Instructional Plan
Teacher Candidate: Danielle Caschetta_______________Date: Nov 16, 2010___ __
Cooperating Teacher: Leslie Huff____
__________Grade:Middle School ___ _
School District:_Kitsap School District
School: _ North Kitsap HS
University Supervisor:
Leslie Huff
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Unit/Subject: Five-Number Summary & Boxplots
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Instructional Plan Title/Focus: Stats on Reduced-Fat
Learning Targets/Purpose/Previous Learning
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Instructional Plan Purpose: This is one of several lessons on probability and statistics. It reviews the concepts of FiveNumber Summary and Box-Plots by using the information off of nutrition labels of regular and reduced fat items. The FiveNumber Summary of the class data is reviewed and analyzed through graphs and certain functions of the graphing calculator.
In addition to the lesson, the students will demonstrate their understanding by analyze the data, forming a hypothesis, and
supporting it by using the concepts of the Five-Number Summary and Box-Plots.
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State Learning Standards: 8.3.B Select, construct, and analyze data displays, including box-and-whisker plots, to compare
two sets of data. A1.6.A Use and evaluate the accuracy of summary statistics to describe and compare data sets. 7.4.C
Describe a data set using measures of center (median, mean, and mode) and variability (maximum, minimum, and range) and
evaluate the suitability and limitations of using each measure for different situations. 8.3.A Summarize and compare data sets
in terms of variability and measures of center.
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Content Objectives: SWBAT:
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Gather the nutritional information from each item and be able to enter the data into the graphics calculator.
Analyze the data and form a hypothesis of whether there is a significant difference between the two groups: Regular
and Reduced Fat.
Use the graphics calculator to calculate the Five-Number Summary: minimum value, Q1, median, Q3, maximum
value.
Graph Box-Plots of the data with the graphics calculator.
Use the Five-Number Summaries and Box-Plots to support their hypothesis.
Language Objectives: What grammar, language skills, language functions, and task language should students know or be
able to use after instruction? Use SWBAT format with an action verb that matches the cognitive domain.
Previous Learning Experiences: The students should have a basic concept of a TI-82 calculator or something compatible
and what the Five-Number Summary contains and to be able to graph a Box-Plot.
Assessment Strategies
Can students answer Teacher's guided questions accurately; questions about the mean, median, mode, quartiles, and boxplots?
The teacher will have the students write a paragraph stating their hypothesis of whether there is a significant difference between
regular and reduced fat and use the two-box plots to support their claim.
Student Voice: With what level of accuracy do you feel you are able to identify the difference between regular and reduced fat
nutrition labels? When on your own, do you feel you can reproduce the Five-Number Summary and Box plots? Give a rating
from zero to ten in your journals and justify your reasoning. What does the two box-plots show about the data; does the
graphs agree with their predictions; Why?"
Grouping of Students for Instruction
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The class will be divided into two groups, one working with nutrition labels for regular items while the second group will
work on reduced fat item labels.
Learning/Teaching Experiences:
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Introduction: The teacher will divide the class into two groups. For the first group, the teacher will distribute a different
nutrition label from the regular items and assign a number which is written on the board to every student. For the second
group, the teacher will distribute a different nutrition label from the reduced fat items and assign a number which is written
on the board to every student. The teacher will have the students go up to the board and write down the "Calories From Fat"
from their nutrition label beside their assigned number under their group. After the data is written on the board, the teacher
will have students describe any difference between the data within a group and between groups and discuss whether any
item(s) stick out as being very different? The teacher will have students discuss whether there is any significant difference
between the regular items and their reduced fat counterparts.
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Questions:
 What is the difference between the mean, median and mode?
 In real life, why do you think it would be important to use quartiles to explain data?
 In what other significant ways could we use these ways of evaluating data, other than nutrition labels? Grades?
Surveys?
 If your data does not include numbers can we still use these two methods? How?
 Can you explain what the differences between box plots and the five-number summary? Discuss as a class and/or
write at least 5 sentences in your journal.
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Instruction/ Learning Activities:
 Finding The Five-Number Summary
 The teacher will show the students how to enter the data, "Calories from Fat," under their ID number in
their calculators under L1 for Regular and L2 for Reduced Fat. The teacher will then review the FiveNumber Summary and how it determines its five components: minimum value, Q1, Median, Q3, maximum
value. The teacher will then show the students how to calculate the five components on their calculators for
the two lists of "Calories from Fat." The teacher will then have the students compare the five components
they calculated to further back-up their hypothesis of whether there is a significant difference between
regular and reduced fat.
 Box-Plots
 The teacher will then review with the students how to create a box-plot. The students will create a box-plot
of the data for their group on a piece of graphing paper. After the students complete their graphs, the
teacher will then show them how to graph their box-plots on the calculators. The students will then
compare their graph with the one on the calculator. The teacher will then have the students graph the data
from the other group using the calculators and then drawing it on the same graphing paper. The students
should compare with each other to make sure they have the same graphs. The teacher will question the
students understanding by asking, "What does the two box-plots show about the data; does the graphs agree
with their predictions; Why?" After the activity is complete, the teacher will have the students write a
paragraph (described in Evaluation).
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Closure: In the future, students should feel comfortable determining whether or not there is a significant difference between
regular and reduced fat. One thing would like to see in this closure is a provision of a quick way to determine whether one
item is more beneficial health wise. For example if a student is in the store and has to make a quick decision. I’d also want to
include other relevant applications of these methods, because I still use the mean, median, and mode occasionally in real life,
and more so when I was in high school.
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Independent Practice: One silly way that students can use this knowledge is to determine the ages of all members of their
family, and perhaps extended family as well to have more data. Then use the knowledge used in the classroom to find the 5number summary and box plot. Nutrition labels can also be interpreted in everyday life, not to the extent of this lesson but
questioning health labels is important.
Instructional Materials, Resources, and Technology
Nutrition label with normal nutrition facts, not low fat, low sugar, etc.
A different nutrition label, half regular and half reduced fat, off certain items for each student
A graphics calculator (TI-82 or compatible)
Graphing paper for each student
Additional Requirements
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Integration with Other Content Areas: This lesson can be used in collaboration with most science courses when there is
any amount of data taken that needs mathematical interpretation.
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Acknowledgements: Instructional Plan adapted from Shawn Moorhead’s Lesson, July 4, 2000. Blairsville, PA