Micro Teach 3

Ms.
Berry 6th grade math
Lesson Cycle (5E Model)
Lesson Title/Topic: Data Summary
Standards: 111.26 (b) (12) (C) summarize numeric data with numerical summaries, including
the mean and median (measures of center) and the range and interquartile range (IQR) (measures
of spread), and use these summaries to describe the center, spread, and shape of the data
distribution; an
Lesson Objectives: Students will complete Assessment (Evaluate): complete data

data summary chart with 80% accuracy. summary chart.
Materials:
The teacher will: The student will:

Focus (Engage): Have the first slide of  Answer bell ringer to turn in (for
PowerPoint, and objective, on the board as attendance).
students are entering.  Use real-world statistics to
 Slide will include various statistics understand data summary.
(i.e. shooting average) of two well-
known athletes without their
pictures.
 As the bell ringer have students
answer question on the bottom of
the slide “based only on the
numbers listed, who is the better
player?”
 Once students are finished take a
class poll of who voted for player
one or player two.
 Reveal pictures once a winner is
chosen.
 Introduce the concept of data
summary and relate to the athlete’s
statistics.
Teacher Input (Explain & Elaborate):  Define mean, median, mode, and
Begin by explaining that data summary is range.
giving you a “snapshot” of the data set  Identify mean, median, mode, and
 Write {2, 3, 4 ,4,6} on the board range.
Ms. Berry 6th grade math
 Call on student ask, “what number  Create data sets and label mean,
occurs most frequently?” median, mode, and range
o Relate the correct answer  Discuss how data summary and
the term “mode” and define “snapshot” data is useful.
mode on the board.
 Call on another student ask, “what
is the lowest and highest number in
the set?” have student subtract
largest from the smallest.
o Relate correct answer to
“range” and define on the
board.
 Call on another student and ask,
“what is the middle number?”
“median” and define on the
board.
 Ask, “who knows how to calculate
the average of the data?”
o Calculate average as a class
“mean” and define on the
board.
 Review definitions on board and
discuss as a class. Ask, “where have
you seen these numbers before?”
and “how might you use them?”
 Pass out an index card to each
student.
 Have each student write down how
many letters they have in their first
name.
 Create dot plot (adding numbers as
needed in order).
 Go one by one and record answers
 Once finished, have students get up
and “pair-share” to analyze data and
see if they can come up with some
“snapshot” numbers.
 Discuss as a class and call on 3-4
students to come up with the mean,
mode, and range.
o If students have not
mentioned yet ask, “how
can we find the median?”
o Relate that the median is the

middle number in the
ENTIRE data set.
o Relate the need two write
out all recorded answers in
order from least to greatest.
 List numbers and find median.
o If there is an even number
of students.
o Explain that you take the
number in between (even if
you have to use a whole +
half number i.e. 6.5)
 Take a moment to bring together
the concept of data summary.
 Ask, “does anyone have any
questions or comments about what
we have learned?”
 Wrap up discussion.
Guided Practice (Explore): Begin by  Play a game to help create data sets
explaining to students that they will be and identify mean, median, mode,
working in groups of 3 to play mean, and range
median, mode, and range game.
 Take the time to fully explain the
game rules (attached to game).
 Use blank card and dice to go thru
one example of how to play.
o Ask, “does anyone have any
questions before we split
up?”
 Group students in threes taking care
to pair up individuals in different
levels of comprehension.
o Students with learning
disability will either play
with aide or at teacher table.
o GT students will be grouped
and may work on their unit
project.
o (see list attached)
 Each group will find a place to
work in the room.
 Pass out one card to each student,
and one dice to each group.
 Students will play through 2 rounds

if time allows approximately 15
minutes.
Independent Practice (Evaluate): Have  Complete chart to evaluate
students return game boards and dice, clean comprehension of mean, median,
up their areas, and return to desk. mode, and range
 Pass out Mighty Mean, Median, and
Mode chart.
 Students will work individually to
complete, and turn in before class
(if time allows).
Closure:  Answer exit ticket.

Present exit ticket slide on the board.  Discuss with partner.
 Students will answer, “why is  Students will turn in as they are
“snapshot” data useful?” and “name walking out.
an instance that they receive.
snapshot data (i.e. class average)?”
 Allow students to share and discuss
answers with their shoulder
buddies.
Options:
Enrichment (Extend): Reteach:
 GT students (listed and attached for  ESL, bilingual, and those with
each class) will work on unit learning disabilities (listed and
project folders and complete focus attached for each class) should be
for lesson. given “cheat sheet” prior to teacher
 Students should have completed input:
sample surveys from previous o Provides simple definitions
focus. o Colorful context animation
o Students will tabulate o Highlighted function words
survey and answer focus (i.e. “add” “subtract”
questions (during teacher divide”) in relation to each
input). term
 During guided practice, students  During guided practice, pair ESL
will complete lesson focus by and bilingual students to work
researching statistical data in a job through the game.
field related to their mock business  Those with learning disabilities will
(guide included in folders). either work with aide or at teacher
 For independent practice students table.
will answer focus questions in their  For independent practice students
journals. will work through modified chart.
o Chart will review math

functions of adding,
subtracting, dividing.
o In modified chart students
will see the data sets.
However, they will be
guided on which
information to use to
complete questions.
o They will then match the
math function they used to
the answer they were
looking for (i.e. we
SUBTRACT largest number
from smallest number to
find RANGE).
o Students may use “cheat
sheet” if necessary.
Modifications:
References: http://deceptivelyeducational.blogspot.com/2015/01/mean-median-match-up-
free-printable-game.html?m=1

Micro Teach 3

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Ms.

Berry 6th grade math

Lesson Cycle (5E Model)

Lesson Title/Topic: Data Summary

Lesson Objectives: Students will complete Assessment (Evaluate): complete data

The teacher will: The student will:

o Relate that the median is the

 Students will play through 2 rounds

Closure:  Answer exit ticket.

o Chart will review math

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