Mean, Median, Mode and Range

Day 1Objective: Students will define and find the mean, median, mode and range of givendata.Standards:NCTM Standards: Number and Operations, Data AnalysisNew York State Key Ideas: 5DMaterials:student notebookscalculatorsOpening: The following question is placed on the front board for students to answer asthey come into class.If you received the following grades on your tests, what should your grade be on yourreport card and why? 75, 95, 80, and 90Main: Notes: on the overhead, vocabulary and problems, students coping and solve. Dofirst three or four examples together, then let students work on the rest of the examples bythemselves or with a partner.Closing: Have students go to the board and put their solutions on the board.Hand out and discuss the Unit ProjectHomework: Unit ProjectAssessment: As students are working walk around and make sure they are on task.Student work on the board at the end of class.Teacher’s Notes: Make sure students are rounding, adding and dividing negativescorrectly for the mean. For the median check to see if students are putting numbers inorder before find the middle number.5

Day 2Objective: Students will gather data from the internet and find mean, median, mode andrange from the data.Standards:NCTM Standards: Number and Operations, Data AnalysisNew York State Key Ideas: 5DMaterials:Computer lab, with internet accessStudent WorksheetCalculatorOpening: In what state do you think the highest temperature occurred yesterday, and inwhat state do you think the lowest temperature occur last night?Main: Have students go to the following website from the National Weather Servicehttp://iwin.nws.noaa.gov/iwin/us/tempprecip.htmlStudents will find the high and low temperatures for the past 2 days. Explain what theinformation given to them represents. Answer the opening question and give a prize tothe student who was the closest. Students will use this data to answer the questions onthe student worksheet. Assign half of the class to work with one day and the other half toanswer the question based on the other day.Closing: Have students close out of the internet and discuss their findings, based onquestion 10.Homework: page 412 9-14Unit ProjectAssessment: As students are working walk around and make sure they are on task.Teacher’s Notes: Make sure they are using the same date and looking at all of the data.Some students may have to print off the data so they can highlight the numbers they arelooking for.7

Name _______________________Weather WorksheetDateClass __________Answer the following questions. If work needs to be shown, show it below the problem.1. What is the date of your data? ______________2. What is the high temperature for Columbus, Georgia? ______, Columbus, Ohio? ____3. What is the low temperature for Peoria, Illinois? _____.4. What is the range in high temperatures between Harrisburg, Pennsylvania, Las Vegas,Nevada and Fairbanks, Alaska? ________(show work)5. What is the mean low temperatures of all cities that begin with P? _______(showwork)6. What is the mode high temperature for all cities? _______7. What is the median amount of precipitation for all cities? __________(show work)8. What is the range of high and low temperature of Nashville Tennessee? _________(show work)9. What city has the greatest range between high and low temperatures? ___________(show work)10.Based on the forecast for tomorrow what city would you like to visit? ___________8

Day 3Objective: Students will find their heights then find how they compare to the class.Students will make analyze a box and whiskers plot and find mean median mode andrange of the class data.Standards:NCTM Standards: Number and Operations, Data Analysis, MeasurementNew York State Key Ideas: 5A, 5DMaterials:Tape measureCalculatorStudent WorksheetOpening: Students will be asked to write down some generalizations about what theybelieve to be true about the class’ height.Main: Students will work in pairs and measure their heights in centimeters. Studentswill then record the heights on the chart taped to the front board. Also students will inputtheir data into a list on the TI- 73 calculator. Chart is separated into males and females.Once everyone is finished the class will have a discussion about the tallest, shortestheight. Are there any heights that do not make sense? Students will work in pairs to findthe mean, median mode and range of the entire class data, male data and female data.Closing: We will then see if there are any patterns, or is the data what they expected todiscover. From the lists on the calculator, make a box and whiskers plot of the males andthe females. See the data from the box and whiskers plot match what the students foundto be true.Homework: Unit ProjectAssessment: As students are working walk around and make sure they are on task.Teacher’s Notes: Make sure students understand that the tape measure is not as tall asthe students and they need to add an amount to it. Having two calculators one for thefemales and one for the males to input data, may be useful not to confuse the data. Thentransfer the lists to one calculator.9

Name _____________Date__________Student MeasurementClass__________What is your height measured in centimeters? (Remember the tape measure is not as tallas you) ________________Record the class’s heights below1. What is the tallest male height?__________2. What is the shortest female height? ________3. What is the median of all heights? __________4. What is the mode of all heights? ___________5. What is the mean of the male heights? _________6. What is the mean of the female heights? __________7. What is the range of the class heights? __________Day 4Objective: Students will find the mean, median, mode, and range from graphs, tablesand charts.Standards:NCTM Standards: Number and Operations, Data AnalysisNew York State Key Ideas: 5DMaterials:Student WorksheetCalculatorOpening: Look at the chart on the overhead and discuss what can be determine from thegraph.Main: Work on the first problem together. Students will work by themselves to finishthe student worksheet.Closing: Review the worksheet10

Homework: Unit ProjectGo through the newspaper or a magazine, find a chart or table cut it out, staple tothe homework assignment. Students need to find the mean, median, mode and range.Assessment: Student worksheet and homework.Teacher’s Notes: Students need to be aware the mode is the tallest bar on the graph, notthe height of the bar that happens most. Have a supply of newspaper or magazines forstudents that do not have any available at home.11

transparencyTime to get to school1098765People 432101:00- 1:30 1:31-2:00 2:01-2:30 2:31-3:00 3:01-3:30MinutesWhat can be determined by looking at this graph ?Is it appropriate to use a bar graph to show this data?12

Name _____________Graphs and DataDate__________Class__________Look at the following graph and answer the following questions.1.Favorite Colors86420red blue green purple black white1. What color is the mode? _____________2. How many people were surveyed? ________2.Test scoresfrequency65-69 370-74 575-79 280-84 885-89 1290-94 1595-100 91. How many students were tested? _____________2. What is the mean test score? ________________3. What is the median test score? _______________4. What test score is the mode? _______________3.13

Shoe Sizes64207 7.5 8 8.5 9 9.5 10Shoe sizes1. What is the range of shoe sizes? ___________2. What is the mode of show sizes? ___________3. What is the mean shoe size? _________4. What is the median shoe size? __________4.Rain fall for OctoberRain fall (inches) Days0 15.01-.25 10.26-.5 2.51-.75 2.76-1.0 11.01 - 1.25 01.26 - 1.50 0more than 1.51 11. What is the range of rain fall? _________2. What amount of rain fall is the mode? ________3. What is the mean amount of rain fall? _______4. What is the median amount of rain fall? ______14

Day 5Objective: Students will practice finding mean, median, mode and rangeStandards:NCTM Standards: Number and Operations, Data AnalysisNew York State Key Ideas: 5DMaterials:Student WorksheetCalculatorOpening: Write down the definition and how to find the mean, median, mode and range.Main: Students will get in groups of four and compare the graphs they found forhomework and tell the other group members how they found the mean, median, modeand range.Students will work on Glencoe, Mathematics Course 3, Practice 4-4 worksheet. Add todirections find the range.Closing: Review the answersHomework:Unit ProjectAssessment: As students are working walk around and make sure they are on task.Teacher’s Notes: Make sure students are showing work15

Name _____________Unit ProjectDate__________Class__________During this week you must survey between 40 and 50 people. You may ask them anyquestion that will result in your ability to find the mean, median, mode and range of thedata.Some examples:shoe sizetime to get to school/worktime they wake uptime they go to bedtime to get ready in the morningageyear they were bornamount of time they watch TV per day/ weekYour data must be organized and answers labeled, showing the mean, median, modeand range.Your data should be presented in a frequency table and a graphDue next Monday16