Beacon Lesson Plan Library

Statistically Lyrical

Sharla Shults
Bay District Schools

Description

Since all of the rhyming is through, now what are we to do? Describe, analyze, and generalize! Calculating measures of central tendency makes the activity even more alive. Stay tuned and you will see; the best to come is yet to be!

Objectives

Describes, analyzes and generalizes relationships, patterns, and functions using words, symbols, variables, tables and graphs.

Calculates measures of central tendency (mean, median, mode)and dispersion (range, standard deviation, and varience) for complex sets of data and determines the most meaningful measure to describe the data.

Materials

-Folders with completed activity papers from the lesson plan, The Math Poet
-Eight expanding folders
-Flags that were used in The Math Poet activity
-Calculators
-Pencils
-Colored Pencils
-Data Collection Worksheet, one per student (see Associated File)
-Ratios of Data Collected Questionnaire, one per student (see Associated File)
-Statistics Work Sheet, one per student (see Associated File)
-Statistically Lyrical Summary, one per student (see Associated File)
-Prizes for the winning team and/or top student (Examples: cool pens or pencils, erasers, note pads, sticky notes, goody bags, etc.)

Preparations

1. Mark each individual group memberís The Math Poet Solutions Work Sheet indicating which problems are correct or incorrect.
2. Include marked documents in individual folders. Place individual folders in respective groupsí expanding folders.
3. Set up tables, or group stations, as arranged in The Math Poet activity.
4. Download and copy as a transparency the Skill Drill Warm-up Activity.
5. Download and duplicate lab sheets (see Associated File) for all members of each team:
a) Data Collection Sheets
b) Ratios of Data Collected Questionnaire
c) Statistics Work Sheets
Note: Copy these documents front to back to save paper. If this is not an issue, copy as individual documents.
6. Download and duplicate the Statistically Lyrical Summary, one per student.

Procedures

Day 4 of the mini-unit Challenging Math Poetically.
Note 1: Variables and graphs are not addressed or assessed in this lesson.

Note 2: Present knowledge of fractions, decimals, and percents (the student understands that numbers can be represented in a variety of equivalent forms, including integers, fractions, decimals, percents, scientific notation, exponents, radicals, and absolute value) is reviewed and reinforced in this lesson.

1. Greet students at the door and give each student a folder. These may all be the same color or different colors.

2. Instruct students as they enter the room to report to the same groups as the day before in The Math Poet activity and print their names on their folders. Once students are seated in groups, review briefly the concepts from the lesson The Math Poet. Next, tell students to assign new roles and complete the Challenging Math Poetically Role Assignments sheets for todayís activity. Each member assumes a new role of the four designated in The Math Poet activity: 1) Team Manager, 2) Calculator, 3) Recorder, and 4) Signaler (flag waver)/Runner*.
*The Signaler waves the flag any time a group has questions of the teacher and also assumes the role of Runner.

3. Distribute an expanding folder to each group (team). Instruct the Team Managers to write the groupsí numbers with large digits on the front of the expanding folders. At the end of the dayís activities, students place their individual papers in their respective individual folders, including their papers from the lesson Lively Math. The group team folder from The Math Poet activity is used to collect all documents that are completed as a group. The Team Manager is responsible for gathering all folders and placing them in the expanding folder to be returned the following day.

4. Present objectives to the students by reviewing the standards and Goal 3 Standard(s) that are addressed in this lesson. Inform students that todayís task focuses on learning how to describe, analyze and generalize collected data.
a) Task 1 involves describing data collection and why it is important.
b) Task 2 entails separating the data into various distinguishing parts (analyzing). Each student demonstrates the understanding of ratios and conversion of fractions to decimals to percent.
c) Task 3 requires generalizing about the data collected involving, relating to, or applicable to every member of the group, or class. Data is organized in a table and group percentages and class percentages are calculated. Students also calculate the measures of central tendency for the entire class.
NOTE: Review measures of central tendency ensuring students understand the meaning of and how to calculate the mean, median, and mode.

5. Discuss the writing of ratios as fractions and relate to studentsí present knowledge. Ask students where these are encountered in the real world on a regular basis. (Some examples include chances of winning the lottery, sale advertisements where items are marked Ĺ off, sports statistics where a teamís chance of winning is reported as 2/1, etc.)

6. Complete Skill Drill Warm-Up Activity using an overhead transparency (see Associated File) and allow students just enough time to answer each question. This encompasses working with writing comparisons as ratios, changing ratios to decimals, and converting decimals to percent. After all are completed, go over the concepts. Tell students to place their papers in their individual folders.

7. Demonstrate with several overhead transparencies how information is depicted using statistical data (see Teacher Preparation and Web links). Discuss with students how/where statistical data is relevant to everyday life. Relate to real-life examples that are pertinent to school issues, i.e. results of test scores or improvement in reading or math scores.

8. With student assistance, distribute team folders from The Math Poet activity*, calculators, pencils, and flags to each group. Each folder contains The Math Poet Score Sheet and each team memberís Solutions Work Sheet. (NOTE: Each individual group memberís Solutions Work Sheet should already be marked by the teacher indicating which problems are correct or incorrect. To be counted correct, the work and/or explanation and the right answer must both be evident and agree.) Students record their individual scores in the second column on the Score sheet and calculate their individual total points. Each group then calculates their groupís total points earned. Bonus points are not added to individual scores. These have already been added to the group scores. The overall winner can now be declared and prizes awarded accordingly.

*An alternative to distributing the team folders is to already have the folders on the tables at the beginning of class.

9. First, students count the total number of problems they got correct and incorrect recording this information at the top of their individual solutions sheets.

10. Distribute a Data Collection Work Sheet, Ratios of Data Collected Questionnaire and Statistics Work Sheet to each student (see Associated File). Emphasize with students that it is the responsibility of each student to complete all handouts.

11. Instruct each group to send the Signaler/Runner to each of the other groups and collect the group data, recording this information on one of the Data Collection Work Sheets. The Signaler/Runner then promptly return to the respective groups with the required information and each member completes individual group data tables.

12. Next, each group works cooperatively and completes the class data table. If a group has a question, the Signaler/Runner raises the flag to signal the teacher for assistance.

13. Upon completion of the Data Collection Work Sheets, students complete the Ratios of Data Collected Questionnaires. These consist of questions that require students to express information as ratios.

14. After completing the Ratios of Data Collected Questionnaires, the students calculate percentages and begin analyzing the data. This requires the completion of the Statistics Work Sheets. As a final task, students calculate the mean, median, and mode scores for the entire class. Hold a class discussion to determine the most meaningful type (measure) of describing the data gathered.

15. Monitor studentsí learning throughout the learning process observing group cooperation and understanding of concepts answering questions and providing feedback accordingly.

16. Formatively assess studentsí understanding by having students complete the Statistically Lyrical Summaries (see Associated File) as a group.

17. Inform students to return all completed documents to their respective folders. Assessed papers go to the back of each folder and new documents are added in the front. Any group papers go in the team folder from The Math Poet activity. Team Managers are responsible for organization of the folders within the groupsí expanding folders. Collect expanding folders containing all individual folders and team folders. (See Flow Chart in Challenging Math Poetically Mini-Unit Plan Overview.)

18. Formatively assess (see Assessment section) and provide individual written feedback as deemed necessary to ensure studentsí understanding of data collection, using fractions, decimals and percent, and measures of central tendency, calculating the mean, median, and mode. Keep documents in individual folders within the groupsí expanding folders to be returned the next day for the graphing in the lesson, Get the Picture with Graphs. (See Extensions)

Assessments

In a group setting, formatively assess studentsí ability to describe, analyze and generalize collected data using the Statistically Lyrical Summary (see Associated File).

Part 1 requires students to describe the data collected and state why it is important to collect data.

Part 2 entails separating the data into various distinguishing parts (analyzing). Each student demonstrates the understanding of ratios and conversion of fractions to decimals to percent.

Part 3 requires students to generalize about the data collected involving every member of the group, or class.

Part 4 involves students demonstrating the ability to calculate measures of central tendency from the collected data and determine the most meaningful measure to describe the data.

Note: Variables and graphs are not assessed in this lesson.

Extensions

Day 5 of the mini-unit Challenging Math Poetically is Get the Picture with Graphs at
http://www.beaconlearningcenter.com/search/details.asp?item=2828.

The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2985. Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, ďAssociated Files.Ē This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Web Links

Statistical Tables, Charts, and Graphs
National Center for Health Statistics

Representing Information with Graphs
Corporate Publishing

Day 5 of the mini-unit Challenging Math Poetically
Get the Picture with Graphs

Complete 8-day mini-unit with which this lesson is associated
Challenging Math Poetically

Attached Files

Activity sheets, assessments, and scoring tools.†††††File Extension: pdf

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