Ms.

Berry 6th grade math

Lesson Cycle (5E Model)

Lesson Title/Topic: Data Summary

Standards: 111.26 (b) (12) (C) summarize numeric data with numerical summaries, including
the mean and median (measures of center) and the range and interquartile range (IQR) (measures
of spread), and use these summaries to describe the center, spread, and shape of the data
distribution; an

Lesson Objectives: Students will complete Assessment (Evaluate): complete data

data summary chart with 80% accuracy. summary chart.

Materials:

The teacher will: The student will:

Focus (Engage): Have the first slide of  Answer bell ringer to turn in (for
PowerPoint, and objective, on the board as attendance).
students are entering.  Use real-world statistics to
 Slide will include various statistics understand data summary.
(i.e. shooting average) of two well-
known athletes without their
pictures.
 As the bell ringer have students
answer question on the bottom of
the slide “based only on the
numbers listed, who is the better
player?”
 Once students are finished take a
class poll of who voted for player
one or player two.
 Reveal pictures once a winner is
chosen.
 Introduce the concept of data
summary and relate to the athlete’s
statistics.

Teacher Input (Explain & Elaborate):  Define mean, median, mode, and
Begin by explaining that data summary is range.
giving you a “snapshot” of the data set  Identify mean, median, mode, and
 Write {2, 3, 4 ,4,6} on the board range.
Ms. Berry 6th grade math

 Call on student ask, “what number  Create data sets and label mean,
occurs most frequently?” median, mode, and range
o Relate the correct answer  Discuss how data summary and
the term “mode” and define “snapshot” data is useful.
mode on the board.
 Call on another student ask, “what
is the lowest and highest number in
the set?” have student subtract
largest from the smallest.
o Relate correct answer to
“range” and define on the
board.
 Call on another student and ask,
“what is the middle number?”
o Relate correct answer to
“median” and define on the
board.
 Ask, “who knows how to calculate
the average of the data?”
o Calculate average as a class
o Relate correct answer to
“mean” and define on the
board.
 Review definitions on board and
discuss as a class. Ask, “where have
you seen these numbers before?”
and “how might you use them?”
 Pass out an index card to each
student.
 Have each student write down how
many letters they have in their first
name.
 Create dot plot (adding numbers as
needed in order).
 Go one by one and record answers
 Once finished, have students get up
and “pair-share” to analyze data and
see if they can come up with some
“snapshot” numbers.
 Discuss as a class and call on 3-4
students to come up with the mean,
mode, and range.
o If students have not
mentioned yet ask, “how
can we find the median?”
Ms. Berry 6th grade math

o Relate that the median is the

middle number in the
ENTIRE data set.
o Relate the need two write
out all recorded answers in
order from least to greatest.
 List numbers and find median.
o If there is an even number
of students.
o Explain that you take the
number in between (even if
you have to use a whole +
half number i.e. 6.5)
 Take a moment to bring together
the concept of data summary.
 Ask, “does anyone have any
questions or comments about what
we have learned?”
 Wrap up discussion.

Guided Practice (Explore): Begin by  Play a game to help create data sets
explaining to students that they will be and identify mean, median, mode,
working in groups of 3 to play mean, and range
median, mode, and range game.
 Take the time to fully explain the
game rules (attached to game).
 Use blank card and dice to go thru
one example of how to play.
o Ask, “does anyone have any
questions before we split
up?”
 Group students in threes taking care
to pair up individuals in different
levels of comprehension.
o Students with learning
disability will either play
with aide or at teacher table.
o GT students will be grouped
and may work on their unit
project.
o (see list attached)
 Each group will find a place to
work in the room.
 Pass out one card to each student,
and one dice to each group.
Ms. Berry 6th grade math
 Students will play through 2 rounds
if time allows approximately 15
minutes.
Independent Practice (Evaluate): Have
students return game boards and dice, clean
up their areas, and return to desk.
 Pass out Mighty Mean, Median, and
Mode chart.
 Students will work individually to
complete, and turn in before class
(if time allows).
Closure:
Present exit ticket slide on the board.
 Students will answer, “why is
“snapshot” data useful?” and “name
an instance that they receive.
snapshot data (i.e. class average)?”
 Allow students to share and discuss
answers with their shoulder
buddies.
Options:
Enrichment (Extend):
 GT students (listed and attached for
each class) will work on unit
project folders and complete focus
for lesson.
 Students should have completed
sample surveys from previous
focus.
o Students will tabulate
survey and answer focus
questions (during teacher
input).
 During guided practice, students
will complete lesson focus by
researching statistical data in a job
field related to their mock business
(guide included in folders).
 For independent practice students
will answer focus questions in their
journals.
 Complete chart to evaluate
comprehension of mean, median,
mode, and range
 Answer exit ticket.
 Discuss with partner.
 Students will turn in as they are
walking out.
Reteach:
 ESL, bilingual, and those with
learning disabilities (listed and
attached for each class) should be
given “cheat sheet” prior to teacher
input:
o Provides simple definitions
o Colorful context animation
o Highlighted function words
(i.e. “add” “subtract”
divide”) in relation to each
term
 During guided practice, pair ESL
and bilingual students to work
through the game.
 Those with learning disabilities will
either work with aide or at teacher
table.
 For independent practice students
will work through modified chart.
Ms. Berry 6th grade math

o Chart will review math

functions of adding,
subtracting, dividing.
o In modified chart students
will see the data sets.
However, they will be
guided on which
information to use to
complete questions.
o They will then match the
math function they used to
the answer they were
looking for (i.e. we
SUBTRACT largest number
from smallest number to
find RANGE).
o Students may use “cheat
sheet” if necessary.

Modifications:

References: http://deceptivelyeducational.blogspot.com/2015/01/mean-median-match-up-
free-printable-game.html?m=1