Lesson+Plan+A

Introduction-Lesson A a) describe mean as balance point; and b) decide which measure of center is appropriate for a given purpose. =Websites/Resources=
 * Reporting Category** Probability and Statistics
 * Topic** Measure of central tendency/Introduction to PBL
 * Duration 90 Minutes**
 * Primary SOL** 6.15 The student will
 * Khan Academy Lesson/practice- []
 * Finding the measure of central tendency- []
 * Interactive practice mean, median, and Mode-[]
 * Mean, Median, and Mode Vocabulary song- []

=Materials= =Vocabulary= Measure of center, mean, median, mode, fair share (earlier grades) balance point (6.15)
 * Laptop
 * Calculator
 * Index Cards

 Vertical Articulation
 * Collect/ Represent Data || 4.14 collect/organize/display/interpret data from variety of graphs || 5.15 collect/organize/interpret data, using stem-and-leaf plots/line graphs || **6.14 a) construct circle graphs; b) draw conclusions/make predictions, using circle graphs; c) compare/contrast graphs ** || 7.11 a) construct/analyze histograms; b) compare/contrast

histograms || 8.13 a) make comparisons/predictions/inferences, using information displayed in graphs; b) construct/analyze scatter plots ||
 * Measures of Center |||| 5.16 a) describe mean/median/mode; b) describe mean as fair share; c) find the mean/median/ mode/range; d) describe range as measure of variation |||| **6.15 a) describe mean **


 * as balance point; **


 * b) decide which **


 * measure of center is **


 * appropriate ** ||

PBL Instructional Unit-Graphic Organizer-Explains the process of the components of the activity



//__<span style="color: #333333; font-family: 'Times New Roman','serif';">Research and Information Fluency __//<span style="color: #333333; font-family: 'Times New Roman','serif';"> -Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. 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.
 * <span style="color: #333333; font-family: 'Times New Roman','serif';">Technology Standard **

<span style="font-family: 'Times New Roman','serif';"> //__ Critical Thinking, Problem Solving, and Decision Making __// <span style="color: #333333; font-family: 'Times New Roman','serif';"> -Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identifies and defines authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. =Student/Teacher Actions (what students and teachers should be doing to facilitate learning)= Prior to the lesson, create a large number line on which students may affix markers. The number line should start at 0 and extend through at least 20.
 * **<span style="color: #333333; font-family: 'Times New Roman','serif';">Content Standard: **<span style="color: #333333; font-family: 'Times New Roman','serif';"> Virginia SOL 6.15 the student will be able to: a). describe mean as balance point; and b) decide which measure of center is appropriate for a given purpose.
 * <span style="color: #333333; font-family: 'Times New Roman','serif';">SOL 6.14 The student, given a problem situation, will a) construct circle graphs; b) draw conclusions and make predictions, using circle graphs; and c) compare and contrast graphs that present information from the same data set.
 * **<span style="color: #333333; font-family: 'Times New Roman','serif';">Prerequisite Skills: **<span style="color: #333333; font-family: 'Times New Roman','serif';"> Virginia <span style="font-family: 'Times New Roman','serif';">5.15 collect/organize/interpret data, using stem-and-leaf plots/line graphs and <span style="color: #333333; font-family: 'Times New Roman','serif';">5.16 a) describe mean/median/mode; b) describe mean as fair share; c) find the mean/median/ mode/range; d) describe range as measure of variation.
 * **<span style="color: #333333; font-family: 'Times New Roman','serif';">Objectives, Outcomes, or Framing Question: **<span style="color: #333333; font-family: 'Times New Roman','serif';"> Explain how to decide when mean is the best measure of center to describe a data set.
 * <span style="color: #333333; font-family: 'Times New Roman','serif';">Explain how to decide when mode is the best measure of center to describe a data set.
 * <span style="color: #333333; font-family: 'Times New Roman','serif';">Explain how to decide when median is the best measure of center to describe a data set.
 * 1) Teacher begins lesson by asking the students to write a journal on how and why collecting data important.
 * 2) Teacher asks the students to share what they wrote in their journal.


 * 1) The teacher asks the students to define the following vocabulary words in their own words.
 * Mean
 * Median
 * Mode
 * Range
 * 1) After the teacher goes over the vocabulary words with the students, the teachers shows the students a quick video about statisticians via brainpop.com ([]) teachers must have an account-but can obtain a free trial by visiting [|www.brianpop.com-] if teachers cannot get an account on brainpop.com they call use visit a website that provides a detail job description of a statistician [|http://www.bls.gov/ooh/math/statisticians.htm#tab-1]
 * 2) The teacher explains to the students they will use statistics to solve a real world problem as a team of three to four students. The details are below:
 * __Problem Selection:__** Fairfield Middle School is considering opening a snack store to run before and after school. The school needs help to determine the type of soft drinks, chips, candy, and cookies to sale to the students and staff. Using data analysis each group will be responsible for selecting the top two items to sale for each category.

Each student should collect data by asking 20 students and faculty member which item they would like from their group’s category to be sold at the school store. The students may used Google survey, Text Messages, or paper and pencil to conduct their survey. This homework must be completed before lesson c.
 * Group A: Soft Drinks || Group B: Chips || Group C: Candy || Group D: Cookies ||
 * Cola || Potato Chips (Plain) || M&Ms || Oatmeal Cookies ||
 * Lime || BBQ chips || Starburst || Chocolate Chip Cookies ||
 * Grape || Sour Cream and Onion Chips || Skittles || Peanut Butter Cookies ||
 * Orange || Salt and Vinegar Chips || Fruit chewable || Sugar Cookies ||
 * Fruit Punch || Doritos || Jolly Ranchers || Macadamia Cookies ||
 * 1) The teacher informs the student of their group. Groups we selected by the teacher and vary in the level of skills for each team. Each group consists of two higher level performing students, 1 lower level student and on middle performing students.
 * Homework**

=Assessment= =Extensions and Connections (for all students)= =Strategies for Differentiation= Education, V. D. (2011). //Statistics and probability//. Retrieved Feburary 12, 2013, from Sequence and Scope : http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/index.shtml
 * Questions
 * Explain how you could collect and record data.
 * When your team collects their data should they only select one grade level? Explain.
 * Have students also find the median and mode for this data set. Based on the values, have them determine which value depicts the best measure of center for this specific data set and explain why.
 * Show students the actual calculation associated with deriving the balance point or mean prior to use of the number line.
 * Prior to building up the concept of mean as the balance point, show an example, including manipulatives, of mean as fair share.
 * References:**