CBT Math Mini-Lesson
Name: Jacqueline Roberts Email: firstname.lastname@example.org
School: Technology Training Center Grade Level: 7
Subject: Math Surveys, Statistics, and Patterns Specific Skill:
An Introduction to Measures of
Trig, Calc, etc)
Activity Title: “THE POWER OF DATA” - How is Central Tendency Used? Lesson 2-3 class
GLEs #31 Analyze and interpret graphs, and determine which graph is the most appropriate type of graph to use. (D-2-
#32 Describe data in terms of patterns, clustered data, gaps, and outliers. (D-2-M)
Objectives: Objectives: Measures of Central Tendency
(list all that apply) 1. The students will identify characteristics of data distribution. (mean, range, clusters, outliers,
2. The students will compare characteristics of data in order to make decisions and predictions.
3. Present findings in a PowerPoint Presentation.
Procedures: Type in the cell below.
1. What is the significance of identifying clusters, gaps, and outliers in data?
2. Explain how an outlier affects the mean in a set of data.
3. What affect does changing one data value have on the measures of central tendency – the mean, the median,
Vocabulary Bingo - students will be allowed to pair up and play vocabulary bingo with vocabulary words as a form of
review and to continue helping students become familiar with unit terms.
Intro to Lesson – Address GLE’s and Objectives of the lesson
Pre-Assessment for Measures of Central Tendency Activities
1. Pre-Assessment: The teacher will pre-assess students’ knowledge of mean, range, clusters, outliers, and gaps.
2. PowerPoint as a teacher tool: The teacher will present the iLEAP warm-up, P.O.D., a review/teaching video
from Unitedstreaming, Glencoe transparency, other lesson samples as needed and close with a 3-2-1
3. Students will watch United Streaming video clips (Segments A, B, and C) applying real world examples of how
measures of central tendency can be used. They will take notes from each segment to observe the application of
finding the mean, mode, median, range, clusters, outliers, and gaps in a set of data used to interpret and give
data more meaningful results. (use foldable handout here)
Real-world example A: Scenario- Line Plot Video
Students will view real-life application of the use of a line plot. Then teacher will pause video and students will create a
line plot of their own from the data given, discuss the range, and find the mean, mode and median from the line plot.
Real-world example B: Scenario-Stem and Leaf Video
Students will view real-life application of the use of a stem and leaf plot to find the weight of dogs. Teacher will pause
video to check for understanding while students create a stem and leaf diagram from the data given on the clip.
Real-world example C: Scenario – Cluster and Gaps Video
Students will view real-life application of identifying clusters and gaps from finishing times of races. Teacher will then
pause video to check for understanding before formal assessment of all three graphic representations.
After monitoring and determining student needs the teacher will provide more examples (these examples can be taken
from Glencoe transparencies already on the PPT or other.)
4. Teacher will then hand out formal assessment.
5. As the lesson continues teacher will introduce collaborative group assignment. Students will work in groups of
fours or fives to complete assignment
Group Activity Group 1 Students will work at computer stations Group 2 Students will make stem and leaf diagrams
Tasks: to collect data exploring the or line plots from Inspiration to record data.
relationship between grams of fat and
(identify what each grams of protein in menu items at
group will do-at least 2
various fast food restaurants.
groups are required)
Group 3 Small group will collaborate to create Group 4 Small group will interpret data from graphs
graphs for each restaurant showing the and create a power point to present to
grams of fat against the grams of class their findings.
protein in individual servings of lunch
and dinner items.
5. Collaborative Groups- Original Scenario for students’ technology product- This activity explores the
relationship between grams of fat and grams of protein in menu items at various fast food restaurants. Students
will go to www.caloriechart.org (gives specific food items that you buy at the grocery) www.mcdonalds.com or
www.wendy’s.com (gives all menu items in chart form) www.burgerking.com (you have to choose each menu item
to get information) and make a copy of the calories chart for the students to use. From copies of calories chart
students will create stem-and-leaf plots, line plots or other graphic organizer to arrange data. As a class they will
create 3 double bar graphs (one for each restaurant) showing the grams of fat against the grams of protein in
individual servings of lunch and dinner times sold at various fast food restaurants.
6. Student groups will complete and present a PowerPoint presentation which includes: graphics to illustrate their
findings of the grams of fat and grams of protein in menu items at various fast food restaurants. They will
determine the mean, mode, median, range, clusters, gaps, and outliers of data. (Inspiration or Microsoft Word can
be used to make graphic representations. Then interpret data to make logical reasoning about how healthy we eat
when we dine out at these places.
Teacher’s Technology Tools Student’s Technology Tools
for Instruction: for Task Completion:
This includes software that teachers will use to present This includes software that students will use to
information to students in an effort to build a knowledge base. create a final technology-based product.
Select all that applies to the teacher's use as an instructional tool Select all that applies to the student's choice as a technology
by typing the letter a to create a checkmark. product by typing the letter a to create a checkmark.
Microsoft Word (pre-assessment) Microsoft Word
Microsoft PowerPoint (PPT as teacher tool) Microsoft PowerPoint (original scenario PPT)
Microsoft Excel Microsoft Excel (used as graph for original scenario PPT)
Microsoft Access Microsoft Access
Microsoft Publisher Microsoft Publisher
Windows Movie Maker Windows Movie Maker
Photo Story for Windows Photo Story for Windows
Unitedstreaming videos (PPT as teacher tool) United Streaming videos
Graph Calc Graph Calc (used as graph for original scenario PPT)
Promethean ActivBoard (pre-assessment) Promethean ActivBoard
Other: Other: digital camera can be used to photograph hand drawn
map, then place in original scenario PPT
Create a list of teacher's technology resources Create a list of student's technology resources
(websites) below: (websites) below:
1. http://www.lpb.org/education/cyberchannel.cfm 1.
2. http://www.glencoe.com/ 2.
McGraw Hill Glencoe
3. http://www.wikipedia.com 3.
Theory of Multiple Intelligences- Wikipedia
5. www.think.com/iste/bottling/docs/River_Excel_Spread 5.
6. http://cte.jhu.edu/techacademy/web/2000/kach/M&MW 6.
Identify Type of Assessment Strategy Used in this Lesson:
Formal Assessment with Rubric: Informal Assessment Types:
Select all that applies by typing the letter a to create a Select all that applies by typing the letter a to create a checkmark.
Constructed Response Items KWL Chart (pre and/or post assessment)
PowerPoint Journal Writing
Concept Mapping Q& A Session
Graphs (line, pie, circle, etc.) Checklists
Other: (list below) Other: (list below)
Attach Reproducible Materials: Handouts, Rubrics, Checklists
1. Preassessment.doc 5. RubricforMath Project.doc
2. power of datamath_template.ppt 6. DataandLinePlotRubric.doc
3. VocabularyBingo.doc 7.
4. EXITCARD.doc 8.