Blended Learning Lesson Plan

Lesson Title: Understanding Data Analysis

Objectives:
Students will be able to collect data and all relevant parts of that data (mean, median, mode,
range, etc.)
Students will be able to display data through different graphs
Students will be able to analyze data and what it means in context to the real-world
Students will be able to demonstrate graphing and plotting data on a computer
State Standards:

6.DS.4 Select and create an appropriate display for numerical data, including dot plots,
histograms, and box plots.
6.DS.5 Describe numerical data sets in relation to their real-world context.

1. State the sample size.

2. Describe the qualitative aspects of the data (e.g., how it was measured, units of
measurement).
3. Give measures of center (median, mean).
4. Find measures of variability (interquartile range, mean absolute deviation) using a

number line.

5. Describe the overall pattern (shape) of the distribution.

6. Justify the choices for measure of center and measure of variability based on the

shape of the distribution.

7. Describe the impact that inserting or deleting a data point has on the measures of

center (median, mean) for a data set.

Mackenzie Carson

Context: I am teaching students how to collect data from their peers. I will also be teaching
students how to plot the data they have collected and analyze what it means. This is important to
learn because, this skill is something that is used in many professions and might be something
the students will needs in their future lives. This is also a skill they will build on for the rest of
their educational career in not only math but, also in science. It is important that students have a
solid foundational understanding of the simple things before they move on.
Data: Students will be grouped off of the quiz that was taken prior to this lesson. The quiz was
on mean, median, mode, and range. Based off of their scores I will group the students who
excelled as evenly as possible with those who are struggling. This is a way to have the students
help each other during their collaborative section of the lesson.
Materials:
Materials Lesson Section
https://youtu.be/0ZKtsUkrgFQ Introduction
 Worksheet Teacher directed
 Calculator
 Blank Paper
 Pen or pencil
 Construction paper Collaborative
 Markers
 Art supplies
 Calculator
 Google Classroom
 Microsoft Excel Independent Digital
 Computer

Introduction (10 Minutes): I will begin the lesson with a short video to review with the
students the different types of graphs that can be used to plot data. This will give them a preface
of the lesson we are about to learn. I then will have the students reiterate to me how to find all of
the relevant information of a data set (mean, median, mode, range, etc.). I also will explain the
makings of an accurate graph. Students will learn how to correctly scale, label, and draw an
example bar graph to see the importance of a correct scale and labels. I will then explain to them
the activity for the class. Students will be working on one physical and two digital graphs.
During the collaborative section, students will work together to create data and a graph. In the
independent digital section, students will be expected to show that they are able to use Microsoft
Excel to make 2 different types of graphs. Students will be given a worksheet outlining what
each station entails and what is expected of them. I will read them the state standards and student
Mackenzie Carson

objectives for the lesson plan. Then students will be broken up into groups of 8 and spread
throughout the room. Each station has an even more in-depth worksheet that will explain their
tasks to avoid any confusion. This is so important! Since I will be at the teacher directed station I
will not be able to help students if they are confused at another station without leaving the
current group.
Teacher Directed (15 minutes): In this section of the lesson, I will be able to gauge
students understanding of the material. I will start with some sample data sets and have them find
all of the measures of central tendencies. After we will all compare answers and explain how we
got them I will then touch on what this data could be used for. I will elaborate on the different
types of graphs that can be used to display data. Each student will pick the one and make a
simple example of it from the sample data set. Then they will compare them to each other’s.
Here is will I will touch on the different standards by showing the group what would happen if a
data point was added or deleted in a data set. I will teach them about outliers and how to
calculate standard deviation.

Collaborative (15 Minutes): In this station students will work together in their small
groups. The groups will find a research question to ask such as “what is the average shoe size of
the group?” or “What is the average height of the group?” Students will then collect the needed
data and display it in a way of their choosing. They will be required to find all the measurements
of central tendency that were discussed at the beginning of the lesson. Then, the students will use
large construction paper and different materials to create the graph of their choosing. The graphs
will be graded on their correctness of scale, titles, and all the central tendencies. I will also take
pictures at the end of the class and post a survey online for the students to vote on the graph that
was the best looking. The group that wins the vote will be given 2 extra credit points on their
next exam.

Independent Digital (15 Minutes): In this section the students will be responsible for
independently learning how to do basic calculations on Microsoft Excel. These will include
finding the range, average, median, mode, and standard deviation. I will have a worksheet typed
out for them to follow along with each function. They will find an excel spreadsheet that I have
posted that includes a sheet for each student including a sample set of data to use for their
assignment. After each student finishes their calculations they will then use excel to make an
aesthetically pleasing graph of their choosing which must be different from the one they made as
a group.

Closure (10 Minutes): To close this activity I will ask students to tell me how they feel
about the material and if they are comfortable with the information we learned today. I will have
a short 5 question quiz that is posted on google classroom that students can take either on the
Mackenzie Carson

classroom computers, their personal laptop, or their smartphone. This will be used as an exit
ticket to help me determine which students understood the material and the ones who did not.

Rationale:
(Multimedia 1= https://youtu.be/0ZKtsUkrgFQ): This video will be used as a brief
overview of the material in which the students will be learning during this lesson. This
video is from Khan Academy which is a creditable source for tutoring. It is 6 minutes
long which is a perfect length to get the point across but does not take up too much time.
The video clearly goes over all of different things that will be covered in class.

(Multimedia 2=Microsoft Excel): Excel is something that students should learn how to
use because, many professions use it in their everyday life. This also an easy way to show
that there are different ways to find the calculations that they need. This also ties
computer science and how different electronics can be tied into math.