University of West Alabama

COE

5E Lesson Plan

Teacher: Tana Dodd

Date: September 23, 2016

Subject area/course/grade level: Math/Algebra 1/9th Grade

Materials: laptops, calculators, Smart Board, individual white boards, handouts to go with Gizmo Movie Reviewer activity, Prezi (https://prezi.com/apjem1l1iocd/measures-of-central-tendency/), Holt McDougal Algebra book, Graphic Organizer handout, individual project instructions

Standards (State and ISTE Standards for Students):

Alabama Course of Study Standards: Algebra 1

· S-ID2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

· S-ID3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

International Society for Technology in Education (ISTE) Standards

1. Creativity and innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

· (a) Apply existing knowledge to generate new ideas, products, or processes.

· (b) Create original works as a means of personal or group expression.

· (d) Identify trends and forecast possibilities.

2. Communication and collaboration- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

· (a) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

· (b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

· (d) Contribute to project teams to produce original works or solve problems.

3. Research and information fluency- Students apply digital tools to gather, evaluate, and use information.

· (a) Plan strategies to guide inquiries.

· (b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

· (c) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

· (d) Process data and report results.

4. Critical thinking, problem solving, and decision making- Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

· (b) Plan and manage activities to develop a solution or complete a project.

5. Digital citizenship- Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

· (a) Advocate and practice safe, legal, and responsible use of information and technology.

· (b) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

· (c) Demonstrate personal responsibility for lifelong learning.

· (d) Exhibit leadership for digital citizenship.

6. Technology operations and concepts- Students demonstrate a sound understanding of technology concepts, systems, and operations.

· (a) Understand and use technology systems.

· (b) Select and use applications effectively and productively.

· (d) Transfer current knowledge to learning of new technologies.

Objectives: The students will demonstrate their ability to describe the central tendency of a data set by creating an individual project in Microsoft Word that will be submitted through Edmodo.

Differentiation Strategies:

Adaptations (for students with special needs): Accommodations will be made based on the needs of the students. Students with special needs will be paired/grouped with student(s) of stronger math and technological abilities. These students will also be allowed more time to work on the individual project.

Extensions (for advanced students): Advanced students will use 10 data values (instead of 5) on the individual project. These students will also explain their findings.

Other: Students will create Graphic Organizers that summarize the lesson. Additionally, an individual project, videos, peer discussions, class discussions, and games will all be used during this lesson to address the various learning styles of the students.

ENGAGEMENT:

Here is your chance to catch the student’s attention. You must pose questions or design an activity to help the students build on what they already know in preparation for learning something new.

Materials: laptops, calculators, Smart Board, individual white boards

1. GeoGebra: Central Tendencies (http://www.geogebra.org/m/yaNqGp5f?doneurl=%2Fsearch%2Fperform)

a) Students will be instructed to get out their calculators and individual white boards.

b) I will use the Smart Board to pull up GeoGebra: Central Tendencies.

c) Students will look at the data and write the median on their individual white boards. The first student to hold their board up with the correct answer will get a point.

d) Then, students will use their calculators to calculate the mean of the data. Again, students will write the answer on their white boards, and the first student to hold their board up with the correct answer will get a point.

e) We will play this game for several rounds. Whoever has the most points will be given a pencil as a reward.

Assessment: GeoGebra: Central tendencies – individual whiteboards will be used to answer questions

EXPLORATION:

This is it, the heart of learning. Hands-on experiences are mandatory and should include chances for the students to collaborate and experiment and be able to discuss their learning with others.

Materials: laptops, handouts to go with Gizmo Movie Reviewer activity

*Handouts are located near the bottom of this document (also in instruments, documents, and presentations section of website)

Students will be divided into groups of three for the following activity. Each group will have a laptop, and students will be instructed to talk to one another and discuss the question and answer choices for each problem.

1) Gizmo Movie Reviewer activity (https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1018)

a) Each student will be given a handout.

b) Each group works together to answer #1 (defining mean, median, mode, and range).

c) Each group goes to the website and follows instructions on the handout. Students will assign values for movie review ratings and be able to determine the mean, median, mode, and range of the data set. This will enable students to answer the questions on the worksheet. Students will manipulate the numbers throughout the activity and witness the effects of the change(s) on the mean, median, mode, and range. Students will also determine the effects of outliers.

d) While this is a group activity, students must each complete a handout.

e) At the end of the activity, students will exchange worksheets and participate in peer grading as I call out the correct answers.

f) After grading, students will return the papers to their original owners. Students will be instructed to take a couple of minutes to look over missed problems. This will give them an idea of what concepts that they need to devote extra attention to in the next (Explanation) portion of the lesson.

Assessment: Gizmo Movie Reviewer – Students will work in small groups to complete this activity. A handout will be turned in from each student.

EXPLANATION:

This stage of the lesson is your part. You will cover vocabulary, concepts, ideas – whatever is necessary – to help the students understand the lesson. Include higher order thinking questions to help the students connect and comprehend the point of the lesson.

Materials: Smart Board, Prezi (https://prezi.com/apjem1l1iocd/measures-of-central-tendency/), Holt McDougal Algebra book, Graphic Organizer handout

Higer Order Thinking Questions:

· How do measures of central tendency describe data?

· What is an outlier and how does it affect a data set?

Vocabulary: measure of central tendency, mean, median, mode, range, outlier

Graphic Organizer: Located near the end of this document (also located in instruments, presentations, and documents section of website)

1) Students will be given a Measures of Central Tendency Graphic Organizer. Students will complete the Graphic Organizer throughout the Prezi presentation. If students need further information or miss something on the Prezi, then Chapter 10 Sections 1-2 can be used.

2) Students will view a Data Analysis Prezi. The following is discussed:

a) Higher Order Thinking Questions

b) Vocabulary

c) Measures of Central Tendency

i) Mean, Median, Mode You Tube video (https://www.youtube.com/watch?v=ZexjdSFaxHI)

ii) When to Use

iii) Outliers and Their Effects You Tube video (https://www.youtube.com/watch?v=ip8XhG5ZqsY)

d) Short Activity to Demonstrate what was Learned

i) Each student will write down any 5 numbers.

ii) Using these numbers, students will find the value of the mean, median, and mode. Students will also identify if there is an outlier, and if so, give its value.

iii) Then, students will partner up and check one another’s work. During this time, I will walk around the room and observe work and conversations, ask and answer questions, and clear up any misconceptions.

Assessment: Prezi – A graphic organizer will be filled out during the presentation (students may use their book too if needed); the presentation has an activity at the end that allows for peer-to-peer discussion and tutoring (Student chooses five numbers and finds the mean, median, mode, and range of those numbers. Students pair together and go over their numbers and how they determined the answers.) Socrative quiz (questions are located near the end of this document and in the instruments, documents, and presentation section of website)

ELABORATION:

This is your chance to plan activities for the students to apply what they learned in the lesson to their lives and new situations. You will need to be creative and allow your students to do the same.

Materials: laptops, project instructions

*An example of each of this project is located at the end of this document.

**Rubrics for each project are located near the end of this document.

1) Individual Project: Data Analysis Project (instruction document is located near the end of this document and also in the instruments, documents, and presentations section of website)

a) Each person will get a laptop.

b) Students will obtain the following assignment through Edmodo:

i) You will be creating a Word document using the instructions below.

i) You will go to the Gapminder website and view the data available (https://www.gapminder.org/data/).

ii) Choose an indicator from the list. Example: Energy Use Per Person

i) You must choose at least 5 data values given from the indicator that you choose. You can choose if you take data values from the same country or from different countries. For example, using energy use per person, I could find the values from five different years of usage in the United States (thus comparing the increase or decrease in our country), OR I could choose the data values from five different countries (and therefore compare usages between countries). If you choose different countries, you will need to choose the same year so that you do not have a misleading graph. Round data values to the nearest tenth.

ii) Find the mean, median, mode, and range of the data values.

iii) Identify if there is an outlier. If so, state what the outlier is.

iv) Create a chart that will best organize and display the data. Students may use Excel or https://nces.ed.gov/nceskids/createagraph/. Each chart must have a title, and each axis must be properly labelled. The graph must be inserted into the document.

v) Submit the document through Edmodo.

Assessment: Individual Data Analysis Project – rubric (included near end of this document and on instruments, documents, and presentations section of website)

EVALUATION:

Remember, assessment is part of each stage of the 5E lesson plan process. You will need to assess each student on their participation and understanding and evaluate how close they have come to meeting the objectives of the lesson.

(The Evaluations are broken down by sections and activities.)

Engagement

GeoGebra: Central tendencies – individual whiteboards will be used to answer questions

Exploration

Gizmo Movie Reviewer – Students will work in small groups to complete this activity. A handout will be turned in from each student.

Explanation

Prezi – A graphic organizer will be filled out during the presentation (students may use their book too if needed); the presentation has an activity at the end that allows for peer-to-peer discussion and tutoring (Student chooses five numbers and finds the mean, median, mode, and range of those numbers. Students pair together and go over their numbers and how they determined the answers.)

Socrative quiz

Elaboration

Individual Data Analysis Project – rubric

Evaluation

Kahoot – questions and answers are located near the end of this document (also in instruments, documents, and presentations section of website)

References:

Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Name: ______________________________________Date: ________________________

Student Exploration: Movie Reviewer

Vocabulary: mean, median, mode, range

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. Tell what you already know about the following vocabulary words:

Mean:

Median:

Mode:

Range:

Gizmo Warm-up

In the Movie Reviewer GizmoTM, groups of friends watch movies and rate them from 0 (worst) to 10 (best). Five friends saw the movie Black Belt Gizmo and gave it a rating. You can see their scores in the Gizmo: They are 2, 3, 5, 7, and 8.

1. Another friend saw the movie late. To add the new reviewer, drag a rating card (number card) onto a kid on the left, standing in front of the cinema.

What rating did the new reviewer give? __________

2. Sometimes a reviewer changes her mind. Change one of the ratings by dragging a new rating card onto one of the reviewers on the right.

A. What were the old and new ratings?Old: ________New: _________

B. How do you think this affects the mean score? ___________________________

Activity A:

Balancing act

Get the Gizmo ready:

· Click the Now Playing movie poster, select Return to Planet Gizmo, and click Select.

For their movie review, these friends need one single rating for each movie. But this can be difficult. How can they take many different scores and boil them down to one number?

1. Ten friends have seen Return to Planet Gizmo and their scores are shown in the Gizmo.

A. Click on Balance. Now the reviewers are lined up along a see-saw. Drag the yellow fulcrum (triangle) until they balance. At what number are they balanced? ________

B. Click Calculate mean. What is the mean of this data set? ________

C. The mean is often called the average. How do you calculate the mean of a data set?

___________________________________________________________________

___________________________________________________________________

2. Select another movie from the Now Playing list. First, name the movie and list its ratings.

A. Movie: _________________________ Ratings: ____________________________

B. What is the mean of the data? ________

C. In the space, show the calculation of the mean:

3. Pick the movie Gizmo, Private Eye. Place the fulcrum at 6. The see-saw is not balanced.

A. What are the current ratings for this movie? ________________________________

B. Add one new reviewer to balance the see-saw at 6. What score did you add? ______

C. Add two more ratings, keeping it balanced at 6. What scores did you add? ________

D. Click Clear to send all reviewers back to the cinema. Now add at least five ratings so that the mean score is 6. List your data: _________________________________

E. Change some of the ratings. Does every change affect the mean? ______________

Activity B:

Score in the middle

Get the Gizmo ready:

· Click the Now Playing movie poster, select This Gizmo Rides Alone, and click Select.

One friend suggests a new way to find the overall movie rating – just use the middle number.

1. Some friends watched This Gizmo Rides Alone and their scores are shown in the Gizmo.

A. How many ratings are given for this movie? ________

B. Click on Order and select Find middle rating. Drag the vertical red bar to help find the middle. (This value is called the median.) Which score is the median? ________

C. Click on Calculate median. Were you correct? ________

2. Turn off Calculate median. Select the movie Super Gizmo Saves Earth.

A. How many ratings are given for this movie? ________

B. Why is it trickier in this case to find the middle value? _________________________

___________________________________________________________________

C. What do you think is the median of this data set? ________

D. Select Calculate median. Were you correct? ________ (If not, correct your median.)

E. Describe how to find the median when you have an even number of data values.

___________________________________________________________________

___________________________________________________________________

3. Select the movie Return to Planet Gizmo. Experiment with changing some of the ratings.

A. Does changing ratings always, sometimes, or never change the median? _________

B. Explain why. _________________________________________________________

___________________________________________________________________

4. Click Clear. Make a data set whose median is not a whole number. List the data below.

Data set: ___________________________________________ Median: __________

Activity C:

Larry Lowball

Get the Gizmo ready:

· Click the Now Playing movie poster, select Gizmo on Broadway, and click Select.

Larry Lowball is a grumpy guy. He often gives movies low scores. The rest of the friends have trouble agreeing on an overall score for their movie review when Larry’s scores are so low.

1. Larry and some friends saw Gizmo on Broadway. Their scores are shown in the Gizmo. A value (like Larry’s) that is far away from the rest of them is called an outlier.

A. Larry is considering raising his score, but wonders how this will change the overall score. Choose 3 new scores for Larry. Find the mean and median of each data set.

Larry’s score

Other scores

Mean

Median

0

10, 10, 10, 10

10, 10, 10, 10

10, 10, 10, 10

10, 10, 10, 10

B. How does changing Larry’s score change the mean? _________________________

___________________________________________________________________

C. How does changing Larry’s score change the median? _______________________

___________________________________________________________________

D. After seeing the effects of Larry’s scores, Sarah thinks they should use the mean for the overall score. Give one reason why Sarah might argue for using the mean.

___________________________________________________________________

E. Robbie disagrees. He thinks that the median would be a better overall score. Give one reason that Robbie might argue that it is better to use the median.

___________________________________________________________________

2. Suppose you were promoting the movie Gizmo’s Secret Admirer. Which value would you use, the mean rating or the median rating? Explain your answer.

_________________________________________________________________________

_________________________________________________________________________

Name: ___________________________________ Date: ____________________

Measures of Central Tendency

Graphic Organizer

Words to Know

Definition

Example

When to Use

MEAN

MEDIAN

MODE

Socrative Quiz

Name: _____________________________________________ Date: __________________________

Data Analysis

Individual Project

1. Go to https://www.gapminder.org/data/. Choose an indicator for your project. For example, you could choose “energy use per person”. What is your indicator? _______________________

2. You will use five data values from your indicator. You can choose five data values from the same country (thus comparing if there is an increase or decrease over time) OR you can choose five data values from different countries (therefore comparing the data among countries). If you choose to compare countries, then you must choose data values from the same year. For example, with “energy use per person”, I could choose the values from five different countries usage per person in the year 2010 (or any other year of my choosing) OR I could choose values for usage per person in the United States in 1990, 1995, 2000, 2005, and 2010 (or whatever country and years of my choosing). If you choose to compare years of country, then choose years that are equally spread apart (the ones in my example increase by 5 years) so that you do not have a misleading graph! Fill in the chart below with your data. Round data values to the nearest tenth.

Country or Year

Data Value

3. Using your data, find the following for the data set:

a) Mean: ___________________________________________

b) Median: _________________________________________

c) Mode: __________________________________________

d) Range: __________________________________________

e) Is there an outlier, and if so, what is it? __________________________________________

4. Create a chart that organizes and displays your data. You may use Excel or https://nces.ed.gov/nceskids/createagraph/. The chart must be inserted on this page.

5. Submit this document through Edmodo.

Data Analysis Math Individual Project Rubric

Student Name: ____________________________

Total Points: ______________________

Comments:

Kahoot: Measures of Central Tendency

Questions & Answers

Approved January, 2013