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Median, Mode, and Range – Active Lesson

Standards: Mathematics

• 2.6.5. (A) Organize and display data using pictures, tallies, tables, charts, bar graphs and circle graphs.

• 2.6.5. (B) Describe data sets using median, mode, and range. Health, Safety, and Physical Education

• 10.5.3. (A) Recognize and use basic movement skills and concepts. manipulative movements(e.g. throw, catch, kick)

I. Performance Objectives (Learning Outcomes):

• Students will calculate the median, mode, and range after collecting their group data.

• Students will: shoot a basketball into a net demonstrating proper set shot technique; strike a bean bag at a goal with a hockey stick using proper striking technique; and throw a puff ball at a target using proper one-handed overhand throw technique.

II. Instructional Materials:

• 6 cones • 1 dry erase board with a marker • 6 basketballs • 6 hockey sticks • 1 roll of masking tape • 12 puff balls • 18 copies of the Recording Worksheet; Median, Mode, and Range (see

attachment) • 1 CD Player

III. Subject Matter

• Median – the value exactly in the middle of an ordered set of numbers. o How to find the median:

Arrange the scores in increasing or decreasing order. • e.g. 4, 4, 5

Pick the middle score. • e.g. answer = 4

o How to find the median with an odd number of scores:

Teacher Candidate: Cory D Wilson_________________Dates: October 2007__

Cooperating Teacher: Dr. Lori Engstrom_____________Coop. Initials: ______

Group Size: 25 students__ Allotted Time: 15 minutes _ Grade Level: 5th_____

Subject/Topic: Median, Mode, and Range ____________Section: ELU 207 011_

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Add the middle two scores. • e.g. 4, 4, 6, 7 • e.g. 4 + 6 = 10

Divide by 2. • e.g.10 / 2 = 5

• Mode - the number that appears most frequently, if there is one. o How to find the mode:

Select the number that occurs most frequently. • e.g. 2, 5, 5 • e.g. mode = 5

• Range – the difference between the greatest and least values in a set. o How to find the range:

Arrange the numbers from least to greatest. • 2, 5 ,6 ,7, 7, 9

Subtract the least from the greatest. • 9 – 2 = 7

*Prerequisite Skills: Students have already learned the proper techniques for set shot,

strike, and one-handed overhand throw. They have also learned how to calculate median, mode, and range

• Physical Mechanics/Body Awareness

o Set shot: Shooting arm makes the shape of an L. Ball rests on shooting hand like a serving tray. After releasing the ball, wave good-bye to the ball. Bend and extend legs when shooting. Arch the ball when shooting.

o Strike: Stand sideways to bean bag. Grasp stick with palms facing each other. Dominant hand under non dominant with a slight space in between Focus on the target. Swing hockey stick with a sweeping motion. Step sideways with non-dominant foot, and swing bat forward,

rotating hips and shoulders. o One-handed overhand throw

Keep one foot on each side of a line with ball held in the dominant hand.

Hold arms straight at shoulder level. Rock sideways, transferring weight from right to left foot. Bend elbows pointing fingers toward the sky. Step sideways toward the target with the non-dominant foot and

then throw. After releasing the object, move the throwing arm across the trunk

and reach for the opposite hip.

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IV. Implementation

A. Introduction- • Before the lesson starts, and before the children enter the gym, set up the three

activity stations, triangle formation, at each end of the gym, separated by the mid-court line (See attached diagram).

• Use the duct tape to create 3 goals (6 total – 2 separate stations, opposite ends of the gym) on the base of the walls to shoot at for the two hockey stations Place 3 sticks (6 total) and 3 bean bags (6 total) for the hockey shoot.

• Do the same for each throwing station but rather create X’s for targets. - Place 3 tape lines 10 feet away from the wall at each hockey and

throw station to provide an adequate distance from the target. • Place 3 basketballs at each foul line for the set shot stations.

• Instruct the students to assemble themselves with their pre-arranged group of 3. • Tell them to sit on the floor, forming a circle with their group, facing you. • Gain their attention by telling them today they will be using the equipment they

see on the floor to engage in some fun and exciting activities at each station, where they will review/apply the following concepts learned in math class:

• median, mode, and range • Tell the students that in order to get started having fun, we will review the

definitions taught in math class. • Briefly review the definition of median, mode, and range using two colors

of puff balls, three balls total as the mathematical example. - see the above definitions to perform the review

• Call on the students to explain the three terms using the example. B. Development- • To prepare students for their group work, they will briefly observe the teacher’s

demonstrations at the three stations. o Inform them that worksheet computations should immediately follow the

group’s completion of their designated tasks at each station. o All stations are active simultaneously o Basketball Shoot Demonstration:

Stand on the foul line and shoot for the basket modeling proper form.

Instruct the students that they are to line up at the foul line taking turns shooting for the hoop – one at a time.

While they are not shooting they should practice dribbling in place. Tell them that once each person completes ten shots, each group

member should immediately record his number of successful attempts on the back of his paper.

Then, regrouping for the station’s math portion, each student should state his total so that his team members can write down the various scores in the appropriate spaces provided on the worksheet.

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Each person performs their own computations of median, mode, and range.

Following each individual’s completion they should compare their answers to come to a final agreement on the correct answer.

o Bean Bag Hockey Strike Demonstration: Stand behind the tape line and shoot for the target on the wall

modeling proper form. Instruct the students that they are to shoot when they are ready; no

one needs to wait their turn. Tell them that once each person completes ten shots, each group

member should immediately record his number of successful shots on the back of his paper.

Then, regrouping for the station’s math portion, each student should state his total so that his team members can write down the various scores in the appropriate spaces provided on the worksheet.

Each person performs their own computations of median, mode, and range.

Following each individual’s completion they should compare their answers to come to a final agreement on the correct answer.

o One-Handed Overhand Puff Ball Throw Demonstration: Stand behind the tape line and throw the puff ball at the target on

the wall modeling proper form. Instruct the students that they are to throw when ready; no one

needs to wait their turn. Tell them that once each person completes ten throws, each group

member should immediately record his number of successful shots on the back of his paper.

Then, regrouping for the station’s math portion, each student should state his total so that his team members can write down the various scores in the appropriate spaces provided on the worksheet.

Each person performs their own computations of median, mode, and range.

Following each individual’s completion they should compare their answers to come to a final agreement on the correct answer.

o After the demonstration and explanation distribute the worksheets. o Remind the students that each member is responsible for recalling his own

tally of successful attempts. o Review the layout of the worksheet and explain that the order of

transcription is not important, however; be sure to neatly write the totals in the correct sections

They should not move from the station until the math portion is completed and the other group has progressed.

Instruct the students to rotate clockwise with their group. If one group is finished before another, they are to continue

engaging in their stations’ activity until the next group moves on.

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o Remind them that when the music stops all eyes should be on the teacher to listen to her directions.

• Dismiss the students to the stations – one group per station - and start the music. • When all the stations have been completed, stop the music and call for the

students to attention, directing them to finish their calculations and return to the floor from where they began.

C. Closure- • Using the wet board, record each of the 6 group’s totals by asking each group to

volunteer the sum of their successes. o One sum per station, three total per group

• Then use these numbers to calculate the class median, mode, and range for each station.

o Ask the students to explain how to do the math – step-by-step

V. Evaluation of Students • In order to assess (the first two objectives) the students’ understanding, the

worksheets will be collected and graded using the following rubric:

Excellent: check plus (15)

Good: check (13)

Satisfactory: check minus (10)

Incomplete: zero (0)

Worksheet Complete and accurate Complete Two ore more blank Worksheet

blank Student Name Set Shot (1) Strike (1) One-Handed Overhand Throw (1) Student 1

• The following checklist will be used to show that each student demonstrated

proper: • set shot technique • strike technique • one-handed overhand throw

*3 total points possible (one per station) if proper technique

• Students will: shoot a basketball into a net demonstrating proper set shot technique; strike a bean bag at a goal with a hockey stick using proper striking technique; and throw a puff ball at a target using proper one-handed overhand throw technique.

VI. Reflective Response

A. Report of Students’ Performance in Terms of Stated Objectives

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B. Personal Reflection 1. How could this lesson be improved?

2. Was the use of manipulatives effective in reinforcing the concepts of median, mode, and range?

Name: Group Members:

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Worksheet

Directions: Record each group member’s correct number of attempts in the space provided for each station. Use the space provided on the right for any extra math to find the median, mode, and range.

Basketball Shoot ________ ________ ________

Hockey Shoot

________ ________ ________

Puff Ball Throw

________ ________ ________

Gym Diagram: Median, Mode, and Range (hand drawn)

Median_________ Mode_________ Range_________

Median_________ Mode_________ Range_________

Median_________ Mode_________ Range_________

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