Forecasting Statistics

Learning Resource Type

Lesson Plan

Subject Area

Mathematics

Grade(s)

6

Overview

Students will research the ten day weather forecast. They will document the high's for ten days as well as the low's for ten days. Once students document this information, they will find the mean, median, mode, and range of the data collected.

This is a College- and Career-Ready Standards showcase lesson plan.

Mathematics (2019) Grade(s): 6

MA19.6.23

Calculate, interpret, and compare measures of center (mean, median, mode) and variability (range and interquartile range) in real-world data sets.

UP:MA19.6.23

Vocabulary

  • Data distribution
  • Measures of center
  • Measures of variability
  • Mean
  • Median
  • Mode
  • Interquartile range
  • Range

Knowledge

Students know:
  • Measures of center and how they are affected by the data distribution and context.
  • Measures of variability and how they are affected by the data distribution and context.
  • Methods of determining mean, median, mode, interquartile range, and range.

Skills

Students are able to:
  • Describe the nature of the attribute under investigation including how it was measured and its unit of measure using the context in which the data were collected.
  • Determine measures of center and variability for a set of numerical data.
  • Use characteristics of measures of center and variability to justify choices for summarizing and describing data.

Understanding

Students understand that:
  • Measures of center for a set of data summarize the values in the set in a single number and are affected by the distribution of the data.
  • Measures of variability for a set of data describe how the values vary in a single number and are affected by the distribution of the data.
Mathematics (2019) Grade(s): 6

MA19.6.24

Represent numerical data graphically, using dot plots, line plots, histograms, stem and leaf plots, and box plots.

UP:MA19.6.24

Vocabulary

  • Dot plots
  • Histograms
  • Box plots
  • Stem and leaf plots
  • Line plots
  • Extreme values
  • Outliers
  • Gaps
  • Clusters
  • Symmetric
  • Skewed
  • Center
  • Spread
  • peaks
  • 5 number summary
  • Minimum
  • Maximum
  • Median
  • lower quartile
  • Upper quartile

Knowledge

Students know:
  • How to use graphical representations of real-world data to describe context, center, spread and shape from which they were collected.
  • Techniques for constructing line plots, stem and leaf plots, dot plots, histograms, and box plots.

Skills

Students are able to:
  • Organize and display data using dot plots, line plots, stem and leaf plots, histograms, and box plots.
  • Describe the nature of the attribute under investigation including how it was measured and its unit of measure using the context in which the data were collected.
  • Describe the shape of numerical data distribution including patterns and extreme values.
  • Use graphical representations of real-world data to describe and summarize the context from which they were collected.

Understanding

Students understand that:
  • Sets of data can be organized and displayed in a variety of ways, each of which provides unique perspectives of the data set.
  • Data displays help in conceptualizing ideas and in solving problems.
  • The overall shape and other significant features of a set of data, (e.g., gaps, peaks, clusters and extreme values) are important in summarizing numerical data sets.

Primary Learning Objectives

The students will research the ten-day forecast.

The students will calculate the mean, median, mode, and range of the data collected.

Procedures/Activities

Before:

1.  Students will use individual computers to research the ten-day forecast for their city (see website below). Depending on the availability of printers, students can either print the ten-day forecast or copy it into their math notebook.

http://www.weather.com/ 

During:

2.  Students will use the numbers collected in their "Before" activity and find the mean, median, mode, and range of the forecast.

3.  After finding the required information, students will receive a post-it note. They will be given 2 minutes to turn and talk with a partner about what this data means and how they can utilize it to make inferences about the upcoming weather in their area.

4.  Each student will write the temperature they predict will come on the following day and why they predict this will be the temperature.  

After:

5.  Students will place their sticky notes on a class bar graph. (Teacher could also use the following Bar Graph for added technology in the lesson plan.)  

6.  Host a class discussion about the most common inferences and why the class thinks this temperature was a common prediction.

Closure:

7.  Students will add their prediction to the 10-day forecast and recalculate the mean, median, and mode to observe what happens when another number is added to data collection.

Assessment Strategies

Students will be informally assessed on the mean, median, mode, and range that was calculated from the ten day forecast numbers (all should have the same numbers if they researched the city they are in).

Acceleration

The class can make predictions about the next week's weather based on their calculations.

Intervention

Teacher may assign peer tutors to help those students who may struggle with this assignment.  

Total Duration

31 to 60 Minutes

Background/Preparation

Students should have been previously taught how to calculate the mean, median, mode, and range. Review the meaning of these terms.

Students should have created a bar graph.

Materials and Resources

Paper
Pencil
Post-It Notes
Class bar graph
 

Technology Resources Needed

Computers

Internet

Approved Date

2013-12-17
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