Understanding by Design

Unit Cover Page

Unit Title: All About Chance! Grade Levels: 5th

Topic/Subject Areas: Probability and Statistics

Key Words: Data, Sequence, Fair Share, Measure, and Calculate

Designed By: Kelsie Morgan Time Frame: 2 weeks

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

Brief Summary
In this of will
unit students Unitunderstand
(includinghowcurricular context
to determine and unitmode,
mean, median, goals):
and range. The goal of this
unit is to teach students how to evaluate a sequence of numbers and determine said data. This means,
Instudents
this unitwillstudents
have to understand how to organize
will understand how todata, calculatemean,
determine data, measure
median,data, and create
mode, their own
and range.
set of data.
The goal of this unit is to teach students how to evaluate a sequence of numbers and
determine said data. This means, students will have to understand how to organize data,
calculate data, measure data, and create their own set of data.
STAGE 1 – DESIRED RESULTS

Unit Title: All About Chance!

Established Goals (cite specific VA SOL):

Mathematics grade 5 SOL 5.17

● Describe mean, median, and mode as measures of center;
● Describe mean as fair share;
● Describe the range of a set of data as a measure of spread; and
● Determine the mean, median, mode, and range of a set of data.

Understandings: Students will understand that… Essential Questions:

(Provide no more than three) (Provide 5)

● Mean, median, range, and mode can be • When should mean, median, mode, and range be
used to find a measurement of data. used to find a measurement of data?
● The process of determining the mean, • What does the term fair share represent?
median, range, and mode. • What can the median show us from a data set?
● Mean represents a fair share. • What is the purpose of finding mode?
● Range describes the measurement of a data • In a set of data, what can the range show us?
spread.

Students will know: Students will be able to:

(Give about 5 to 10) (List at least 5 skills)
● The definition of mode the most common • Measure the value of the center of data while
number using mean, median, and mode as a way to
● The definition of range is the largest determine what the center is.
number minus the smallest number. ● Explain in a conclusion how mean is a
● The definition of median is the middle way of showing fair share.
number, when in order ● Determine the range in a spread of data.
● The definition of mean is the average of all ● Analyze a set of data by determining the
of the numbers mean, mode, range, and median.
● What the mean is in a number sequence ● Determine if a data set has a mode or if it
● What the median is in a number sequence does not.
● What the mode is in a number sequence
● How to determine the mean, median, and
mode in a set of data
● How to find the range in a set of data
● How to organize data into a number
sequence from smallest to greatest
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks: Other Evidence:
(Briefly describe 1 to 3 authentic assessments. List (List 3 including MC quiz)
your GRASP Summative Assessment first)

1. GRASP: Students will be a weatherman on 1. Quiz: Students will complete a five-

a broadcasting channel. They will be question quiz about the median.
presenting data, the mean, on live
television (aka to the class with a 2. Students will complete a 12 Question
PowerPoint) about a state of choice. Homework worksheet on solving mean.
2. Survey Your Friends: Students will survey
friends on the number of siblings, age, or 3. Students will create their own scenario and
amount of pets. After they survey their data set that another student will complete
classmates, they will organize the data and for homework to find the mode.
determine the mean.
3. Height Wars: Students will be divided into 4. Students will color and complete a color
groups of 6, and will determine the height by number worksheet by solving range
in inches of each group member. Then, problems.
they will determine the range of the group
height.
4. Moving Data: Each student will receive a
number card, and will stand and organize
themselves in a sequence of data to
determine the median.

Student Self-Assessment and Reflection

(List 3)

1. As an exit ticket, students will define mean, median, range and mode.
2. Students self-assess the results from performance tasks by redoing incorrect answers after
being graded.
3. Students will separate into groups and use flashcards to review the definitions of the mean,
median, range, and mode and how to determine them.
STAGE 3 – LEARNING PLAN
Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same
information)

1. G.R.A.S.P. activity in which students will be a broadcaster giving data about a state to a live
audience, the class, as an assessment.
2. TTW give definitions of the keywords, mean, median, mode, and range. TTW presents these
each day in class by a PPT that is provided for each keyword.
3. Survey in which TSW survey friends and collect data on any topic they choose from.
4. Height Wars in which a group of students will collect the heights of the group and gain data
from those numbers.
5. TTW explains what fair share means by demonstrating examples and providing a definition
6. Moving data allows students to move around and communicate to arrange themselves into the
correct order from least to greatest to determine data
7. TTW explain how to find mean by showing a PPT and examples.
8. Quiz in which TSW complete a 12 question quiz
9. TTW explain to students why their answers are incorrect and TSW make corrections
10. Create Scenario allows students to create their own scenario and have another peer answers
the questions and calculate the data
11. TTW explain how to find the mode by showing a PPT and examples.
12. Color by number gives students questions that are answered in orer to complete the color by
number
13. A final Assessment will be given to assess overall comprehension of unit, which will consist
of multiple choice questions, word problems, sequences of numbers, data, and fill-in blanks.
14. Quiz TSW completes a five-question quiz
15. Exit ticket will be given after class in order for the teacher to see comprehension after the
given content of that day.
16. TTW explain how to find the range by showing a PPT and examples.
17. TTW explain how to find the median by showing a PPT and examples.
18. Redoing Incorrect Answers in which students will receive their quiz back and make
corrections. TTW sit one on one with those who struggled the most and allows others to
complete theirs on their own unless help is needed. Those who got little to nothing wrong will
be provided three bonus questions to complete.
19. TTW teaches how to analyze data by showing word problems, data itself, examples, and
student-made examples.
20. Flashcards in which students will be in groups defining terms and reviewing definitions. TTW
has advanced students grouped together and struggling students grouped together. TTW be
walking around ensuring the students are completing the activity, allowing questions to be
asked as well as the teacher walks around.
Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 10 lessons.

Monday Tuesday Wednesday Thursday Friday

2. TTW Define the [Link] Define the 2. TTW Define the 2. TTW Define the 9. TTW explains
Mean Mode Range Median corrections

7. Find Mean 11. Find Mode 16. Find Range 17. Find Median

8. 12-question quiz 10. Create Scenario 12. Color by # 14. 5-question quiz
18. TSW makes
Flashcards Flashcards Flashcards Flashcards corrections on quiz

19. Analyze Data 19. Analyze Data 19. Analyze Data 19. Analyze Data 13. Final Assessment

5. TTW explains 1. G.R.A.S.P 4. Height Wars 6. Moving Data

Fair Share
Exit Ticket Exit Ticket Exit Ticket
3. Survey a friend

Exit Ticket
Grasp Rubric
Design Topic: Mean, Median, Mode, Range Subject: Math Grade: 5th Designer: Kelsie

5 4 3 2 1

Presentation The student had The student had The student had The student had The student had no 10
excellent eye contact good eye contact and acceptable eye little to no eye eye contact with the
and rarely looked at looked only a few contact and contact and audience and did
their PowerPoint. times at the looked at the spoke from the not make a
They spoke well to PowerPoint to read PowerPoint to PowerPoint. PowerPoint.
the class and the data. They guide the The data was not
presented the data spoke well to the presentation. stated clearly.
clearly. class and presented The data was
the data well. spoken in a fair
tone.

Content The content is The content is The content is The content is The content was 10
relevant and the relevant and the somewhat not relevant and missing thus
student shows a student shows a relevant but does shows no showing no
mastery level of partial mastery level not show that the understanding of evidence of how to
demonstrating how in demonstrating student knows how to determine the
to determine the how to determine the how to determine determine the mean, median,
mean, median, mode, mean, median, the mean, mean, median, mode, and range.
and range. mode, and range median, mode, mode, and range.
with few mistakes. and range.

Creativity The Powerpoint was The Powerpoint was The PowerPoint The PowerPoint The student 10
made very well and well made and had was decently was poorly made provided no
had appealing some images/colors. made and had and had no PowerPoint.
images/colors. The The student provided little to no images/color.
student provided some images to images/color. The student
images to represent represent what they The student provided no
what they were were presenting. provided little to images to
presenting. no images to represent what
represent what they were
they were presenting.
presenting.

Data Data was correct and Data was correct and Data was Data was Data was incorrect 10
provided evidence to relevant to the somewhat correct correct, but had and provided no
the PowerPoint with PowerPoint but and aligns with no relevance to evidence to the
no mistakes shown. lacked a display of the PowerPoint the PowerPoint PowerPoint
evidence.

Mechanics Little to no grammar Some grammar Decent amount A lot of Poor grammar and
mistakes and the data mistakes and the of grammar grammar the data was
was organized data was organized mistakes and the mistakes and the incorrectly
excellently. correctly. data was data was poorly organized.
organized well. organized.

Total Score /50

G.R.A.S.P

Goal: You are a weather man having a huge broadcast debut! At the end of the month, live on TV, you
have to give an updated report about the mean, median, mode, and range of the temperature and weather
of any state. They must explain the meaning of the mean, median, mode, and range of the state’s
temperature and precipitation.

Role: Weatherman

Audience: Viewers behind the TV

Situation: You are responsible for showing a range of data over the past month of the state you have
chosen. You must have at least 20 days of data shown across the past month of the temperature/weather
there. The data must be in Fahrenheit and accurate to the state you chose. You will present the mean,
median, mode, and range to the viewers behind the TV on the weatherboard that you created.

Product/Performance/Purpose: You must create a PowerPoint (weatherboard) that shows the data, the
mean, median, mode, and range. This PowerPoint will be creative and presentable on live TV. You will
be presenting the PowerPoint to the class as a weatherman just as you would on a live broadcasting
channel.

Standards and criteria for success: The PowerPoint and presentation should be organized, fun, and
educational. The data must be accurate and the sequence of numbers must be in order. The
weatherboard described above will be the PowerPoint that you have created.