Math Units Page

Lesson Purpose

The purpose of this lesson is to enhance the understanding of graphs and data. Students will be able to use the knowledge gained in the professional workplace. This lesson will also prepare students in the following mathematical skills:

•             Numeracy: students to be able to proficiently perform repeated calculations, be able to create tables/charts that visually summarizes the information as well as reasoning through word problems to determine appropriate computation needed. 

•             Procedural Fluency: students will increase their procedural fluency, which is one of the components of rigor, by repeatedly performing calculations that assist students to make appropriate decisions related to work problems, and transfer that information to charts/graphs as visual representation.

Instructor opens lesson by asking questions such as:

Sample 1: What is your favorite M&M flavor? What color of M&M you prefer? How many M&M of that color do you think are in a bag?  Is there math involved in finding the information needed?   If so, what kind of math?

Sample 2: If you were a manager at a restaurant and need to prepare employees schedules based on the visits, how would you create schedules? What information would you need to collect each month? How would you collect that information?

Prerequisite Knowledge: Students will already have some experience working with percent and fractions.

This lesson will allow students to obtain jobs or advancements in their current career.

Related Documents

Lesson Objectives

At the end of this lesson, students will be able to:

•             Find the mean, median, mode and range, 

•             Create tables, graphs, charts….

•             Understand the real-life application.

Student Target

I will be able to turn raw data into a graph, read a graph, and calculate mean, median, and mode.

CCR Focus Standards

Data, Probability, and Statistical Measurement - Level C

• 6.SP.2

  Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Data, Probability, and Statistical Measurement - Level D

• 6.SP.5

  Summarize numerical data sets in relation to their context, such as by:

  a. Reporting the number of observations.

  b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

  c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

  d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Supporting Standards

• 2.MD.10

  Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems using information presented in a bar graph.
  

• 3.MD.3

  Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Standards for Mathematical Practice

• MP.1

  Make sense of problems and persevere in solving them. (MP.1)

• MP.4

  Model with mathematics. (MP.4)

KYAE Employability Standards

• E.1

  E.1 Effectively contribute to a team through cooperation, leadership, and giving and accepting critical feedback to work toward a common goal.

• E.7

  E.7 Accurately analyze information and respond appropriately.