Lesson TITLE and GRADE Level: Mean, Median, and Mode, 7th grade math

CA CONTENT STANDARDS or COMMON CORE STANDARDS:

CA Common Core Math Standards:

7.SP.1: Understand that statistics can be used to gain information about a population by examining a sample of the
population; generalizations about a population from a sample are valid only if the sample is representative of that
population. Understand that random sampling tends to produce representative samples and support valid
inferences.

7.SP.4: Use measures of center and measures of variability for numerical data from random samples to draw
informal comparative inferences about two populations. For example, decide whether the words in a chapter of a
seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.

CCSS.ELA-LITERACY.SL.7.1.C

Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and
ideas that bring the discussion back on topic as needed.

Lesson OBJECTIVE:

1. The students will compare and contrast mean, median, and mode by completing the Rally
Coach and scoring 4/5 on the exit ticket.

21st Century FLUENCY Skill: Information Fluency

MATERIALS List:
 Mean, Median, and Mode worksheet (see below).
 Pencils
 Printed out half sheet exit ticket (see below).

RECALL & REVIEW OF PREREQUISITE KNOWLEDGE (5 minutes):

 (Review the “Bell Ringer” math problems that are used as a warm-up on the board.
Walk the students through the first two questions, and ask the students to share the
solution to the last bell ringer with their shoulder partner. Ask the students to hi-five
their shoulder partner when they have finished.)

GAINING ATTENTION (2 mins) :

 Hocus Pocus! (Student echo: “Everybody focus” and then are quiet. Continue until
the students are quiet, this should be no more than about a thirty seconds for them to
quiet down.)
 Hello students! Today we will be reviewing what we learned about mean, median,
and mode, and then we will practice our skills by completing a Rally Coach. (Cheer.
Encourage students to cheer and pump them up!)
 Please take out a pencil to take notes, and your notebook so we can review your notes
form yesterday!
RECALL & REVIEW OF PREREQUISITE KNOWLEDGE (2 minutes):
 (Review notes from yesterday (trifold) about the definition of mean, median and mode
and then review how to find all of those elements. Students should be listening, raising
hands to ask questions when needed, and holding thumbs up/down to indicate they
understand how to find these mathematical elements.)

INFORMING THE LEARNERS OF THE OBJECTIVES (2 minutes)

Today, students, will compare and contrast mean, median, and mode by completing the
Rally Coach and scoring 4/5 on the exit ticket.

RELEVANCY (1 minutes): I need you to become experts at finding mean, median, and mode
so you will be prepared for your Performance Tasks we will start after spring break. Remember
how I told you that you will be designing your own survey project for your Performance Task,
and you will need to be able to use mean, median, and mode.

PRESENTING STIMULUS MATERIAL/ ELICITING THE DESIRED BEHAVIOR:

(30 minutes):
 (Assign partners)
 Okay, ladies and gentlemen! Here are your partners for your rally coach activity.
 (Students should celebrate when they find out who their partners are, encourage them
to celebrate.)
 You will have one minute to go sit next to your assigned partner.
 (Project timer on the board.)
 As a reminder, let’s review the expectations of a Rally Coach activity.
 (Point to anchor chart posted on wall.)
 During a Rally Coach there are two partners, partner “A” and partner “B”.
 Today, Partner A will be the person with the smallest hands.
 Turn to your partner and compare hand sizes. Once you have decided who has the
smallest hands, that will be partner A, partner A must raise their hands, so I know we
know who is partner A and who is partner B.
 Got that? Compare hand sizes, the person with the smallest hands is partner A and
they must raise their hands.
 You may begin!
 (Give the students about a minute to decide who is partner A and who is partner B.
Help out students who are needing help deciding and prompt partner A’s to raise their
hands.)
 Excellent work! I like how you all worked together to figure out partners A and B.
Partner A you may put your hand down.
  (Use anchor chart as visual) Now, remember, Partner A is first going to read the
problem out loud, and partner B is going to be listening, nodding, and encouraging
partner A if they need help reading the math problem.
 Second, partner A is going to solve the problem while thinking out loud. So if I am
partner A I might say, my first step is to order the numbers from least to greatest.
 Meanwhile, partner B is going to be encouraging me as I solve the problem or giving
me hints and clues to solve the problem differently.
 Then, I will write down the answer to the problem, because I am partner A.
 Partner B will then celebrate and cheer me on.
 When the next problem comes along, the roles switch!
 Are their any questions about this process? (Answer questions and provide
clarification as necessary.)
 You have all done this before, and you’ve done it well, so I am excited to see you
show me how well you complete a Rally Coach, again!
 (Students work on Rally Coach sheet.)
 (Float around room providing feedback, clarification, and support as necessary.
Encourage partners who are coaching each other and working together well.)

Independent Practice (6 minutes):

 Hocus Pocus! (Students echo “everybody focus” and then quiet down.)
 Excellent work today, ladies and gentlemen!
 I am happy to see how well you all worked together in partners to find the mean,
median, and mode of the data sets.
 I am now going to ask Partner A to please make sure that both partners names are on
the paper., when I say go.
 Then, partner B will please come up to my podium and turn in your Rally Coach
sheet and grab two exit tickets. One for yourself and one for your partner.
 This exit ticket is only five questions and it must be completed independently.
 (Show exit ticket on the board)
 These five questions are similar to the Rally Coach we just completed, all you have to
do is find the mean, median, and mode of the data set.
 You can do this! When you are done, please turn in your exit ticket and then you may
begin your homework for today which I have written on the board.
 Are there any questions? Comments? Concerns? (Answer and provide feedback as
necessary.)
 Ready? Go!
 (Students complete exit ticket, and move on to homework if they are finished early.)
 Good work today, students! We will continue to build on what we practiced today
during tomorrow’s lesson.
 Don’t forget to complete your homework tonight! Have a wonderful rest of your day!
 PROVIDING DEEDBACK/PROGRESS MONITORING: Provided throughout the
lesson, see above.

DIFFERENTIATING STRATEGIES:
 ELL students will be strategically paired with students whom they are comfortable
working with. The students they are comfortable working with are the students who also
speak Spanish and who frequently translate to help their partner out. These students are
academically higher than the ELL partner so they are able to be strong coaches for ELL
student.
 There is a word wall with definitions posted in the classroom to support ELL learners.
 SPED students will be strategically paired with students whom they are comfortable
working with who are academically higher. These students are ones who are good
teachers and leaders in class who make for excellent partners to help support SPED
needs.
 SPED students also have a full-time TA who is present to float around the room to
provide extra help and support in writing and mathematical calculations and well as
providing other IEP accommodations.
 SPED students who are not able to write will be given the opportunity to verbally solve
problems and their partner, myself or the TA will record their answer on paper.

ASSESSING the BEHAVIOR:

 Objective 1 will be assessed as I walk around the room and observe students working in
partners to coach each other to complete the Rally Coach worksheet.
 Objective 1 will also be assessed on the five question exit ticket.

Document all sources:

Preview of Nearpod: https://app.nearpod.com/library/preview/lesson-L36269306
 Rally Coach
Partner A: Partner B:

12, 19, 8, 10, 22, 6, 5, 12 64, 39, 20, 20, 64, 90, 20, 7, 8, 9

Mean: Mean:

Median: Median:

Mode: Mode:

90, 87, 75, 99, 100, 76, 99, 100, 90, 100 1, 2, 6, 5, 4, 4, 3, 2,

Mean: Mean:

Median: Median:

Mode: Mode:

98, 77, 77, 57, 87, 45, 34, 43, 34 34, 54, 54, 34, 43, 23, 32, 56

Mean: Mean:

Median: Median:

Mode: Mode:

1, 2, 8, 9, 0, 6, 7, 8, 6, 5, 8 100, 120, 140, 140, 90, 130, 160, 180

Mean: Mean:

Median: Median:

Mode: Mode:

45, 67, 86, 34, 78, 45, 67, 87, 34, 12, 32, 21 67, 34, 87, 23, 45, 56, 87, 98, 12, 32, 45

Mean: Mean:

Median: Median:

Mode: Mode:
 Mean, Median, and Mode Exit Ticket

Name:

1. 34, 67, 98, 43, 23, 31, 12, 14, 34

Mean:

Median:

Mode:

2. 700, 876, 456, 456, 345, 234, 432, 777, 345, 543

Mean:

Median:

Mode:

3. 3, 2, 4, 1, 2, 2, 4, 2, 2, 4, 5, 6, 7, 5, 7, 8, 9, 6, 9

Mean:

Median:

Mode:

4. 234, 789, 987, 789, 567, 654, 345, 234, 432, 123, 321, 543

Mean:

Median:

Mode:

5. 44, 22, 11, 55, 77, 44, 66, 77, 88, 99, 44, 33, 22, 55, 11, 99

Mean:

Median:

Mode: