Measures of Central Tendency – Lesson Plan Ideas (Gr.5wk2)

Subject: Mathematics

Strand: Statistics and Probability

Grade 5 – Term 3 – Unit 4 – Week 2

Duration: 4 x 60 minutes

Sub-title: Measures of central tendency

Focu Question: How do I find different avarege?

Attainment Target: Distinguish among and apply the appropriate measures of central tendency (mean, median and mode) dispersion (range).

Benchmark: Estimate, calculate and interpret the mean, mode, median and range of a set of discrete data. 

Standard Statistics and Probability:  Collect, organise, interpret and represent data and make inferences by applying knowledge of statistics and probability. 

Please the Content Outline for lesson plans below.

Day One:

Finding the Modal Value of a Given Set of Data

Specific Objectives: By the end of this lesson, students will be able to:

1. Define what the mode is and how it is different from the mean and median
2. Identify the modal value of a set of data
3. Analyze and interpret the meaning of the mode in real-world contexts

Materials: Whiteboard and markers, Sample data sets (e.g. favorite colors of students in the class, types of pets owned by students), Optional: Graph paper and colored pencils

Engage:

1. Ask students if they have ever heard the word “mode” before, and what they think it means.
2. Explain that in math and statistics, “mode” refers to the most common or frequent value in a set of data.
3. Write the definition of “mode” on the board: “The mode is the value that appears most frequently in a set of data.”
4. Ask students how they think the mode is different from the mean and median.

Explain:

1. Give each student a sample data set, such as the favorite colors of students in the class.
2. Have students work independently or in pairs to identify the mode of their data set.
3. After students have finished, ask them to share their answers and how they found the mode.
4. Check students’ answers as a class and discuss any differences or errors.
5. Optionally, have students create a bar graph or frequency table of their data set to visually represent the mode.

Explore:

1. Provide students with real-world examples of how the mode can be used to interpret and analyze data, such as:
   • Identifying the most popular type of pizza topping in a restaurant to inform menu choices
   • Finding the most common mode of transportation used by commuters to plan infrastructure
   • Determining the most common type of crime in a city to allocate resources
2. Ask students to reflect on how the mode can be useful in these contexts, and what limitations it might have (e.g. outliers, small sample size).
3. Have students share their thoughts and engage in a class discussion.

Elaborate: Comparing Mean, Median, and Mode:

1. Provide students with a sample data set and ask them to find the mean, median, and mode of the data set.
2. Have students compare and contrast the three measures of central tendency, and discuss when each might be most appropriate to use.
3. Encourage students to practice identifying the mode of different data sets on their own or with friends/family.

Evaluate:

1. Review the definition and importance of the mode in data analysis.
2. Ask students to reflect on what they learned and how they can apply it in their own lives.
3. Encourage students to practice identifying the mode of different data sets on their own or with friends/family.

Day Three and Four:

Finding the Median Value of a Given Set of Data

Specific Objectives: By the end of this lesson, students will be able to:

1. Define what the median is and how it is different from the mean and mode
2. Identify the median value of a set of data
3. Analyze and interpret the meaning of the median in real-world contexts

Materials: Whiteboard and markers, Sample data sets (e.g. ages of students in the class, number of siblings of students), Optional: Graph paper and colored pencils

Engage:

1. Ask students if they have ever heard the word “median” before, and what they think it means.
2. Explain that in math and statistics, “median” refers to the middle value in a set of data when the values are arranged in order from smallest to largest.
3. Write the definition of “median” on the board: “The median is the middle value in a set of data when the values are arranged in order from smallest to largest.”
4. Ask students how they think the median is different from the mean and mode.

Explain:

1. Give each student a sample data set, such as the ages of students in the class.
2. Have students work independently or in pairs to identify the median of their data set.
3. After students have finished, ask them to share their answers and how they found the median.
4. Check students’ answers as a class and discuss any differences or errors.
5. Optionally, have students create a line plot or number line of their data set to visually represent the median.

Explore:

1. Provide students with real-world examples of how the median can be used to interpret and analyze data, such as:
   • Determining the middle salary of employees in a company to understand their distribution
   • Finding the median test score of a class to assess performance
   • Identifying the median home price in a neighborhood to understand its affordability
2. Ask students to reflect on how the median can be useful in these contexts, and what limitations it might have (e.g. outliers, skewed data).
3. Have students share their thoughts and engage in a class discussion.

Elaborate:

1. Provide students with a sample data set and ask them to find the mean, median, and mode of the data set.
2. Have students compare and contrast the three measures of central tendency, and discuss when each might be most appropriate to use.
3. Encourage students to practice identifying the median of different data sets on their own or with friends/family.

Evaluate:

1. Review the definition and importance of the median in data analysis.
2. Ask students to reflect on what they learned and how they can apply it in their own lives.
3. Encourage students to practice identifying the median of different data sets on their own or with friends/family.

Day Three and Four:

Finding the Range of a Given Set of Data

Specific Objectives: By the end of this lesson, students will be able to:

1. Define what the range is and how it is calculated
2. Identify the range of a set of data
3. Analyze and interpret the meaning of the range in real-world contexts

Materials: Whiteboard and markers, Sample data sets (e.g. heights of students in the class, number of pets owned by students), Optional: Graph paper and colored pencils

Engage:

1. Ask students if they have ever heard the word “range” before, and what they think it means.
2. Explain that in math and statistics, “range” refers to the difference between the largest and smallest values in a set of data.
3. Write the definition of “range” on the board: “The range is the difference between the largest and smallest values in a set of data.”
4. Ask students why they think the range might be important in analyzing data.

Explain: Identifying the Range:

1. Give each student a sample data set, such as the heights of students in the class.
2. Have students work independently or in pairs to identify the range of their data set.
3. After students have finished, ask them to share their answers and how they found the range.
4. Check students’ answers as a class and discuss any differences or errors.
5. Optionally, have students create a line plot or number line of their data set to visually represent the range.

EXplore: Analyzing the Range:

1. Provide students with real-world examples of how the range can be used to interpret and analyze data, such as:
   • Understanding the variation in test scores for a class
   • Comparing the spread of ages in different countries
   • Analyzing the variability in daily temperature readings
2. Ask students to reflect on how the range can be useful in these contexts, and what limitations it might have (e.g. outliers, skewed data).
3. Have students share their thoughts and engage in a class discussion.

Elaborate: Comparing Range to Other Measures:

1. Provide students with a sample data set and ask them to find the range, mean, median, and mode of the data set.
2. Have students compare and contrast the four measures of central tendency and variability, and discuss when each might be most appropriate to use.
3. Encourage students to practice identifying the range of different data sets on their own or with friends/family.

Evaluate:

1. Review the definition and importance of the range in data analysis.
2. Ask students to reflect on what they learned and how they can apply it in their own lives.
3. Encourage students to practice identifying the range of different data sets on their own or with friends/family.

Please the Content Outline for lesson plans below.

Lesson Plans for Other Subject Areas:

Mathematics – Gr.4, Mathematics – Gr.5, Mathematics – Gr.6