MST Standard 3, Key Idea 5: Students use measurement to
both metric and English measure to provide a major link
between the abstractions of mathematics and the real world in
order to describe and compare object and data.
Social Studies Standard 3: Geography
English Language Arts: Standard 1
Materials: Pencil, paper, calculator, transparency of
definitions of mean, median, and mode and test scores /average
rainfall data set (10 rainfall measurements).
Anticipatory
Set: “For the past few days we have been working on graphing sets of data using line plots and finding the mode and the mean. Does
everyone remember the activity we did yesterday involving test scores? Very good.
That’s exactly right! We recorded everybody’s math test on the board and found
the mode and the mean. Now, can anyone predict how you would go about finding the middle
value of a set? Today we will be working on
a third type of average known as the median. Now, take out your average rainfall measurements
from your chosen cities of the U.S.
you (hopefully) all brought in today.”
Objective (s):
1. The student will be able to describe and calculate the mode,
mean, and median using rainfall data they collected and by
using the appropriate formulas.
2. From this lesson, a student will be able to calculate the
averages and compare and contrast their data to determine
which cities are rainier (or less rainy) than others during
September.
3. From this lesson, a student will be able to write a paragraph
describing and interpreting the results.
Purpose: Understanding how and why mean, median, and
mode are accurate and efficient ways to display data using a
real-life example.
Input: Rainfall transparency and average rainfall data from
students (10)
Model: Using the transparency on the overhead, demonstrate
how to find the median using the math test scores from
yesterday. Make a simple graph. Also, remind them how to
find mean and mode. Tell them they may use their calculators
as well.
Activity:
1. I will then explain to the class how to find the median by
organizing the data and finding the middle.
2. I will provide the class a few examples to practice with as a
I walk around and observe everyone.
3. Then the class will use their rainfall data to calulate the
median of each city.
4. Then, I will use the overhead to create a graph of the
students calculated data. Using the graph, the students will
determine which city recieved the most rainfall.
Check for Understanding: Ask a student to describe what
they will be doing.
Guided Practice: During the activity, walk around to each
student and ask each if they could tell me what the results tell
them. Assess at the end when all students
hand in a paragraph
interpreting the data (for example, which city had the most
rainfall and why they think so). Allow about 15 minutes for
students to complete the task. When class has completed
the
activity, have them share their findings. Then I will write the
findings on the overhead. Then, have the students complete a
graph at their desks. Discuss and compare the results,
theorizing why, for example, cities near the coastline get more
rain than ones in the middle of the country.
Evaluate/Closure: Have the students share their opinions on
why certain cities seem to get more rain in September than
others. Also, have the students write
a summary of what they
learned to be handed in.
Independent Practice: Students will go home and create and
write a word problem including data to be used to find the
median, mean, and mode.
