
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
 Create a data set given specific parameters.
 Find the mean of a data set.
 Find the median of a data set.
 Find the mode of a data set.
 Find the interquartile range (IQR) of a data set.
 Determine if a data set contains an outlier.
 Find the standard deviation of a data set.
 Make predictions about future events based on information contained in a given data set.
 Create an Excel spreadsheet.
 Use Excel formulas to calculate mean, median, mode, and standard deviation.
 Insert a column chart (vertical bar graph) into an Excel spreadsheet.
 Insert a pie chart into an Excel spreadsheet.

Prior Knowledge: What prior knowledge should students have for this lesson?
Standards needed to ensure success on this lesson:
MAFS.6.SP.1.1, MAFS.6.SP.1.2, MAFS.6.SP.1.3, MAFS.6.SP.2.5, MAFS.7.SP.1.1, MAFS.7.SP.1.2, MAFS.7.SP.2.4, MAFS.7.SP.3.7,
MAFS.912.SIC.1.1, MAFS.912.SIC.2.3, MAFS.912.SID.1.3, MAFS.912.SID.1.4.

Guiding Questions: What are the guiding questions for this lesson?
 What is the difference between experimental data and theoretical data?
 How can we predict the potential outcome of a large group of data without counting every piece in the set?
 What does the standard deviation tell us?
 How can data be displayed graphically to quickly tell a story?
 What does it mean when your outcome does not correlate with the expected outcome?

Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will review with the students how to calculate mean, median, mode, interquartile range, and standard deviation of a given set of data.
The teacher will also need to provide a brief lesson on Excel before the exercise begins. A brief student tutorial for the exercise in Excel is provided for the teacher as an attached document to cover with the class either before or during guided practice.
The teacher will collect data from the students on their candy color breakdowns. This student data can be entered into Excel and various charts and graphs can be created in Excel using this data. The teacher will need to guide the students through this process, and determine what kinds of formal outputs are required. An Excel spreadsheet has also been included that contains examples of the expected output from students.
Candy Excel Tutorial.docx
Candy Results  Theory and Trial.xlsx

Guided Practice: What activities or exercises will the students complete with teacher guidance?
Teacher will review the student instructions page with the entire class. The student instructions page provides general instructions for the students to follow during this exercise. The student instructions page has been included with this submission.
Here are the student instructions:
Before you open your bags of candy...
 Estimate the number of candies in each of your bags of candy.
 Breakdown of the totals of your plain and peanut candies by color. Each section of your Pie Chart should be the same color as the candies and contain a data label showing the percentage for each color.
 Which color do you think will be most represented in each of your bags of candy? Which color will be most represented in total for both bags of candy?
 Do you think there will be any difference in the color distribution between the plain candies and the peanut candies? Explain.
Now, open your bags of candy and separate the candy by color...
Refer to your excel reference sheet for assistance.
Enter the color breakdown for each of your bags of candy into an Excel spreadsheet. Use Excel to find the mean, mode, median, and standard deviation for each of your bags of candy by color.
Use Excel to create a Vertical Column Chart for each of your bags of candy by color. Your chart should contain a title, legend, and an appropriate color scheme.
Use Excel to create (3) separate Pie Charts showing the following:
Breakdown of your plain candies by color. Each section of your Pie Chart should be the same color as the candies and contain a data label showing the percentage for each color.
Breakdown of your peanut candies by color. Each section of your Pie Chart should be the same color as the candies and contain a data label showing the percentage for each color.
Breakdown of the totals of your plain and peanut candies by color. Each section of your Pie Chart should be the same color as the candies and contain a data label showing the percentage for each color.
Candy Student Instructions.docx

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will complete the followup questions worksheet after completing the exercise. Students have to apply their understanding of the data and statistical calculations to complete the followup questions worksheet. The followup questions worksheet has been included with this submission.
Candy FollowUp Questions.docx

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Teacher will lead a final classroom discussion about the difference between the actual results obtained versus the expected results. Students should be able to explain why their actual data may not correlate to the theoretical data. Students should also be able to provide several ways to get the actual outcome to approach the expected outcome.

Summative Assessment
Students will complete a posttest assessment that gauges the students' understanding of mean, median, mode, interquartile range, outliers, and standard deviation with an alternate set of data.
Candy PostTest.docx
Candy PostTest Key.docx

Formative Assessment
The students will take a pretest that gauges the students' knowledge of mean, median, mode, interquartile range, outliers, and standard deviation. The pretest will provide information on how to proceed with the lesson based on students' responses.
Candy PreTest.docx
Candy PreTest Key.docx

Feedback to Students
The pretest will be graded and returned to the students with written feedback as necessary.
The teacher will circulate as the students work to gather their data and generate their displays, providing feedback as necessary.