember, work alone and do
your best. Also round all of your answers
to the nearest tenth. BE SURE TO SHOW
ALL WORK AND INCLUDE UNITS IN
YOUR ANSWERS!
When you are finish, turn your paper over
and sit quietly until we have collected the
materials.
The teacher will watch as
the students answer the
following questions. After
5 minutes, the teacher will
collect the worksheets
from all of the students.
Pencils down. Please place all the papers
and calculators in the center of the table
and we will come pick them up.

Slide 18 Thank you! Have a good day!

Pre-Evaluation
Name_________________________________________ Date_____________________

Mr. Johnsons physical education students were tested to determine the number of pushups they could do
continuously. The number of pushups each student could do is given in the following list. Answer the
following questions alone. Be sure to show ALL of your work, DO NOT FORGET UNITS in your
answers and include labels and keys for your plot.

Number of pushups done by students: 7, 8, 11, 13, 15, 20, 20, 32, 35, 43

1. Create table for this data in the space below.

Using date presented in Question 1:

2. Find the mean.

3. Find the median.

4. Find the mode.

5. Find the range.


Post-Evaluation
Name_________________________________________ Date_____________________



1. Create table for this data in the space below.

2. Find the mean.

3. Find the median.

4. Find the mode.

5. Find the range.


Pre-Evaluation ANSWER KEY
Name____________________________ Date_____________________



1. Create a stem and leaf plot for this data on the plot below.

Stem Leaf
0 7 8
1 1 3 5
2 0 0
3 2 5
4 3

2. Find the mean.

Mean= (7+8+11+13+15+20+20+32+35)/10= 161/10=16.1

3. Find the median.

Median= 17.5

4. Find the mode.

Mode=20

5. Find the range.

Range=43-7=36


Post-Evaluation Answer Key
Name_______________________________ Date_____________________

answers and include labels and keys for your plot


1. Create a stem and leaf plot for this data on the plot below.

Stem Leaf
0 9
1 2 5
2 1 1 6
3 5
4 0 0 2

2. Find the mean.

Mean= (9+12+15+21+21+26+35+40+40+42)/10=261/10= 26.1

3. Find the median.

Median=23.5

4. Find the mode.

Mode= 21 and 40

5. Find the range.

Range=42-9=33


Homework Sheet
Name__________________ Date_____________________


1. Make a stem and leaf plot using the values listed below

5,17,8,20,35,47,21,6,2,19,26,35,47,20

2. Find the mean.

3. Find the median.

4. Find the mode.

5. Find the range.

Jumps for Mr. Johnsons Class
Homework Sheet Answers
Name__________________ Date_____________________


1. Make a stem and leaf plot using the values listed below for jumps made for Mr. Johnsons class in a
game of jump rope.

5,17,8,20,35,47,21,6,2,19,26,35,47,20,57, 65

Ordered: 2,5,6,8,17,19,20,20,21,26,35,35,47,47,57,65

Key/Legend: 1 1 = 11 jumps
Stem Leaf

0 2,5,6,8
1 7,9,
2 0,0,1,6,
3 5,5
4 7,7
5 7
6 5

2. Find the mean.

Mean = (Total sum) / (number of values = 430/16 = 215/8 = 26.9 jumps

3. Find the median.

Even SetMedian = (Sum of last pair of values in the middle)/2 = (20+21)/2 = 41/2 =20.5 jumps

4. Find the mode.
Mode = Values repeated the most = 20, 35, and 47 jumps

5. Find the range.
Range = (greatest) - (least) = 65 2 = 63 jumps

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Step 1/2: Explorations in Teaching Secondary Mathematics and Science

Title of Lesson: Growing Tall - Stem and Leaf

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