Using Ungrouped Data to Find the Mean – Lesson Plan

Class:

Date:

Standard(s):
Students know the definitions of the mean, median and mode of a distribution of data and can
compute each in particular situations.

Key Objective(s):
Here you'll learn how to use a frequency distribution table to calculate the mean or average of a
set of ungrouped data. You'll also learn how to calculate the mean of a set of data using
technology.

Learning Activities and Timing:

Exit Criteria:
When students finish this lesson, they should be able to calculate the mean of a set of
ungrouped data. In addition, students should be able to use technology to calculate the mean
of a set of ungrouped data.

Teaching Strategies and Tips:

In working through the lesson on Using Ungrouped Data to Find the Mean, there are several
learning objectives you want the students to know. You also want the students to apply their
understanding of these learning objectives to solve real-world problems.

1. Understand how to calculate the mean of a set of ungrouped data. A group of students,
who had part-time jobs, were asked the number of hours they worked each week. The
following table shows the results:

<Figure 5.02.01> Number of Hours Worked Weekly

Number of Hours Number of Students

8 12
10 8
12 10
15 9
18 6
20 5

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 What is the mean number of hours worked by the students each week?

In the previous lesson the formula for finding the mean of a sample was given as
∑x1 + x 2 + x 3 + ... + x n
x=
∑f

This formula indicates that each data value appeared only once. However, in many given
sets of data, values appear more than once. To calculate the mean of such a data set, the
values must be first multiplied by the frequency (the number that tells how many times the
data value occurs in the set of data). The mean of the data set will be the sum of the
products divided by the number of data values. The number of data values is the sum of
the frequency numbers. The formula would now appear as the following:

∑ x 1 f 1 + x 2 f 2 + x 3 f 3 + ...+ x n f n
x=
∑f

∑ x 1 f 1 + x 2 f 2 + x 3 f 3 + ...+ x n f n
x=
∑f

x=
8 12 + 10 8 + 12 10 + 15 9 + 18 6 + 20 5 
50

96 + 80 + 120 + 135 + 108 + 100

x=
50

639
x=
50

x = 12.78

The mean number of hours worked by the students each week was 12.78.

2. Use technology to calculate the mean of a set of ungrouped data.

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Key Press History

<Figure 5.02.02>

Key Press History

<Figure 5.02.03> <Figure 5.02.04>

3
L2 represents the frequency. The sum of the frequency numbers is 50.

L3 represents the products of the corresponding values of L1 and L2. The sum of the values in
L3 is 639.

The mean of the data set is:

∑x1f1 + x 2 f 2 + x 3 f3 + ... + x nf n
x=
∑f

∑L3
x=
 L2

<Figure 5.02.05>

Common Errors:
 Errors in calculations. Students often forget to multiply the data value by the frequency
number. In addition, students divide the sum by the number of products instead of by the
sum of the frequency numbers. Computational errors in mathematical calculations can be
avoided if students use a calculator.

 Errors in using technology. When solving problems requiring the students to determine
the mean of a data set by using technology, errors are often made when the students are
entering the data into the calculator. Students must practice the correct steps and using the
provided key press history will enhance their performance. When solving problems using
technology, make the key strokes available for the students to practice.

Differentiated Instruction:
 Body Kinesthetic: Students who are in this group of learners achieve success in learning
when they use manipulatives, or interact with materials. Students will learn to solve
problems using ungrouped data to find the mean of a data set by using technology. Give
students access to the key strokes and allow them ample time to practice the steps.

4
 Visual Spatial: Students who have the visual-spatial learning style will learn the concepts
presented here by watching the videos associated with this lesson.

Enrichment:
Have students work in groups to conduct a survey in every class of the school to determine the
number of students who plan to attend the school dance (or another upcoming event).
Students must record the results according to class and the number of students planning to
attend. When the survey has been completed, have each group post the results in the
classroom. Instruct the students to create a new table that contains the results for each group.
Using the data values of the new table, have students determine the mean number of students
planning to attend the dance.

Problem Solving:
When travelling by car on the ferry from Cape Breton to Newfoundland, the cost is the sum of
the cost for the vehicle plus the cost for each person in the vehicle. For a survey being
conducted by Tourism Newfoundland, the number of persons in each car was recorded:

<Figure 5.02.06>

People in Cars on the Newfoundland Ferry

Number of Persons in the car 1 2 3 4 5 6 7

Number of cars 18 14 10 26 9 3 5

Calculate the mean number of people in each car. Express the answer to the nearest whole
number.