|Lesson Plan ID:
Students will research the ten day weather forecast. They will document the high's for ten days as well as the low's for ten days. Once students document this information, they will find the mean, median, mode, and range of the data collected.
This is a College- and Career-Ready Standards showcase lesson plan.
|MA2015(6) ||26. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. [6-SP2] |
|MA2015(6) ||27. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. [6-SP3] |
|ELA2015(6) ||1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1] |
|Primary Learning Objective(s):
The students will research the ten day forecast and find the mean, median, mode, and range of the data collected.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
Class bar graph
|Technology Resources Needed:
Students should have been previously taught how to calculate the mean, median, mode, and range. Review the meaning of these terms.
Students should have created a bar graph.
1. Students will use individual computers to research the ten-day forecast for their city (see website below). Depending on availability of printers, students can either print the ten-day forecast or copy it into their math notebook.
2. Students will use the numbers collected in their "Before" activity and find the mean, median, mode, and range of the forecast.
3. After finding the required information, students will receive a post-it note. They will be given 2 minutes to turn and talk with a partner about what this data means and how they can utilize it to make inferences about the upcoming weather in their area.
4. Each student will write the temperature they predict will come on the following day and why they predict this will be the temperature.
5. Students will place their post-it notes on a class bar graph. (Teacher could also use the following Bar Graph for added technology in lesson plan.)
6. Host a class discussion about the most common inferences and why the class thinks this temperature was a common prediction.
7. Students will add their prediction to the 10 day forecast and recalculate the mean, median, and mode to observe what happens when another number is added to data collection.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Students will be informally assessed on the mean, median, mode, and range that was calculated from the ten day forecast numbers (all should have the same numbers if they researched the city they are in).
The class can make predictions about the next week's weather based on their calculations.
Teacher may assign peer tutors to help those students who may struggle with this assignment.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: