WVSU Education 300 Technology Unit Lesson Plan: Teacher Candidate School Name Class/Grade Level Lesson Topic Subject

WVSU Education 300 Technology Unit Lesson Plan
Lesson Author
Teacher Candidate Charlene St. Clair
Math III Technical Readiness/11th
School Name Chapmanville Regional High School Class/Grade Level Grade
Representing Data with Frequency Math Inferences and
Lesson Topic Graphs
Subject Conclusions from Data
Lesson Overview
Lesson Title
Representing Data with Frequency Graphs
Lesson Summary
The lesson is intended to help the teacher assess how well students are able to use frequency graphs to identify a range of
statistical measures and make sense of the data in a real-world context. The frequency graph shows the students that a
collection of a large number of data points are required in order to make assumptions about the distribution of the data
represented by the frequency graph. The lesson is designed to reveal the students current understanding of frequency graphs in
order for the teacher to grasp the level of statistical terminology students have acquired in the past and how they are able to
apply statistical knowledge to make estimates pertaining to the representation of graphical data before advancing to more in
depth graphical data interpretation.
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
The student will be able to:
Apply his or her knowledge of the statistical definitions for range, median, mode and standard deviation to answer
specific questions pertaining to a frequency graph (Objective 1).
Distinguish between the x and y axes for a frequency graph and explain what each axis represents (Objective 2).
Identify the range, median and mode for a frequency graph by interpreting the graphical data (Objective 3).
WV NxtGen Standards
Cluster: Summarize, represent, and interpret data on single count or measurement variable.
M.3HS.1: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population
percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets and
tables to estimate areas under the normal curve.
21st Century Skill(s)
21C.O.9-12.2.LS.2 Student draws conclusions from a variety of data sources to analyze and interpret systems.
National Standards
S-ID: Summarize, represent, and interpret data on a single count or measurement variable.
1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile
range, standard deviation) of two or more different data sets.
3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme
data points (outliers).
4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages.
Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to
estimate areas under the normal curve.
Management Framework
Page 1 of 12
Overall Time -47 minute lesson
Time Frame 15 min. teacher introduction and demonstration
17 min. student activity in pairs
15 min. regroup for assessment and closure
Strategies
Teacher/student led discussion, teacher led instruction, pair activity and independent practice.
Instructional Procedures
Introduction/ Lesson Set

The guiding questions used for this lesson will be:
Do you (referring to the student) have experience working with frequency graphs? If the students have experience
working with frequency graphs, continue with next question.
How could you use a frequency graph? (A graph showing the number of students with a particular height for a
specific classroom of students. A graph showing the number of students with a particular test score.)
For assessing their current level of understanding of frequency graphs, the following questions would be asked:
What is a frequency graph? (A frequency graph is a visual representation of the number of occurrences of a specific
item in a data set that you are comparing. The x axis represents the value or characteristic being compared. The y axis
represents the frequency or the number of occurrences for the specific value or characteristic.)
What is the definition for range? (Range is the difference between the lowest and highest values for a specific data
set.)
What is the definition for median? (Median is the middle value for a specific data set.)
What is the definition for mode? (Mode is the most frequently occurring number for a specific data set.)
What is the definition for standard deviation? (Standard deviation is the measure that is used to quantify the amount of
variation or dispersion of a set of data values.)
Explain what the x and y axes represent for the given data? (The x axis or horizontal axis represents the specific item
in a data set that you are comparing. For this lesson, the x axis will represent the students monthly spending for a cell
phone. The y axis or vertical axis represents the frequency of the specific item being studied such as the frequency of
the students monthly spending for a cell phone.)
If the students lack prior knowledge of the statistical terms used in this lesson, the definitions for range, median, mode and
standard deviation will be discussed in class. Then, the teacher needs to check to see if the students understand what the axes
represent when looking at a frequency graph for a data set. Before the lesson begins, the teacher will explain to the students
that the assignment will not be graded. It is only being used as an assessment of student understanding and by the end of the
next lesson their goal is to be able to answer questions such as these confidently. The teacher will then instruct the students to
read the questions and try to answer them as carefully as possible. The Cell Phones I Worksheet will be used for this lesson.
(This is found in the PDF file named Cell Phones I Worksheet and Cell Phones I (revisited) Worksheet.pdf)
Body & Transitions
The sequence of events for the lesson are:
The subject will be introduced by the teacher.
The students will be asked questions pertaining to their own experience using frequency graphs.
The students prior knowledge will be assessed by checking student understanding of definitions for range, median,
mode, standard deviation and frequency graph.
If the students do not have enough prior knowledge to answer questions on worksheet, the definitions for range,
median, mode and standard deviation will be discussed in class.
If the students do not have experience using frequency graphs, they will be discussed in class before the assignment is
made. The students will need to be showed what the x and y axes represent in a frequency graph.
A worksheet will be distributed to each student.
The teacher will observe the students work by walking around the room as they are completing the assignment.
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The student will work with a peer and complete the assignment in class.
The student will submit the completed worksheet to the teacher.
The teacher will assess the level of student understanding pertaining to frequency graphs.
The teacher will mark questions on each students work that shows a lack of understanding to help guide the individual
to think about what the question is really asking and what they need to know to answer it correctly.
Once the assessment is completed, the worksheet will be handed back to the student.
Before beginning the next lesson, the teacher will ask the group of students specific questions concerning topics that
the majority of the students have difficulty understanding.
The teacher begins the lesson by asking the students questions that will require them to recall prior statistical knowledge.
Statistical terms needed for completing the assignment will be discussed. Then, the students will work in pairs to complete an
assessment task planned to reveal the current understanding of representing data with frequency graphs. Then, the teacher
checks the worksheet to determine if the student was able to identify the range, median and mode for the frequency graph. The
students explanation for the answer will help the teacher understand why the student made the particular decision. The teacher
will make comments on the worksheet that will help the student to think about what the question is really asking and how to
answer it correctly. After the assessment is made, the teacher will use a teacher/student led discussion strategy to discuss how
the students approached answering the questions. If a large number of students missed a particular answer, the teacher will
reemphasize the definition needed to answer the question and ask the students specific questions to help them come to the
correct conclusion. If the students are unable to understand frequency graphs and draw the correct conclusions from the data,
teacher led instruction will be used to discuss how to apply statistical terminology to the lesson. The teacher will display the
frequency graph using an Elmo projector during the lesson. Then, the teacher will help the students apply the definitions for the
range, median and mode to the specific set of data. The teacher would ask the students:
What are the maximum value and the minimum value for monthly spending for the data set? ($40.00 and $5.00)
What is the definition for range? (Range is difference between the lowest and highest values for a specific data set.)
Using this information, what is the range of monthly spending? ($40.00 - $5.00 = $35.00)
What is the maximum frequency for the frequency graph? (48)
What is the definition for mode? (Mode is the most frequently occurring number for a specific data set.)
Using this information, what is the amount for monthly spending at the maximum frequency? ($31.00)
Where is the center for the frequency range? (24)
Where is the area for the graph divided into half for the median? (~29)
Closure
The teacher will ask the students:
What problems did you face in performing the tasks?
How did you solve the problem?
How would you differentiate between the median and mode?
Essential Questions
Page 3 of 12
What is a frequency graph? (A frequency graph is a visual representation of the number of
occurrences of a specific item in a data set that you are comparing. The x axis represents
the value or characteristic being compared. The y axis represents the frequency or the
number of occurrences for the specific value or characteristic.)
What is the definition for range? (Range is the difference between the lowest and highest
values for a specific data set.)
Unit Questions What is the definition for mode? (Mode is the most frequently occurring number for a
specific data set.)
What is the definition for standard deviation? (Standard deviation is the measure that is
used to quantify the amount of variation or dispersion of a set of data values.)
Explain what the x and y axes represent for the given data? (The x axis or horizontal axis
represents the specific item in a data set that you are comparing. For this lesson, the x axis
will represent the students monthly spending for a cell phone. The y axis or vertical axis
represents the frequency of the specific item being studied such as the frequency of the
students monthly spending for a cell phone.)
What are the maximum value and the minimum value for monthly spending for the data
set? ($40.00 and $5.00)
What is the definition for range? (Range is difference between the lowest and highest
values for a specific data set.)
Using this information, what is the range of monthly spending? ($40.00 - $5.00 = $35.00)
What is the maximum frequency for the frequency graph? (48)
Lesson Content
What is the definition for mode? (Mode is the most frequently occurring number for a
Questions
specific data set.)
Using this information, what is the amount for monthly spending at the maximum
frequency? ($31.00)
Where is the center for the frequency range? (24)
Where is the area for the graph divided into half for the median? (~29)
ASSESSMENT PLAN
Assessment Timeline
Page 4 of 12
Before the lesson begins During the lesson assessment. After project work is completed
(Diagnostic) (Formative) (Summative)
15 minutes 17 minutes 15 minutes for lesson
Ongoing for unit
The guiding questions used for this lesson The teacher will observe the students Once the formative assessment has
will be: as they work by walking around the been completed, the students will be
Do you (referring to the student) classroom while the students answer asked to answer the questions
have experience working with the questions on the worksheet. The written on their assignment by the
frequency graphs? (Objectives 1, teacher will observe the students in teacher and revise the answers if
2 and 3) order to determine their ability to needed (Objectives 1, 2 and 3). A
understand the statistical terminology copy of the worksheet, Cell Phones
How could you use a frequency used in the worksheet (Objective 1), 1 (revisited) will be given to the
graph? (Objectives 1, 2 and 3) differentiate between the x and y students to complete once the Cell
For assessing their current level of axes (Objective 2) as well as interpret Phones 1 worksheet has been
understanding of frequency graphs, the the data from a frequency graph finished to check for student
following questions would be asked: (Objective 3). Once the students improvement with graphical data
What is a frequency graph? complete the worksheet, the teacher interpretation. After obtaining more
(Objective 1) will assess the answers given and experience working with frequency
provide the students with feedback. graphs, the students will be tested at
What is the definition for range?
the end of the unit lesson. The test
(Objective 1)
scores will indicate the proficiency
What is the definition for of the students when using
median? (Objective 1) frequency graphs (Objectives 1, 2
What is the definition for mode? and 3).
(Objective 1)
What is the definition for
standard deviation? (Objective 1)
Explain what the x and y axes
represent for the given data?
(Objective 2)
Explain to me how to interpret
the data that is represented by a
frequency graph? (Objective 3)
Lesson Details
Prerequisite Skills
Statistics terminology, frequency graphs, graphical data interpretation skills, x and y axes
EXTENTED ACTIVITIES
If Student Finishes Early If Lesson Finishes Early If Technology Fails
A copy of a crossword puzzle pertaining A copy of the worksheet, Cell Phones 1 A copy of the graph pertaining to the
to statistical information will be given to (revisited) will be given to the students lesson will be given to each student if
the students that complete the to complete. The graph is shaped the computer and/or Elmo projector is
assignment early. differently, but the questions from the not working.
Cells Phones 1 lesson remain the same.
DIFFERENTIATED IN STRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
This is how you will accommodate students individual needs as these needs relate to lesson objectives.
Page 5 of 12
The students are allowed to use calculators to perform mathematical calculations needed to answer
the questions on the worksheet. Other accommodations for IEP students are priority seating, peer
Special Needs tutoring, oral directions for completing worksheet, extended time to complete assignment,
Students redirection and verbal prompts. For one hearing impaired student, clarification of auditory
information is needed and closed captioning will be used when applicable. The Special Education
IEP Co-Teacher will help the math teacher guide instruction for the students throughout the lesson.
For non-native speakers, use language dictionaries for translation of native language to English
Non-native
language, speak slowly, check for understanding throughout lesson, use interpreters if
Speakers
needed/available and pictorial images for communication.
For challenging students with more advanced skills, they can be assigned the task of making their
Gifted/Talented
own frequency graph by collecting data pertaining to their own interests over a period of time and
Students
studying the outcome.
Materials and Resources Required For Lesson

Technology Hardware (Click boxes of all equipment needed)
Camera Projection System Elmo Projector
Computer(s) Scanner Other
Digital Camera Television Other
DVD Player VCR Other
Internet Connection Video Camera Other
Laser Disk Video Conferencing Equip. Other
Printer
Technology Software (Click boxes of all software needed.)
Database/Spreadsheet Web Page Development Other
Desktop Publishing Internet Web Browser Other
E-mail Software Multimedia Other
Image Processing Word Processing Other
Presentation Suite Spreadsheet Other
Representing Data with Frequency Graphs Lesson, Cell Phones I Worksheet, Cell Phones 1
Printed Materials
(Revisited) Worksheet, and Statistics Crossword Puzzle
Supplies Calculator, Ruler, Whiteboard, Markers and Pencils
http://map.mathshell.org/lessons.php?unit=9415&collection=8 (Representing Data With

Frequency Graphs)
http://nextgen.wvnet.edu/Courses/
https://docs.google.com/presentation/d/133_WNEZ739ntYB0teA7xPDD-9ra17YKOl-
1jKIthQto/edit#slide=id.p14 (Measures of Central Tendency Powerpoint)
Internet Resources
https://docs.google.com/presentation/d/1MgoA1CwJYa4rOeJpt1H-
IUY3Z8_AkmzhUozIrgBo8uU/edit#slide=id.p14 (Distribution Curves Powerpoint)
https://youtu.be/uhxtUt_-GyM (Khan Academy- Statistics: The average | Descriptive statistics |
Probability and Statistics)
https://youtu.be/FGY31VBMYck (Lance Bledsoe - Normal Distributions)
Other Resources Math texts and language dictionaries as needed.
Any handouts, worksheets, WebQuest guides created for THIS Lesson should be attached behind this
page.
Page 6 of 12
Page 7 of 12
Page 8 of 12
Statistics Vocabulary Crossword Puzzle
1
3 4
8 9
10 11 12
13
14
Across
1 The least number of a set of data.
3 The section of your data display that shows most of your data in the same area.
6 The average of a set of numbers.
7 The median of the upper half of the data.
11 The missing area between data points on a display.
13 The difference between the upper and lower quartile.
14 The difference between the lowest and highest data point.
Down
1 The greatest number of a set of data.
2 The number which appears most often in a set of data.
4 The median of the lower half of the data.
5 The value that is much higher or lower than the set of data values.
6 The middle number in a sorted list of data.
8 The amount of choices describes this.
9 The mean, median, and mode are all measures of this.
10 The range, interquartile range, and quartiles, are all measures of this.
12 The highest point of a data display.
Page 9 of 12
Statistics Vocabulary Crossword Puzzle
1
M I N I M U M
2
A M
3 4
X C L U S T E R O
5
I O O D
6
M W U M E A N
7
U P P E R Q U A R T I L E
M R L D
8 9
Q V C I I
U A E E A
A R N R N
10 11 12
R I T S G A P
T A E P E
13
I N T E R Q U A R T I L E R A N G E
L I E K
14
E O R A N G E
D
Across
1 The least number of a set of data.
3 The section of your data display that shows most of your data in the same area.
6 The average of a set of numbers.
7 The median of the upper half of the data.
11 The missing area between data points on a display.
13 The difference between the upper and lower quartile.
14 The difference between the lowest and highest data point.
Down
1 The greatest number of a set of data.
2 The number which appears most often in a set of data.
4 The median of the lower half of the data.
5 The value that is much higher or lower than the set of data values.
6 The middle number in a sorted list of data.
8 The amount of choices describes this.
9 The mean, median, and mode are all measures of this.
10 The range, interquartile range, and quartiles, are all measures of this.
12 The highest point of a data display.
Page 10 of 12
What concepts do you want students to understand after completing this lesson?
This lesson unit is intended to help students:
Use frequency graphs to identify a range of statistical measures and make sense of the data in a real-world context.
Understand that a large number of data points allow a frequency graph to be approximated by a continuous
distribution.
Criteria for Success (How will you know students have gained an understanding of the concepts?)
Students will be able to independently interpret frequency graphs with various shapes and make statistical estimations
pertaining to graphical representation of data. At the end of the unit, they will be able to collect data and make their own
frequency graph. Then, they will be able to apply their statistical knowledge and interpret information from the graphical
representation of the data collected.
Resources (What resources will you and your students use?)
Mathematics Assessment Resource Services, Representing Data With Frequency Graphs
http://map.mathshell.org/lessons.php?unit=9415&collection=8)
West Virginia Department of Education Next Generation Math Courses 6-12
Measures of Central Tendency PowerPoint Presentation for review of terminology
https://docs.google.com/presentation/d/133_WNEZ739ntYB0teA7xPDD-9ra17YKOl-1jKIthQto/edit#slide=id.p14
Distribution Curves PowerPoint Presentation for frequency graph lecture
https://docs.google.com/presentation/d/1MgoA1CwJYa4rOeJpt1H-IUY3Z8_AkmzhUozIrgBo8uU/edit#slide=id.p14
Khan Academy- Statistics: The average | Descriptive statistics | Probability and Statistics for review of terminology
https://youtu.be/uhxtUt_-GyM
Lance Bledsoe - Normal Distributions for frequency graph lecture
https://youtu.be/FGY31VBMYck
Technology (What technologies will be used by the teacher and students in the lesson?)
Calculator, Elmo Projector, Portable Laptop Computers, PowerPoint Presentations, YouTube Videos, Google Docs
Presentations, Printer, Scanner, Microsoft Office Word, PowerPoint and Excel, Google Docs Presentations
Technology Use (How will students use technology in the lesson? How will students share
technology resources?)
The students will use: calculators when making mathematical calculations, portable laptop computers will be used to research
statistical information, view YouTube videos, reference Microsoft Office PowerPoint presentations and use Microsoft Office
PowerPoint Excel to record data and make charts to represent the data collected throughout the unit.
4Cs integration (How are each of the 4Cs being integrated into the lesson?)
At the beginning of the lesson, the teacher will discuss with the students statistical terminology needed for the lesson and seek
verbal feedback from students to verify their understanding of the mathematical concepts needed to be successful throughout
the unit. When the students start interpreting the frequency graphs, the teacher and students will collaborate individually as
well as a classroom to gain a better understanding of the various details needed to interpret graphs correctly. The student will
use critical thinking to make statistical interpretations pertaining to frequency graphs and be able to depict important
differences that are shown in different types of graphs. The PowerPoint presentations and YouTube videos will illustrate
creativity in presenting the information to the students in other forms for various types of learners.
Prior Knowledge/Skills (What knowledge and skills will students need before the lesson? How will
you assess their readiness?)
The students will need basic statistical knowledge of range, mode, median, standard deviation, the importance of area when
making interpretations of graphical data and how to read graphical data using the x and y axes.
Engage (Capture the students attention, stimulate their thinking and help them access prior
knowledge.)
The teacher shares a PowerPoint presentation and YouTube video pertaining to statistical terminology before the lesson to
review terminology needed. A PowerPoint presentation and YouTube video pertaining to normal distributions of data are
available to share with the students as a class or as reference material for the unit lesson. The teacher can ask leading questions
Page 11 of 12
that will make the students think about how assumptions can actually be drawn from graphical data in real world applications.
Explore (Give students time to think, plan, investigate, and organize collected information.)
The students are given a frequency graph to provide them with the opportunity to think about specific statistical terminology
and practice applying their knowledge for making frequency graph interpretations.
Explain (Involve students in an analysis of their explorations. Use reflective activities to clarify and
modify their understanding.)
The students are given the opportunity to explain why they made specific choices on the frequency graph worksheet to support
their answer.
Elaborate (Give students the opportunity to expand and solidify their understanding of the concept
and/or apply it to a real world situation.)
The students will be given the opportunity to discuss in class why they made specific interpretations based on graphical data
presented on worksheet. The teacher will help guide them throughout the discussion if data does not support their
interpretation and/or help them expand upon their personal conclusions if needed.
Evaluate (Evaluate throughout the lesson. Present student with a scoring guide at the beginning. Scoring
tools developed by teachers, sometimes with student involvement, target what students must know and do.
Consistent use of scoring tools can improve learning.)
The first worksheet Cell Phones 1 is not scored. It is used to help assess the level of statistical knowledge for all the students in
the classroom. The Cell Phones 1 (revisited) worksheet can be used as an additional classroom assignment or a homework
assignment that will be used to assess the students ability to make specific conclusions pertaining to frequency graphs. The
assignment will be worth 8 points (a point for each correct answer) once the necessary statistical terminology and data
interpretation is discussed in class.
Page 12 of 12
Lesson Author
Representing Data with Frequency Math Inferences and
Lesson Topic Graphs
Subject Conclusions from Data
Lesson Overview
Lesson Title
Representing Data with Frequency Graphs
Lesson Summary
The lesson is intended for students to work in pairs on a collaborative discussion task. The assignment consists of matching
written interpretations and graphs in order for students to be able to link these two representations pertaining to the same data
set. This gives the students various types of frequency graphs and gives them practice making interpretations. At the end of the
lesson, a whole-class discussion is used to end the lesson and summarize the difficulties of the various groups of students.
Match frequency graphs with different shapes to the corresponding written interpretations using their knowledge of
frequency graphs, mean, median, mode, range, skewness and standard deviation (Objective 1)
WV NxtGen Standards
National Standards
S-ID: Summarize, represent, and interpret data on a single count or measurement variable.
Overall Time 47 minute lesson
Strategies
Teacher/student led discussion, teacher led instruction, cooperative group, group presentations and group practice
Page 1 of 13
The teacher will ask the students questions concerning statistical terminology needed to complete this assignment. The teacher
can determine if the students retained important statistical information already discussed in previous classes or if a particular
topic needs to be discussed in further detail. The questions that will be asked are:
When we talk about central tendency, explain to me the differences between mean, median and mode. (The mean is
the average for a set of numbers. To calculate the mean, add up all the numbers in a data set and then divide by how
many numbers are in the data set. The median is the middle value found in a data set once the numbers are arranged
from smallest to largest. If the total number of values is even, the median is calculated by adding the two middle
values and dividing by 2. The mode is the number that appears the most often. Mean is generally used to represent the
central value for a symmetrical data set or for data collected over a period of time. Median is typically used to
represent the central value for skewed data or data containing outliers. Mode is typically used when looking at a
collection of data and trying to determine the reason why particular numbers occur more frequently.
What important information do we know when we look at a frequency graph that is negatively or positively skewed?
(For a negatively skewed frequency graph, the mean value is less than the median and the median is less than the
mode. The graph for this type of data shows that the numbers vary more in the beginning or on the left side of the
graph. For a positively skewed graph, the mode is less than the median and the median is less than the mean. The
graph for this type of data shows that the numbers vary more toward the end or right side of the graph.)
How would you calculate the range for a frequency graph? (The range is calculated by subtracting the lowest value
found in a data set from the highest value.)
What does a narrow range versus a wide range tell us about a data set? There is less variation around the central value
when the range is narrow and more variation in a data set that has a wider range.
Explain the difference between symmetrical and asymmetrical. (Symmetrical is evenly shaped or uniform around a
line of symmetry. Asymmetrical is unevenly shaped or skewed.)
What can you tell me about the mean, median and mode for a frequency graph with symmetrical distribution? (The
mean, median and mode are the same.)
What can you tell me about the mean, median and mode for a frequency graph with asymmetrical distribution? (Data
skewed to the left, the mean < median < mode. Data skewed to the right, the mean > median > mode.)
What does a wide peak in a frequency graph show? (The variation is high.)
What does a sharp peak in a frequency graph show? (The variation is low)
What does a straight line represent in a frequency graph? (The variation is high, but the frequency is the same.)
Once the teacher feels the students are familiar with the statistical information needed to complete the assignment a copy of
Card Set: Frequency Graphs and Card Set: Interpretations, a large sheet of paper for making a poster, scissors and a glue
stick will be distributed to each group of students. The members in each group will be selected by the teacher. The
directions for the assignment will be discussed.
The group members need to decide which person in the group will:
Cut out the eight frequency graphs cards
Cut out the interpretations cards
Glue the matched cards on the poster paper
Write the reasons for the match on the poster.
A student in each group will:
Take turns at matching pairs of cards that he or she thinks belong together.
Explain why the choice was made to the other group members.
The other members in each group will:
Explain the reasoning again in his or her own words, or challenge the reasons the student gave for choice.
The group will:
Need to be able to agree on and explain the placement of every card.
Body & Transitions
The lesson will be introduced by the teacher.
Page 2 of 13
The teacher will ask the students questions pertaining to previous statistical information discussed in class.
The directions for the assignment will be discussed.
The students in each group will match a frequency graph card with the corresponding interpretations card.
The teacher will observe the students and ask questions to help students to reason together.
The students will glue their Frequency Graph card on the left and the corresponding Interpretations card on the right of
the large sheet of paper with the explanation for the match.
Closure
The teacher will display a picture of the Card Set: Frequency Graphs and Card Set: Interpretations using the Elmo projector
and discuss with the whole class:
A pair of cards that most groups matched correctly and encourage students to explain why they paired the cards.
One or two matches that most of the students found difficult to match. The students will be asked to tell the teacher
how they used all the information on the Interpretation card to match it with the correct Frequency Graph card.
Essential Questions
When we talk about central tendency, explain to me the differences between mean, median
and mode. (The mean is the average for a set of numbers. To calculate the mean, add up
all the numbers in a data set and then divide by how many numbers are in the data set.
The median is the middle value found in a data set once the numbers are arranged from
smallest to largest. If the total number of values is even, the median is calculated by
adding the two middle values and dividing by 2. The mode is the number that appears the
most often. Mean is generally used to represent the central value for a symmetrical data
set or for data collected over a period of time. Median is typically used to represent the
central value for skewed data or data containing outliers. Mode is typically used when
looking at a collection of data and trying to determine the reason why particular numbers
occur more frequently.
What important information do we know when we look at a frequency graph that is
negatively or positively skewed? (For a negatively skewed frequency graph, the mean
value is less than the median and the median is less than the mode. The graph for this type
of data shows that the numbers vary more in the beginning or on the left side of the graph.
For a positively skewed graph, the mode is less than the median and the median is less
than the mean. The graph for this type of data shows that the numbers vary more toward
the end or right side of the graph.)
Unit Questions
How would you calculate the range for a frequency graph? (The range is calculated by
subtracting the lowest value found in a data set from the highest value.)
What does a narrow range versus a wide range tell us about a data set? There is less
variation around the central value when the range is narrow and more variation in a data
set that has a wider range.
Explain the difference between symmetrical and asymmetrical. (Symmetrical is evenly
shaped or uniform around a line of symmetry. Asymmetrical is unevenly shaped or
skewed.)
What can you tell me about the mean, median and mode for a frequency graph with
symmetrical distribution? (The mean, median and mode are the same.)
What can you tell me about the mean, median and mode for a frequency graph with
asymmetrical distribution? (Data skewed to the left, the mean < median < mode. Data
skewed to the right, the mean > median > mode.)
What does a wide peak in a frequency graph show? (The variation is high.)
What does a sharp peak in a frequency graph show? (The variation is low)
What does a straight line represent in a frequency graph? (The variation is high, but the
frequency is the same.)
Page 3 of 13
The teacher will display a picture of the Card Set: Frequency Graphs and Card Set: Interpretations
using the Elmo projector and discuss with the whole class:
A pair of cards that most groups matched correctly and encourage students to explain why
Lesson Content
they paired the cards.
Questions
One or two matches that most of the students found difficult to match. The students will
be asked to tell the teacher how they used all the information on the Interpretation card to
match it with the correct Frequency Graph card.
ASSESSMENT PLAN
Assessment Timeline
Page 4 of 13
10 minutes 27 minutes 10 minutes
The teacher will introduce the lesson by The teacher will walk around the Once the formative assessment has
briefly discussing the terminology needed room and observe the students match been completed, the students will be
for students to match different shaped the Frequency Graphs cards with the given another assignment to make
frequency graphs with the corresponding Interpretations cards. The questions an Excel frequency chart from data
word interpretations (Objective 1). The used to discuss this lesson to help collected in class and write an
teacher will ask the students: students to reason together will be: interpretation for the chart
When we talk about central Did many students get a (Objective 1). The students will
tendency, explain to me the low/high score for this need to be able to determine the
differences between mean, graph? How do you know? range, mean, median and mode for a
median and mode. (The mean is frequency graph. They will need to
Show me a graph that shows know how the shape of the graph
the average for a set of numbers. the median score equal to
To calculate the mean, add up all affects the range, mean, median and
the mode score. How do mode in order to interpret the data
the numbers in a data set and you know?
then divide by how many correctly.
numbers are in the data set. The Show me a graph that shows
median is the middle value found the median score different to
in a data set once the numbers the mode score. How do
are arranged from smallest to you know?
largest. If the total number of Show me a graph in which a
values is even, the median is lot of students/few students
calculated by adding the two found it easy. How do you
middle values and dividing by 2. know?
The mode is the number that Show me a graph that show
appears the most often. Mean is the median score equal to
generally used to represent the the minimum score. How
central value for a symmetrical do you know?
data set or for data collected over
a period of time. Median is Which graph shows students
typically used to represent the of a similar ability? How do
central value for skewed data or you know?
data containing outliers. Mode is How can you figure out an
typically used when looking at a approximate value for the
collection of data and trying to median?
determine the reason why Once the students complete the
particular numbers occur more poster, the teacher will assess the
frequently. students capability of matching
What important information do Frequency Graphs cards with various
we know when we look at a shapes to the correct Interpretations
frequency graph that is cards to determine if the students
negatively or positively skewed? meet Objective 1. The correct
(For a negatively skewed matches are:
frequency graph, the mean value Frequency Graph A matches
is less than the median and the Interpretations Card 8
median is less than the mode.
Frequency Graph B matches
The graph for this type of data
Interpretations Card 1
shows that the numbers vary
more in the beginning or on the Frequency Graph C matches
left side of the graph. For a Interpretations Card 2
positively skewed graph, the Frequency Graph D matches
mode is less than the median and Interpretations Card 7
the median is less than the mean.
Frequency Graph E matches
The graph for this type of data
Interpretations Card 3
shows that the numbers vary
more toward the end or right side Frequency Graph F matches
of the graph.) Interpretations Card 5
Page 5 of 13
How would you calculate the Frequency Graph G matches
range for a frequency graph? Interpretations Card 6
(The range is calculated by Frequency Graph H matches
subtracting the lowest value Interpretations Card 4
Lesson Details
Prerequisite Skills
Statistics terminology, frequency graphs, graphical data interpretation skills, x and y axes
EXTENTED ACTIVITIES
A copy of a word search puzzle As students finish matching the cards, A copy of the Frequency Graphs and
pertaining to statistical information will one student from each group will be Interpretations card sets pertaining to the
be given to the students that complete selected by the teacher to visit another lesson will be used. For group
the assignment early. groups poster. The instructions for discussions, the white board can be used
sharing poster are: if needed.
The students staying at their
desk will be ready to explain
the reasons for their groups
matches.
The student visiting another
group will copy his or her
matches onto a piece of paper
The student will go to another
groups desk and check to see
which matches are different
from his or her own.
If the students find differences,
he or she will need to ask the
group for an explanation. If the
student still doesnt agree with
the explanation, then he or she
will explain to the group why
the decision was made.
When the student returns to the
original group, the group
members must decide whether
to make any changes to the
poster.
Non-native
Speakers
For challenging students with more advanced skills, they can be assigned the task of making their
Gifted/Talented
own frequency graph by collecting data pertaining to their own interests over a period of time and
Students
studying the outcome.

Page 6 of 13
Computer(s) Scanner Other
Printer
Database/Spreadsheet Web Page Development Other: Livegrades
Page 7 of 13
Printed Materials Card Set: Frequency Graphs, Card Set: Interpretations, and Word Search Puzzle
Supplies Construction paper, Calculator, Ruler, Glue Stick, Whiteboard, , Markers, and Pencils

1jKIthQto/edit#slide=id.p14
Internet Resources Distribution Curves PowerPoint Presentation for frequency graph lecture
https://docs.google.com/presentation/d/1MgoA1CwJYa4rOeJpt1H-
IUY3Z8_AkmzhUozIrgBo8uU/edit#slide=id.p14
Khan Academy- Statistics: The average | Descriptive statistics | Probability and Statistics for
review of terminology
page.
Page 8 of 13
Page 9 of 13
Page 10 of 13
Page 11 of 13
This lesson unit is intended to help students:
Use frequency graphs to identify a range of statistical measures and make sense of the data in a real-world context.
Understand that a large number of data points allow a frequency graph to be approximated by a continuous
distribution.
Be able to match frequency graphs and data interpretations.
Students will be able to independently interpret frequency graphs with various shapes and make statistical estimations
pertaining to graphical representation of data. At the end of the unit, they will be able to collect data and make their own
frequency graph. Then, they will be able to apply their statistical knowledge and interpret information from the graphical
representation of the data collected.
https://docs.google.com/presentation/d/133_WNEZ739ntYB0teA7xPDD-9ra17YKOl-1jKIthQto/edit#slide=id.p14
https://docs.google.com/presentation/d/1MgoA1CwJYa4rOeJpt1H-IUY3Z8_AkmzhUozIrgBo8uU/edit#slide=id.p14
Khan Academy- Statistics: The average | Descriptive statistics | Probability and Statistics for review of terminology
Calculator, Elmo Projector, Portable Laptop Computers, PowerPoint Presentations, YouTube Videos, Google Docs
Presentations, Printer, Scanner, Microsoft Office Word, PowerPoint and Excel, Google Docs Presentations
Technology Use (How will students use technology in the lesson? How will students share
technology resources?)
The students will use: calculators when making mathematical calculations, portable laptop computers will be used to research
statistical information, view YouTube videos, reference Microsoft Office PowerPoint presentations and use Microsoft Office
PowerPoint Excel to record data and make charts to represent the data collected throughout the unit.
At the beginning of the lesson, the teacher will discuss with the students statistical terminology needed for the lesson and seek
verbal feedback from students to verify their understanding of the mathematical concepts needed to be successful throughout
the unit. When the students start interpreting the frequency graphs, the teacher and students will collaborate individually as
well as a classroom to gain a better understanding of the various details needed to interpret graphs correctly. The student will
use critical thinking to make statistical interpretations pertaining to frequency graphs and be able to depict important
differences that are shown in different types of graphs. The PowerPoint presentations and YouTube videos will illustrate
creativity in presenting the information to the students in other forms for various types of learners. Each group will be given
the opportunity to explain in their own words the reasons why they matched the specific cards together.
Prior Knowledge/Skills (What knowledge and skills will students need before the lesson? How will
you asses their readiness?)
The students will need basic statistical knowledge of range, mode, median, standard deviation, the importance of area when
making interpretations of graphical data, how to read graphical data using the x and y axes, and experience in interpreting
graphic data.
Page 12 of 13
knowledge.)
A PowerPoint presentation and YouTube video pertaining to normal distributions of data were previously shared with the
students in a class and they are available to use as reference material for the unit lesson. The teacher can ask leading questions
that will make the students think about how assumptions can actually be drawn from graphical data in real world applications.
The students are given various frequency graph cards that are to be matched to the correct interpretation card. The lesson
provides the students with the opportunity to apply their knowledge for making frequency graph interpretations.
The students are given the opportunity to explain why they made specific matches for the frequency graph cards to support
their result.
The students will be given the opportunity to collaborate with their peers as to why they think specific matches should be made
based on graphical data presented on cards and make a final decision for the best match for each graph.
Evaluate (Evaluate throughout the lesson. Present student with a scoring guide at the beginning. Scoring
tools developed by teachers, sometimes with student involvement, target what students must know and do.
Consistent use of scoring tools can improve learning.)
Each of the frequency cards should be matched with the appropriate interpretation card. The assignment is evaluated using the
rubric below.
Rubric for Frequency Graph Poster

Criteria Total Points
10 points 5 points 0 points (100 points max)
All team members complete
his or her assigned tasks and
show 100% participation (no All team members complete
Team members do not
distractions such as cell the assigned tasks with no
cooperate, do not work on
Participation phones, ear phones, food, disruptions during class and
project, cause unnecessary
stay seated during class at all minimal distractions (no more
disruptions, or off task
times, come to class on time than 5 minutes off task)
prepared to work and no
disruptions during class)
All directions followed as Most of directions followed
instructed, writing legible with as instructed, writing legible Team members do not follow
Poster
proper grammar, and poster with proper grammar, and instructions
neat and clean poster neat and clean.
Frequency card or
Frequency card matched with Frequency card matched with
Card Match interpretation card missing
correct interpretation card incorrect interpretation card
(no match)
Total Points
Page 13 of 13
Lesson Author
Math Inferences and
Lesson Topic Create Excel Frequency Charts Subject Conclusions from Data
Lesson Overview
Lesson Title
Create Excel Frequency Charts
Lesson Summary
The students will be able to collect data and make various types of frequency charts using Microsoft Office Excel software.
Once the charts are made, the students can gather statistical information from the graphical representations of data.
Collect, organize, display and analyze real-world data using frequency tables and charts. (Objective 1)
WV NxtGen Standards
National Standards
S-ID: Interpreting Categorical and Quantitative Data
Summarize, represent, and interpret data on a single count or measurement variable
Overall Time 47 minute lesson
Strategies
Teacher/student led discussion, teacher led instruction and pair activity.
Page 1 of 9
The teacher will let the students know they will be creating their own frequency chart using data that has been collected from
the students. The teacher will introduce Excel, the software that will be used to make the frequency charts. The teacher will
ask the students:
Are you familiar with using Excel software?
If so, how have you used Excel in the past?
Do you have experience making frequency charts?
After introducing Excel, the teacher will demonstrate how to use it to make frequency charts.
Body & Transitions
The teacher will select the student pairs and assign computers.
The lesson will be introduced by the teacher.
The teacher will demonstrate how to make a frequency chart.
The students will create a frequency chart using their own collected data.
The teacher will show the students the steps necessary to make their own frequency chart.
The teacher will circulate around to the various groups to help the students individually.
The students will save their data and send the file to the teacher.
The students will log off their computers and prepare them for the next class.
Closure
The teacher will discuss the lesson with the students. If the students have issues creating the frequency chart, the teacher will
discuss the various problems. Then, the teacher will ask the students to review the steps they used to create the chart and how
this particular lesson can be used for other classes.
Essential Questions
Are you familiar with using Excel software?
Unit Questions
If so, how have you used Excel in the past?
Do you have experience making frequency charts?
The teacher will discuss the lesson with the students. If the students have issues creating the
Lesson Content frequency chart, the teacher will discuss the various problems. Then, the teacher will ask the
Questions students to review the steps they used to create the chart and how this particular lesson can be used
for other classes.
ASSESSMENT PLAN
Assessment Timeline
Page 2 of 9
10 minutes 27 minutes 10 minutes
The teacher will introduce the lesson by The teacher will walk the students Once the formative assessment has
briefly discussing the assignment to create through the various steps making a been completed, the students will
an Excel frequency chart (Objective 1). frequency graph. Throughout the save their frequency chart and
The teacher will ask the students: lesson the teacher will circulate submit the final chart to the teacher
Are you familiar with using around the room and observe the to be graded (Objective 1). In a
Excel software? students as they create the frequency following class, the students will
chart. The teacher will assess if the complete their interpretation of the
If so, how have you used Excel student needs individual help with data and submit their results. A
in the past? instructions (Objective 1). short quiz will be given covering the
Do you have experience making terminology and frequency graphs
frequency charts? used in the previous lessons on
statistics.
Lesson Details
Prerequisite Skills
Statistics terminology, frequency graphs, graphical data interpretation skills, x and y axes, data collection and using Microsoft
Office Excel software
EXTENTED ACTIVITIES
For the students that complete the If the lesson finishes early, the teacher If technology fails, the students will
assignment early, they will be able to will show the students how to calculate create a frequency graph for data on a
use their computer to create different important statistical information that has piece of graph paper.
types of frequency charts. They can use been discussed in class using Excel and
Excel Help to search various ways to interpret the data.
display data and make statistical
calculations pertaining to their data.
Nonnative
Speakers
For challenging students with more advanced skills, they can be assigned the task of making various
Gifted/Talented
types of frequency charts, control charts and expanding upon their knowledge of using Excel
Students
statistical calculations that were not discussed in class.

Page 3 of 9
Computer(s) Scanner Memory Stick
Printer
Database/Spreadsheet Web Page Development Livegrades
Directions for Creating a Frequency Table and Chart, Data Collection for Group and Directions
Printed Materials
for Calculating the Mean, Median, Mode, Range and Standard Deviation
Supplies Calculators, Whiteboard, Markers, and Pencils

Internet Resources https://docs.google.com/presentation/d/1MgoA1CwJYa4rOeJpt1H-
Create a chart from start to finish
https://support.office.com/en-us/article/Create-a-chart-from-start-to-finish-0baf399e-dd61-4e18-
8a73-b3fd5d5680c2
page.
Page 4 of 9
Directions for Creating a Frequency Table and Chart
1. Click on the Start button using the left mouse key and select Microsoft Excel. You may need to click on All apps in
order to select Excel.
2. Select the blank workbook box to open a workbook to record data.
3. Enter the label, Data, in cell A1.
4. Enter the data you wish to assess in column A starting in cell A2.
5. Select cells containing data in column A with the left mouse button. On the tool bar, click on Sort and Filter and
select Sort Smallest to Largest.
6. Enter the label, Bin Range, in cell B1.
7. Enter the list of bin values starting in cell B2 for the ranges that you want displayed on the frequency graph.
8. On the tool bar, select File and select Save As. Store the file on the desktop.
9. Enter the label, Frequency Distribution, in cell C1.
10. Type =Frequency(data_range,bin_range) in Cell C2, but dont press Enter yet. Replace data_range and
bin_range with the actual range of data and bin values by highlighting the data with the left mouse key in column A,
then type a comma and highlight the data in column B. Then close the parentheses. An example of replacing the cell
range for the data range and bin range would be =Frequency(A2:A50, B2:B5) would be placed in cell C2.
11. Hold the Shift key and click the last cell in column C that corresponds to the last bin value in column B.
12. Press the Fn-F2 key and then press Ctrl-Shift-Enter to copy the formula as an array. Column C then displays the
frequency distribution of the data set.
13. To make a chart, drag your mouse across all the bin ranges and frequencies in columns B and C.
14. Click the Insert tab, select Insert Column Chart in the Charts group and then choose the first option in the 2-D
Column to create a frequency chart to visually display the results.
15. By default, the chart is placed on the worksheet as an embedded chart. Place the chart in a separate chart sheet. You
can change its location by doing the following:
Click at the top of the embedded chart to activate it.
Click the right mouse button and select move chart.
Select new sheet and the OK button.
16. To name the axes for the chart, select the chart elements box, the box located at the top right corner with + sign.
Check the axis titles box and the chart title box.
On the chart, select the axis title and rename using component being studied for x axis and the y axis should
be labeled Frequency.
On the chart, select the chart title and rename to represent graphical data.
17. Click the Insert tab. Click Scatter from the Charts group and select Scatter with Straight Lines.
18. To make a second chart displaying the data using the other type of chart, repeat steps 12 through 14.
Page 5 of 9
Directions for Calculating the Mean, Median, Mode, Range and Standard Deviation
1. Type Mean in cell E1.

2. Type Median in cell E2.
3. Type Mode in cell E3.
4. Type Range in cell E4.
5. Type Standard Deviation in cell E5.
6. Type = AVERAGE(A:A) in cell F1 to calculate the mean for the data set.
7. Type =MEDIAN(A:A) in cell F2 to calculate the median for the data set.
8. Type =MODE.MULT(A:A) in cell F3 to calculate the modes for the data set.
9. Type =MAX(A:A)-MIN(A:A) in cell F4 to calculate the range for the data set.
10. Type =STDEV.S(A:A) in cell F5 to calculate the standard deviation based on sample for the data set. STDEV.P is
used to calculate the standard deviation based on an entire population for a data set.
Page 6 of 9
The students should be able to collect data, use statistical calculations to interpret data, and make a frequency chart.
The students will be able to follow the instructions for the lesson, make correct calculations based on the collected data, chart the
data and labeling axes correctly.
Internet Resources https://docs.google.com/presentation/d/1MgoA1CwJYa4rOeJpt1H-
Create a chart from start to finish
https://support.office.com/en-us/article/Create-a-chart-from-start-to-finish-0baf399e-dd61-4e18-
8a73-b3fd5d5680c2
Calculator, Elmo Projector, Portable Laptop Computers, PowerPoint Presentations, YouTube Videos, Google Docs Presentations,
Printer, Scanner, Microsoft Office Word, PowerPoint and Excel, Google Docs Presentations, LiveGrades
Technology Use (How will students use technology in the lesson? How will students share technology
resources?)
The students will use Microsoft Office Excel software and assigned portable laptop computers to make a frequency chart and
calculations using a specific set of data. The students can share the data with the teacher by attaching the finished product to a
LiveGrades email.
At the beginning of the lesson, the teacher will discuss Microsoft Office Excel software and seek verbal feedback from students to
verify their previous experience with using Excel software. The students will collaborate with the teacher and peers to clarify the
steps needed to make their graph and calculations. They will need to apply their previous knowledge concerning statistics and be
able to use critical thinking in order to know how to select the data needed when using the Excel calculations. The students
individual graph will show their own creativity by using the various type of fonts and charting options.
Prior Knowledge/Skills (What knowledge and skills will students need before the lesson? How will you
asses their readiness?)
The students will need basic statistical knowledge of range, mode, median, standard deviation, the importance of area when making
interpretations of graphical data, how to read graphical data using the x and y axes, experience in interpreting graphic data and
experience using Excel software.
knowledge.)
The students will be able to choose the type of data collected. They will be able to study data that they find interesting.
The students will be given time to collect data, plan the types of statistical information that they would like to calculate from the
data and actually see what the data looks like graphically.
Page 7 of 9
The students can use the data collected to explain the reasoning for the statistical calculations and graphical interpretations for their
particular set of data.
The students will be given the opportunity to work with their peers and look at the various types of data collected. They will be
able to refer to the Microsoft Office website and Excel Help for making additional statistical calculations and creating more
extravagant charts.
Evaluate (Evaluate throughout the lesson. Present student with a scoring guide at the beginning. Scoring tools
developed by teachers, sometimes with student involvement, target what students must know and do. Consistent
use of scoring tools can improve learning.)
An Excel frequency chart with statistical calculations will be evaluated for the lesson. The assignment is evaluated using the rubric
below.
Page 8 of 9
Rubric for Frequency Graph Poster
Criteria Total Points

10 points 5 points 0 points (100 points max)
Data labeled and all data More than 80% of data Less than 80% of data
Data
entered correctly entered correctly entered correctly
Bin range labeled and all More than 80% of bin Less than 80% of bin ranges
Bin Range
bin ranges entered correctly ranges entered correctly entered correctly
Attempted to make
Frequency distribution
Frequency frequency calculation, but Frequency calculation was
labeled and correct
Distribution the proper steps were not not made
calculation used
used
Mean labeled and correct Mean label missing and/or Mean label missing and/or
Mean
calculation used incorrect calculation calculation not made
Median labeled and correct Median label missing and/or Median label missing and/or
Median
Mode labeled and correct Mode label missing and/or Mode label missing and/or
Mode
Range labeled and correct Range label missing and/or Range label missing and/or
Range
Standard deviation labeled Standard deviation label Standard deviation label
Standard
and correct calculation missing and/or incorrect missing and/or calculation
Deviation
used calculation not made
Column chart not labeled
Column Column chart labeled and and/or attempted to make
Column chart was not made
Chart correct column chart, but the proper
steps were not used
XY scatter chart not labeled
XY Scatter XY scatter chart labeled and/or attempted to make XY scatter chart was not
Chart and correct XY scatter chart, but the made
proper steps were not used
Total Points
Page 9 of 9

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WVSU Education 300 Technology Unit Lesson Plan

21st Century Skill(s)

Introduction/ Lesson Set

Materials and Resources Required For Lesson

Supplies Calculator, Ruler, Whiteboard, Markers and Pencils

http://map.mathshell.org/lessons.php?unit=9415&collection=8 (Representing Data With

Other Resources Math texts and language dictionaries as needed.

Materials and Resources Required For Lesson

Mathematics Assessment Resource Services, Representing Data With Frequency Graphs

Other Resources Math texts and language dictionaries as needed.

Rubric for Frequency Graph Poster

Materials and Resources Required For Lesson

Supplies Calculators, Whiteboard, Markers, and Pencils

Mathematics Assessment Resource Services, Representing Data With Frequency Graphs

Other Resources Math texts and language dictionaries as needed.

1. Type Mean in cell E1.

Criteria Total Points

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