ALEX Lesson Plan

     

Forecasting Statistics

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  This lesson provided by:  
Author:Summer Johnson
System: Roanoke City
School: Roanoke City Board Of Education
The event this resource created for:CCRS
  General Lesson Information  
Lesson Plan ID: 33206

Title:

Forecasting Statistics

Overview/Annotation:

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.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2015 (2016)
Grade: 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]


NAEP Framework
NAEP Statement::
8DASP2a: Calculate, use, or interpret mean, median, mode, or range.


English Language Arts
ELA2015 (2015)
Grade: 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]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.1- Answer who, what, where, when, and why questions about stories using textual evidence for support.


Mathematics
MA2019 (2019)
Grade: 6
24. Represent numerical data graphically, using dot plots, line plots, histograms, stem and leaf plots, and box plots.

a. Analyze the graphical representation of data by describing the center, spread, shape (including approximately symmetric or skewed), and unusual features (including gaps, peaks, clusters, and extreme values).

b. Use graphical representations of real-world data to describe the context from which they were collected.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given a set of numerical data,
  • Analyze graphical representation of data by describing the center, spread, and shape including approx. symmetric or skewed.
  • Reporting significant features in the shape of data including striking deviations, (e.g., extreme values, outliers, gaps, and clusters).
  • Organize and display the data using plots on line plots, dot plots, stem and leaf plots, histograms, and box plots.
Teacher Vocabulary:
  • Dot plots
  • Histograms
  • Box plots
  • Stem and leaf plots
  • Line plots
  • Extreme values
  • Outliers
  • Gaps
  • Clusters
  • Symmetric
  • Skewed
  • Center
  • Spread
  • peaks
  • 5 number summary
  • Minimum
  • Maximum
  • Median
  • lower quartile
  • Upper quartile
Knowledge:
Students know:
  • How to use graphical representations of real-world data to describe context, center, spread and shape from which they were collected.
  • Techniques for constructing line plots, stem and leaf plots, dot plots, histograms, and box plots.
Skills:
Students are able to:
  • Organize and display data using dot plots, line plots, stem and leaf plots, histograms, and box plots.
  • Describe the nature of the attribute under investigation including how it was measured and its unit of measure using the context in which the data were collected.
  • Describe the shape of numerical data distribution including patterns and extreme values.
  • Use graphical representations of real-world data to describe and summarize the context from which they were collected.
Understanding:
Students understand that:
  • Sets of data can be organized and displayed in a variety of ways, each of which provides unique perspectives of the data set.
  • Data displays help in conceptualizing ideas and in solving problems.
  • The overall shape and other significant features of a set of data, (e.g., gaps, peaks, clusters and extreme values) are important in summarizing numerical data sets.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.6.24.1: Define dot plots, line plot, stem and leaf plots, upper quartile, lower quartile, median, histograms, and box plots.
M.6.24.2: Recall how to read a graph or table.
M.6.24.3: Calculate upper quartile median, lower quartile median, overall median, greatest value, and lowest value.
M.6.24.4: Create box plot using calculations.
M.6.24.5: Plot data on dot plots and histograms.
M.6.24.6: Construct and label the display.
M.6.24.7: Recognize the different types of displays.
M.6.24.8: Define distribution and skew.
M.6.24.9: Describe the shape of a set of data in a given distribution.
M.6.24.10: Describe the spread of a set of data in a given distribution.
M.6.24.11: Describe the center of a set of data in a given distribution.

Prior Knowledge Skills:
  • Identify different types of graphs.
  • Create a bar graph and box plot.
  • Organize data in an ordered list.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.6.24 Interpret graphical representations of a data set (e.g. line plot, dot plots, bar graphs, stem and leaf plots, or line graphs).


Local/National Standards:

 

Primary Learning Objective(s):

The students will research the ten-day forecast.

The students will calculate the mean, median, mode, and range of the data collected.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Paper
Pencil
Post-It Notes
Class bar graph

Technology Resources Needed:

Computers

Internet

Background/Preparation:

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.

  Procedures/Activities: 

Before:

1.  Students will use individual computers to research the ten-day forecast for their city (see website below). Depending on the availability of printers, students can either print the ten-day forecast or copy it into their math notebook.

http://www.weather.com/ 

 

During:

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.  

 

After:

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 the lesson plan.)  

6.  Host a class discussion about the most common inferences and why the class thinks this temperature was a common prediction.

 

Closure:

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.


  Assessment  

Assessment Strategies

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).

Acceleration:

The class can make predictions about the next week's weather based on their calculations.

Intervention:

Teacher may assign peer tutors to help those students who may struggle with this assignment.  


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.