Students begin by reviewing the data from the previous 2 lessons. They can use their index cards made in Lesson 2 in this unit. They proceed as noted below.
As students complete each step, discuss with them the greatest populations and the least populations.
Students should be engaged in the following activities:
- Arranging the populations in order from least to greatest
- Underlining the greatest and least population
- Subtracting the least from the greatest to find the range
- Using the ordered data to find the median, or middle number
- Finding the number that occurs the most or the mode
Students should record their own ranges, median, and modes on a piece of paper.
Depending on students' prior experiences in finding range,
median, and mode, you may need to provide direct instruction in these
Once each student has found the range, median, and mode for his
or her set of data, match each student with a partern. Each student
should share his or her data and make comparisons between the two sets.
How close was each statistic? Did any student notice anything unusual
about their data?
Students begin the final activity by reviewing the data
collected throughout this series of lessons. This lesson will be partly
whole class and partly in groups. Students should brainstorm possible
ways to figure out the most frequently chosen county. Using the
spreadsheet might be the easiest way to compare the data, as students
could work in groups to gather group statistics first and then report
to the class. You should record the counties most frequently picked on
a chart. For example, you may choose to use a tally chart. Decide what
characteristics this county has that might have made it the most
Have children discuss in groups the populations of the most
frequently picked counties. List the populations on the chart of the
most frequently picked counties. Discuss possible uses for the
collection of this data. Discuss other information you could gather
with this particular data.