Mean, Median, Mode and Range

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$By: Melissa Hanel Math B/Grade 11 5 Day Unit Plan Technologies ...$

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
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Mean, Median, Mode and Range

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