Fly Away With Averages
You may save this lesson plan to your hard drive as an html file by selecting
"File", then "Save As" from your browser's pull down menu. The file name extension
must be .html.

This lesson provided by:
Author: Frank Norred
System: Shelby County
School: Shelby County Board Of Education

General Lesson Information
Lesson Plan ID:
3038
Title:

Fly Away With Averages
Overview/Annotation:

This is a hands-on lesson that allows students to gather their own data before finding the mean. This activity is the culminating activity of a mean, median and mode unit.

Associated Standards and Objectives
Content Standard(s):
TC2 (3-5) 8. Collect information from a variety of digital sources.

Examples: online libraries, multimedia dictionaries

Using technology tools to organize information

Demonstrating efficient Internet search strategies Example: keyword search

Evaluating electronic resources for reliability based on publication date, bias,
accuracy, and source credibility TC2 (3-5) 9. Use technology tools to organize, interpret, and display data.

Examples: spreadsheets, databases, electronic graphing tools

MA2015 (6) 29. Summarize numerical data sets in relation to their context, such as by: [6-SP5]

a. Reporting the number of observations. [6-SP5a]

b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. [6-SP5b]

c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation) as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. [6-SP5c]

d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. [6-SP5d]

MA2015 (7) 2. Recognize and represent proportional relationships between quantities. [7-RP2]

a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. [7-RP2a]

b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. [7-RP2b]

c. Represent proportional relationships by equations. [7-RP2c]

Example: If total cost t is proportional to the number n of items purchased at a constant price p , the relationship between the total cost and the number of items can be expressed as t = pn .

d. Explain what a point (x, y ) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r ) where r is the unit rate. [7-RP2d]

Local/National Standards:

Primary Learning Objective(s):

The students will: 1. Use technology to enter data and create a graph. 2. Create, save and print a spreadsheet. 3. Create a chart. 4. Gather information from empirical data.

Additional Learning Objective(s):

Preparation Information
Total Duration:

Greater than 120 Minutes

Materials and Resources:

Paper for airplane construction

Technology Resources Needed:

Computer, spreadsheet software

Background/Preparation:

Basic knowledge of spreadsheet construction along with chart construction

Procedures/Activities:
1.)The students construct a paper airplane with a design of their choice.

2.)When the airplanes are completed, the students go outside and line up in a straight line to throw their airplanes. Each student will throw his airplane a total of five times. Everyone records the distance his airplane flew each time in feet and/or meters. (If the distance is not exact, the students may use their rounding skills to estimate the total number of feet/meters.)

3.)When the students re-enter the classroom, they are to find their own averages. When this is completed, the students share their data with the teacher. The teacher records on the board each student's name and mean. For spreadsheet data, each student is responsible for copying the names and means of ten students in the class.

4.)Students enter their data into a spreadsheet. This typically takes one class period.

5.)Students place a bar graph in the spreadsheet. This usually takes about twenty minutes.

6.)Students may present their spreadsheets and graphs.

Attachments: **Some files will display in a new window. Others will prompt you to download.

Assessment
Assessment Strategies

Grading Rubric: Spreadsheet Format: 10 Complete and Accurate Information:20 Accurate Graph Information:20 Bonus:10 points for class presentation

Acceleration:

Intervention:

Each area below is a direct link to general teaching strategies/classroom
accommodations
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.

Be sure to check the student's IEP for specific accommodations.