‭Design Topic‬‭Probability&Stat‬‭Subject(s)‬‭Math‬‭Grade(s)_‬‭4‬‭__Designer(s)‬‭Cochran, Hamner, Steelman‬

‭Understanding by Design‬

‭1‬
‭Source: Understanding by Design,‬‭Unit Design Planning Template (Wiggins/McTighe 2005)‬
‭Design Topic‬‭Probability&Stat‬‭Subject(s)‬‭Math‬‭Grade(s)_‬‭4‬‭__Designer(s)‬‭Cochran, Hamner, Steelman‬

‭STAGE 1 – DESIRED RESULTS‬

‭Unit Title:‬ ‭Measuring Mean, Median, and Mode!‬

‭Established Goals:‬

‭ DOE MATH SOL 5.17‬

V
‭The student, given a practical context, will‬
‭a) describe mean, median, and mode as measures of center;‬
‭b) describe mean as fair share;‬
‭c) describe the range of a set of data as a measure of spread; and‬
‭d) determine the mean, median, mode, and range of a set of data.‬

‭ nderstandings:‬‭Students will understand that…‬

U ‭ ssential Questions:‬
E
‭(Provide no more than three)‬ ‭(‭P
‬ rovide 5)‬

‭●‬ ‭ ean, median, mode, and range all have different‬

m ‭●‬ ‭ ow would we use mean, median, mode, and‬
H
‭applications that are useful in various situations in‬ ‭range outside of math class/in the real world?‬
‭and out of the classroom,‬‭such as data analysis for‬ ‭●‬ ‭Why is it important to understand mean, median,‬
‭polls or census data, or scientific research, to name‬ ‭mode, and range?‬
‭a few‬‭.‬ ‭●‬ ‭How are mean, median, and mode related? How‬
‭●‬ ‭mean, median, and mode all have different‬ ‭are they different?‬
‭applications that may be useful for different‬ ‭●‬ ‭Why is it important to graph and visualize the‬
‭scenarios.‬ ‭data?‬
‭●‬ ‭mean, median, mode, and range can all be‬ ‭●‬ ‭Which do you think is most important? (Mean,‬
‭graphed properly to visualize the data.‬ ‭Median, Mode, Range) Why?‬

‭ tudents will know:‬

S ‭ tudents will be able to:‬
S
‭(Give about 5 to 10)‬ ‭(List at least 5 skills)‬

‭●‬ ‭ ean is the average value. To determine‬

M ‭●‬ d
‭the mean, students will add up each‬
‭number and divide by the total number of‬
‭data points in the numerator.‬
‭ ‬ ‭The median is the middle value of a data‬
●
‭set in ranked order.‬‭To determine the‬
‭median, students will put data in‬
‭ascending order if not already, and count‬
‭to the middle value, either by closing in‬
‭from either side or counting the total‬
‭number of data points and determining the‬
‭middle number to count up to. If an even‬
‭number, the two centermost values are‬
‭averaged.‬
‭●‬ ‭The mode is the piece of data that occurs‬
‭most frequently in the data set.‬‭To‬
‭determine the mode, students would count‬
‭each occurrence of a data point and find‬
‭the value that appears the most‬
‭ etermine the mean, median, and mode from‬
‭a given set of data.‬
‭●‬ ‭graph and visualize data to conduct scientific‬
‭studies‬
‭●‬ ‭determine whether mean, median, mode, or‬
‭range is appropriate given the current‬
‭application.‬
‭●‬ ‭be able to determine whether a given value is‬
‭mean, median, or mode from a given data set‬
‭●‬ ‭Use mean, median, mode, and range, in‬
‭various situations‬
‭●‬ ‭construct a data set that has a given mean,‬
‭median, mode (ex. construct a data set with a‬
‭mode of 7, etc.)‬

‭2‬
‭Source: Understanding by Design,‬‭Unit Design Planning Template (Wiggins/McTighe 2005)‬
‭Design Topic‬‭Probability&Stat‬‭Subject(s)‬‭Math‬‭Grade(s)_‬‭4‬‭__Designer(s)‬‭Cochran, Hamner, Steelman‬

‭‬ T
● ‭ he range is the spread of a set of data.‬
‭●‬ ‭When to use mean, median, and mode in a‬
‭practical application‬
‭●‬ ‭how to graph data and analyze mean,‬
‭median, and mode through the graphs‬
‭●‬ ‭students will know that a data set is a‬
‭collection of related data‬

‭STAGE 2 – ASSESSMENT EVIDENCE‬

‭Performance Tasks:‬ ‭Other Evidence:‬
(‭ ‬‭Briefly‬‭describe 1 to 3 authentic assessments. List‬ ‭(List 3 including MC quiz)‬
‭your GRASP Summative Assessment first)‬

‭●‬ G ‭ RASP - TSW play the roll of a poll data‬ ‭●‬ 5

‭ item MC quiz‬‭on mean, median, mode,‬
‭collector and analyzer. Students will be‬ ‭and range‬
‭asked to create a poll with quantifiable‬
‭questions, then will have to go and collect‬ ‭●‬ A
‭ worksheet on mean, median, and mode‬
‭the data by giving at least twenty different‬ ‭displayed in graph form, number line‬
‭people their poll. After collecting their‬ ‭form, and number set form.‬
‭data, TSW determine the mean, median,‬
‭mode, and range of each question’s data,‬ ‭●‬ C
‭ oloring Sheet: Students will be given a‬
‭and give a brief explanation for two data‬ ‭color-by-number sheet where each color‬
‭sets about which value they think is the‬ ‭corresponds with a number that must be‬
‭most useful and why. Students will‬ ‭determined by solving a short mean,‬
‭present their findings to the class in a‬ ‭median, or mode problem.‬
‭short presentation.‬
‭●‬ ‭Skittle Scavenger Hunt-‬‭TW prepare‬
‭baggies of skittles to give to the students‬
‭so they can‬‭find the mean, median, mode,‬
‭and range of the different colored skittles.‬
‭Each baggie will have the same number‬
‭of each color of Skittles.‬‭Then they will‬
‭record their data on the given worksheet.‬
‭Mean: The average number of each color‬
‭in your bag. Median: The middle number‬
‭of candies of each color in your bag.‬
‭Mode: The number of colors that occurs‬
‭the most in your bag. Range: The‬
‭difference between the highest amount of‬
‭one color occurring and the lowest‬
‭amount‬
‭●‬ ‭Paper Chain activity - the student is given‬
‭slips of green paper with questions (“find‬

‭3‬
‭Source: Understanding by Design,‬‭Unit Design Planning Template (Wiggins/McTighe 2005)‬
‭Design Topic‬‭Probability&Stat‬‭Subject(s)‬‭Math‬‭Grade(s)_‬‭4‬‭__Designer(s)‬‭Cochran, Hamner, Steelman‬

t‭he mean using the given set”) and slips of‬

‭blue paper with answers. The student will‬
‭connect the answer slip and the answer‬
‭slip to create a paper chain. (Ideagalaxy)‬
‭ tudent Self-Assessment and Reflection‬
S
‭(‬‭List 3)‬

‭●‬ E ‭ ntrance tickets: a few problems regarding mean, median, mode, and range will be on the‬
‭board before class begins. The students are to answer the questions in their notebooks‬‭and‬
‭check their work before leaving‬
‭●‬ ‭Fortune Teller activity‬‭(modified)‬‭: The students will‬‭be creating “fortune tellers” for mean,‬
‭median, mode, and range.‬‭Students are to create each‬‭section and come up with the numbers‬
‭on their own.‬‭After folding it, they will pair with‬‭a classmate and solve the problems in the‬
‭“fortune teller.” (see printout below) (Teachers Pay Teachers).‬
‭●‬ ‭Roll the Dice: Students will roll different combinations of dice and find the mean, median,‬
‭mode, and range of the numbers. They will then record their data on the given worksheet.‬
‭(Andrea Riley, Teachers Pay Teachers)‬‭Students are‬‭to check their work before finishing.‬
‭Example‬‭For Fortune Teller:‬

‭STAGE 3 – LEARNING PLAN‬

‭ ummary of Learning Activities:‬
S
‭(list by number here and then complete the week-by-week planning calendar below using the same information)‬

‭1.‬ N ‭ umbered Heads Together:‬‭Students are put into groups‬‭of four. Each group has students count off numbers one to‬
‭four. A question is presented to the class, then groups huddle and collectively come up with an answer. After two‬
‭minutes, the teacher calls out a number, and each student with that number stands. The teacher selects one student to‬
‭answer the question. (‬‭Instruction for All Students‬‭,‬‭Rutherford, pg 103)‬
‭2.‬ ‭Entrance Tickets:‬‭Students will be given a few short‬‭questions on the board to write down and solve before the start‬
‭of class‬
‭3.‬ ‭Skittle Scavenger Hunt:‬‭TW prepare baggies of skittles‬‭to give to the students so they can find the mean, median,‬
‭mode, and range of the different colored skittles. Each baggie will have the same number of each color of Skittles.‬
‭Then they will record their data on the given worksheet‬
‭4.‬ ‭Coloring Sheet:‬‭Students will be given a color-by-number‬‭sheet where each color corresponds with a number that‬
‭must be determined by solving a short mean, median, or mode problem‬
‭5.‬ ‭A la Mode!:‬‭After learning about mode and how it can‬‭be used for qualitative data as well as quantitative, students will‬
‭determine the mode of their mode (‬‭mode‬‭is French for‬‭fashion). A “fashion” category will be chosen as a class (ex.‬
‭type of footwear), then students will get into groups and determine who has the most.‬
‭6.‬ ‭Roll the Dice:‬‭Students will roll different combinations‬‭of dice and find the mean, median, mode, and range of the‬
‭numbers. They will then record their data on the given worksheet. (Andrea Riley, Teachers Pay Teachers) Students are‬
‭to check their work before finishing.‬
‭7.‬ ‭Muddiest Point:‬‭TSW write on a notecard what topics‬‭or ideas they do not understand or are struggling to figure out.‬
‭Each student’s card will remain anonymous to the class, but the teacher can use this information to go over what the‬
‭class does not understand. (‬‭https://tophat.com/blog/instructional-strategies/‬‭)‬

‭4‬
‭Source: Understanding by Design,‬‭Unit Design Planning Template (Wiggins/McTighe 2005)‬
‭Design Topic‬‭Probability&Stat‬‭Subject(s)‬‭Math‬‭Grade(s)_‬‭4‬‭__Designer(s)‬‭Cochran, Hamner, Steelman‬

‭8.‬ F ‭ our Corners‬‭: TW assign a topic to each corner, then‬‭provide statements for the students to determine which corner‬
‭aligns with the statement. TSW move to the corner they think fits best. TW ask a student in each wrong corner (if‬
‭applicable) to explain why they chose, then ask a student in the correct corner to explain their reasoning.‬
‭9.‬ ‭Quiz:‬‭A 5-question multiple choice quiz on mean, median,‬‭mode, and range‬
‭10.‬ ‭Five Card Draw:‬‭Students will be given a random card‬‭on topic, from one set of five related cards. Students are to find‬
‭the other cards in the five card set (sets could be‬‭mean, median, mode, etc).‬‭After all groups have formed,‬‭students‬
‭review and discuss the topic of their cards and figure out why their cards all relate before standing before the class and‬
‭giving a brief explanation. Each student should be able to explain their cards and how they relate. (‬‭Instruction for All‬
‭Students‬‭, Rutherford, pg 97)‬
‭11.‬ ‭Worksheet:‬‭Covers‬‭mean, median, and mode displayed‬‭in graph form, number line form, and number set form‬
‭12.‬ ‭Paper Chains:‬‭The student is given slips of green‬‭paper with questions (“find the mean using the given set”) and slips‬
‭of blue paper with answers. The student will connect the answer slip and the answer slip to create a paper chain.‬
‭(Ideagalaxy)‬
‭13.‬ ‭Exit Tickets:‬‭TW provide a slip with a few problems‬‭on it for students to solve before leaving. At the bottom, there will‬
‭be three levels of understanding (ex. “I got it”; “I need some help”; and “I don’t understand anything”) for students to‬
‭circle.‬
‭14.‬ ‭Inside-Outside Circles:‬‭TW gives students index cards‬‭with vocab terms, simple problems, or questions on the front.‬
‭Each student should write the answer on the back of their card. TW have students count off in twos. Ones will form a‬
‭circle facing outward and twos will form a larger circle facing the ones. One will ask their partner their question, and‬
‭two will answer. Then the twos will ask and the ones will answer. After both partners have finished, students will swap‬
‭cards with their partners, then twos will move one person to the left, and the cycle repeats. If a student does not know‬
‭the answer, TW advise students to show the question and the answer to the struggling student. (‬‭Instruction‬‭for All‬
‭Students‬‭, Rutherford, pg 93)‬
‭15.‬ ‭Fortune Tellers:‬‭TSW be creating “fortune tellers”‬‭for mean, median, mode, and range. Students are to create each‬
‭section and come up with the numbers on their own. After folding it, they will pair with a classmate and solve the‬
‭problems in the “fortune teller.” (Teachers Pay Teachers).‬
‭16.‬ ‭I Have the Question, Who Has the Answer?:‬‭TW distribute‬‭answer cards to students, then place a stack of question‬
‭cards in the middle of each table group. One student will turn over and read the question cards, starting with “I have‬
‭the question “________”; who has the answer?” Students then check their answer cards to see if they have the answer‬
‭or a possible answer. The student with the correct answer then reads the next question card. (‬‭Instruction‬‭for All‬
‭Students‬‭, Rutherford, pg 95)‬
‭17.‬ ‭Escape Room:‬‭TSW be partaking in an “escape room.”‬‭There will be 4 different‬
‭solving-for-mean problems taped around the room (four different questions, but one copy‬
‭per student for each question)‬
‭and TW release students to find the problems and solve to‬
‭“escape” the room in 20 minutes. Students may not help each other until the last remaining‬
‭five minutes. If students succeed before time is up, a small reward, such as candy, will be‬
‭given as a reward.‬
‭18.‬ ‭Homework:‬‭A worksheet of mean, median, mode, and range‬‭problems‬
‭19.‬ ‭Math Scavenger Hunt:‬‭Students will be given a sheet‬‭of questions and assigned one to answer. Students will then go‬
‭around the room and find one answer from another student until all questions have been answered. The student‬
‭assigned to a question does not necessarily have to be the one to provide that answer, but students should be‬
‭prepared to answer beforehand. At the end of time, students will return to their desks and complete any unanswered‬
‭questions. Unresolved questions and issues can be discussed as a class. (‬‭Instruction for All Students‬‭,‬‭Rutherford, pg‬
‭105)‬
‭20.‬ ‭GRASP Assessment:‬‭-TSW play the roll of a poll data‬‭collector and analyzer. Students will be asked to create a poll‬
‭with quantifiable questions, then will have to go and collect the data by giving at least twenty different people their poll.‬
‭After collecting their data, TSW determine the mean, median, mode, and range of each question’s data, and give a‬
‭brief explanation for two data sets about which value they think is the most useful and why. Students will present their‬
‭findings to the class in a short presentation. Mode of presentation is chosen from a list of options (powerpoint,‬
‭posterboard, etc)‬

‭5‬
‭Source: Understanding by Design,‬‭Unit Design Planning Template (Wiggins/McTighe 2005)‬
‭Design Topic‬‭Probability&Stat‬‭Subject(s)‬‭Math‬‭Grade(s)_‬‭4‬‭__Designer(s)‬‭Cochran, Hamner, Steelman‬

‭Monday‬ ‭Tuesday‬ ‭Wednesday‬ ‭Thursday‬ ‭Friday‬

‭1.‬ ‭2.‬ ‭3.‬ ‭4.‬ ‭5.‬

‭1.‬ N
‭ umbered Heads‬ ‭ .‬ E
2 ‭ ntrance Tickets‬ ‭ .‬ C
4 ‭ oloring Sheet‬ ‭ .‬ R
6 ‭ oll the Dice‬ ‭ .‬ F
8 ‭ our Corners‬
‭Together‬ ‭3.‬ ‭Skittle Scavenger‬ ‭5.‬ ‭A la Mode!‬ ‭7.‬ ‭Muddiest Point‬ ‭9.‬ ‭MC Quiz‬
‭20. Escape Room‬ ‭Hunt‬

‭6.‬ ‭7.‬ ‭8.‬ ‭9.‬ ‭10.‬

‭ 0.‬ ‭Five Card Draw‬

1 ‭ 2.‬ ‭Paper Chains‬
1 ‭14.‬ ‭Inside-Outside‬ ‭16.‬ ‭I Have the‬ ‭19.‬ ‭Math Scavenger‬
‭11.‬ ‭Worksheet‬ ‭13.‬ ‭Exit Ticket‬ ‭Circles‬ ‭Question, Who Has‬ ‭Hunt‬
‭15.‬ ‭Fortune Tellers‬ ‭the Answer?‬ ‭20.‬ ‭GRASP‬
‭17.‬ ‭Escape Room‬
‭18.‬ ‭Homework‬

‭(Copy and Paste Your Rubric on the last page)‬

‭6‬
‭Source: Understanding by Design,‬‭Unit Design Planning Template (Wiggins/McTighe 2005)‬