Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8
“We Love Disney and Nickelodeon”
Lesson #1
MST Lesson Plan: NYC ver. Format (O’Conner-Petruso 2010)
Bloom’s Taxonomy: Knowledge (identify and record) and Analysis (Analyze)
Gardner’s Multiple intelligence(s): Logical – Mathematical
Children’s Literature: “Rock, Brock and the Savings Shock” by Sheila Bair (D.B.)
NYC Science Scope and Sequence
Inquiry Skills:
Communicating – giving oral and written explanations or graphic representations of
observations
Comparing and contrasting – identifying similarities and differences between or among
objects, events, data, systems, etc
Gathering and organizing data – collecting information about objects and events which
illustrate a specific situation
Interpreting data – analyzing data that have been obtained and organized by determining
apparent patterns or relationships in the data
Measuring – making quantitative observations by comparing to a conventional or
nonconventional standard
Process Skills:
viii. Use and record appropriate units for measured or calculated values.
Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8
xiii. Observe, analyze, and report observations of objects and events.
NCTM Math Skills
Process Standards:
Problem Solving
Solve problems that arise in mathematics and in other contexts
Apply and adapt a variety of appropriate strategies to solve problems
Monitor and reflect on the process of mathematical problem solving
Reasoning and Proof
Recognize reasoning and proof as fundamental aspects of mathematics
Select and use various types of reasoning and methods of proof
Communication
Organize and consolidate their mathematical thinking through
communication
Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others
Use the language of mathematics to express mathematical ideas
precisely.
Connections
Recognize and use connections among mathematical ideas
Understand how mathematical ideas interconnect and build on one another
to produce a coherent whole
Recognize and apply mathematics in contexts outside of mathematics
Representation
Create and use representations to organize, record, and communicate
mathematical ideas.
Content Standards:
Number and Operations
Compute fluently and make reasonable estimates
 Develop fluency in adding, subtracting, multiplying, and
dividing whole numbers
Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8


Use visual models, benchmarks, and equivalent forms to
add and subtract commonly used fractions and decimals;
Select appropriate methods and tools for computing with
whole numbers from among mental computation,
estimation, calculators, and paper and pencil according to
the context and nature of the computation and use the
selected method or tools.
Algebra
Understand patterns, relations, and functions
 Describe, extend, and make generalizations about
geometric and numeric patterns;
 Represent and analyze patterns and functions, using words,
tables, and graphs.
Use mathematical models to represent and understand quantitative
relationships
 Model problem situations with objects and use
representations such as graphs, tables, and equations to
draw conclusions.
Data Analysis and Probability
Formulate questions that can be addressed with data and collect, organize,
and display relevant data to answer them

Design investigations to address a question and consider
how data-collection methods affect the nature of the data
set;
 Design investigations to address a question and consider
how data-collection methods affect the nature of the data
set;
 Design investigations to address a question and consider
how data-collection methods affect the nature of the data
set;
 Design investigations to address a question and consider
how data-collection methods affect the nature of the data
set;
Select and use appropriate statistical methods to analyze data
 Use measures of center, focusing on the median, and
understand what each does and does not indicate about the
data set.
 Compare different representations of the same data and
evaluate how well each representation shows important
aspects of the data.
Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8
Develop and evaluate inferences and predictions that are based on data
 Propose and justify conclusions and predictions that are
based on data and design studies to further investigate the
conclusions or predictions.
ISTE NETs Standards for Literate Students:
Standards:
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. Plan strategies to guide inquiry.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks.
d. Process data and report results.
6. Technology Operations and Concepts Students demonstrate a sound understanding
of technology concepts, systems, and operations. Students:
a.
b.
c.
d.
Understand and use technology systems.
Select and use applications effectively and productively.
Troubleshoot systems and applications.
Transfer current knowledge to learning of new technologies.
Behavioral Objectives:
1. Students will be able to record a chart using the stocks Disney and Nickelodeon that they
monitored for five days.
2. Students will be able to analyze data from tables and interpret graphs.
3. Students will be able to record a line graph based on the two stocks they monitored.
Motivational Constructivist Question and/or Activity:
Read Aloud: Teacher will read the book “Rock, Brock and the Savings Shock” by Sheila Bair
and discuss the stock market. The teacher will explain to the students that today they will look at
two different stocks which are Disney and Nickelodeon. Their goal is to monitor these stocks for
a period of five days and find the mean, median, mode and range. The teacher will make a web
Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8
with the word “stock” in the middle of a chart paper and record the students answer when asked
what they know about stock.
If students are not familiar with line graphs, range, mode and median it must be taught in
a lesson before this with in class period.
Time Duration: One class period equivalent to 45 minutes.
Procedures:
1. After reading the story “Rock, Brock and the Savings Shock” by Sheila Bair, the teacher
will ask the students what is the significance of a stock. The teacher will record their
answers on chart paper.
2. Students will be paired into groups of two. Each group is to access a computer in the
computer lab.
3. Students will be asked to access http://finance.yahoo.com/q/pr?s=DIS+Profile for the
Disney stocks and http://finance.yahoo.com/q/pr?s=VNV+Profile for the Nickelodeon
stock.
4. Teacher will ask the students to look at each stock’s five day period. Teacher will ask the
students if the stocks have grown in the past few days.
5. Students are to calculate the mean, mode, range and median of each stock and record it
on a chart or table on graph paper, then recording it on Microsoft Excel.
6. Students are then to create a line graph of each chart for the five days they monitored on
graph paper and then they would transfer their results on Microsoft Excel.
Questions:
I). Closed-Ended Questions:
1. What are the two stocks we are monitoring?
i. Answer: We are monitoring the Disney and Nickelodeon stocks.
2. What is the range of the Disney stock?
i. Answer: The range of the Disney stock is $0.61.
3. What is the mean of the Disney stock?
i. Answer: The mean of the Disney stock is $43.46.
4. What is the median of the Disney stock?
i. Answer: The median of the Disney stock is $43.56.
II).
Open-Ended Questions:
1. How do you think the numbers would change next month for these two stocks?
2. Why do you think owning a stock would be a good idea or bad?
Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8
Materials:
1.
2.
3.
4.
5.
6.
Graph paper
Pens or pencils
Computer Lab with internet access
The Rock, Brock & the Savings Shock book by Sheila Bair
Chart paper
Marker
Assessment: (Look at lesson plan format)
Students will be assessment on the line graph they produce after monitoring the two stocks
Disney and Nickelodeon. They are to analyze the data that they receive by calculating the mean,
median, mode and range of the two stocks. They will also be assessed on their chart or table
which is based on the mean, median, mode and range.
Example of a student performance-based product:
With children in mind, we decided to follow the exchanges of The Disney Channel and
Nickelodeon. The Disney Channel is owned and operated through The Walt Disney Company
(symbol DIS), while Nickelodeon is owned and operated through Viacom Inc (symbol VNV).
Both stocks are traded through the New York Stock Exchange Market (NYSE).
Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8
Below is a data table depicting closing numbers for a total of five days (Feb.14-18, 2011) on the
New York Stock Exchange for companies: The Walt Disney Company (DIS) and Viacom Inc.
(VNV)
Date
14-Feb
15-Feb
16-Feb
17-Feb
18-Feb
Stocks
Disney
Viacom
(DIS)
(VNV)
$43.24
$25.77
$43.09
$25.65
$43.70
$25.74
$43.70
$25.90
$43.56
$26.00
Analysis
Mean
Mode
Median
Minimum
Maximum
Range
Disney
Viacom
(DIS)
(VNV)
$43.46
$25.81
$43.70
#N/A
$43.56
$25.77
$43.09
$25.65
$43.70
$26.00
$0.61
$0.35
Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8
The chart below reflects the data table above based on the two stocks nominal values
during the week of Feb.14-18, 2011.
Disney/Viacomm
$50.00
$45.00
$40.00
$43.24
$43.09
$43.70
$43.70
$43.56
$25.77
$25.65
$25.74
$25.90
$26.00
$35.00
$30.00
$25.00
$20.00
$15.00
Disney (DIS)
Viacomm (VNV)
$10.00
$5.00
$0.00
14-Feb
15-Feb
16-Feb
17-Feb
18-Feb
Analysis
The comparison of The Walt Disney Company and Viacom Inc., during the week of
February 14-18, 2011 was based on the NYSE’s end of the day quotes. Both Disney and Viacom
ended the week with a profit margin.
Disney began its week on Monday February 14th with a close of the day balance of
$43.24. But by the end of Friday’s market day Disney closed at $43.56. Disney’s weeks end
profit was $0.32. During the week, Disney hit its lowest close of the day on Tuesday at $43.09
but was able to increase by 1.40% between Wednesday and Thursday with its high of the week’s
close at $43.70 on both days. The range for the Walt Disney Company stock over the week was
$0.61.
Viacom Inc. began its week on Monday February 14th with a close of the day balance of
$25.77. By the end of Friday’s market close Viacom Inc closed at $26.00. Viacom’s weeks end
profit was $0.23. During the week, Viacom also hit its lowest close of the day on Tuesday. On
Tuesday Viacom closed with its low of the week at $25.65 but was able to increase by 1.35% by
Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8
the end of the week with its high on Friday at $26.00. The range for Viacom Inc. over the week
was $0.35.
Based on this week’s observation, Disney and Viacom seem to both be very stable in the
market. Neither Disney nor Viacom ever fell shy of a one dollar range of its market opening.
However, based on the difference in price per share of stock, it is apparent that Disney is
profiting at a much higher level. One reason Disney may be trading at a higher rate is that it has
built a longer life of credibility with its customers. Disney was founded in 1923 versus Viacom
that was just founded in 1971. Whatever the reasoning for Disney’s success compared to
Viacom, Disney’s stock is trading just above 40% higher than Viacom’s stock. If we were to use
this 5 day observation as a prediction indicator for weeks to come, it would be safe to assume
that Disney will remain valued substantially higher than Viacom. Overall, it would also be safe
to assume both companies will continue their success but continuous monitoring would be
needed to determine validity.
Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8
RUBRIC
Target
“3”
Table/chart is
correctly entitled
and is labeled
correctly. It
included the
mean, median,
mode and range,
which are
correctly
calculated.
Satisfactory
“2”
Table/chart
doesn’t have a
title. One label is
missing. It
includes one
stock instead of
two. It includes
the mean,
median, mode
and range, which
one of them is
either calculated
incorrectly or
missing.
Student
Behavioral
calculated the
Objective #2:
Analysis of Data mean, median,
mode and range
from the stocks
of Disney and
Nickelodeon
correctly.
Student labeled
Behavioral
and drew the line
Objective #3:
graph on graph
Line Graph
paper correctly
based on the two
stocks with no
mistakes. They
also labeled the
correct axes and
included a title.
Student is able to
calculate the
mean, median,
mode and range
with one of them
missing or
calculated
incorrectly.
Student labeled
and drew the line
graph on graph
paper correctly
based on the two
stocks with one
mistake. One of
the labels of the
axes is either
missing or
incorrectly
labeled.
Behavioral
Objective #1:
Table/Chart
Unsatisfactory
“1”
Table/chart
doesn’t have a
title. At least two
labels or
incorrectly
named or
missing. It
includes one or
no stocks instead
of two. It
includes one of
the mean,
median, mode
and is calculated
incorrectly.
Student
calculated one of
the following:
mean, median,
mode and range.
Student labeled
less than 50% of
the line graph.
The line graph
doesn’t have a
title and the axes
are either labeled
incorrectly or
missing.
Student Rating
Nema Ahmed, Medina Hing,
Jennifer Walsh & Marwa Zohny
Edu 7204, Spring 2011
Module 2 – Assignments 7 & 8
References:
Process Standards. (n.d.). National Council of Teachers of Mathematics. Retrieved February 27,
2011, from http://www.nctm.org/standards/content.aspx?id=322
Bair, S., & Gott, B. (2006). Rock, Brock, and the savings shock . Morton Grove, Ill.: A.
Whitman.
Bloom's Taxonomy. (n.d.). OfficePort Home Page. Retrieved February 27, 2011, from
http://officeport.com/edu/blooms.htm
DIS Profile | Walt Disney Company (The) Commo Stock - Yahoo! Finance. (n.d.). Yahoo!
Finance - Business Finance, Stock Market, Quotes, News. Retrieved February 27, 2011,
from http://finance.yahoo.com/q/pr?s=DIS+Profile
Gardner's Multiple Intelligences. (n.d.). The Education Coalition. Retrieved February 27, 2011,
from http://www.tecweb.org/styles/gardner.html
Science Scope and Sequence. (n.d.). Science Scope and Sequence. Retrieved February 27, 2011,
from schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf
VNV Profile | Viacom, Inc. 6.85% Senior Notes Stock - Yahoo! Finance. (n.d.). Yahoo! Finance
- Business Finance, Stock Market, Quotes, News. Retrieved February 27, 2011, from
http://finance.yahoo.com/q/pr?s=VNV+Profile
Viacom . (n.d.). Viacom . Retrieved February 27, 2011, from
http://www.viacom.com/aboutviacom/Pages/history.aspx
Yahoo! Finance - Business Finance, Stock Market, Quotes, News. (n.d.). Yahoo! Finance
Business Finance, Stock Market, Quotes, News. Retrieved February 27, 2011, from
http://finance.yahoo.com/
ISTE | NETS Student Standards 2007. International Society for Technology in Education |
Home. Retrieved February 27, 2011, from http://www.iste.org/standards/nets-for
students/nets-student-standards-2007.aspx