
Lesson Plan Template:
Model Eliciting Activity (MEA)

Formative Assessment
Before Lesson: Through prior instruction, students should understand median as a measure of the center of a set of data, and in what situations median is preferable to mean as a measure of the center. If students need a review of this topic, use the example at:
House_Formative_Assessment.docx
Through prior instruction, students need to be able to use a map to compare relative distances without a scale provided.
Students can complete the task with pencil and paper, and either a ruler or a compass (they may use both!) A fourfunction calculator might be helpful, but is not required. Use of a graphing calculator or spreadsheet is optional, but depending on the approach the students choose, it may simplify and speed calculations.
During Lesson: As the students are working, the teacher should circulate and "listen in" to make sure students are taking all factors into account.

Feedback to Students
Students will receive continuous feedback.
Prior to the lesson, students will receive feedback in the form of a teacher led discussion. Teachers will ask Readiness Questions to ensure students are prepared to begin the problem. Teacher will discuss correct answers and field any questions which may arise. Teacher will circulate during the problem to answer questions and give feedback. Where appropriate, the teacher will ask the Comprehension/Readiness questions to redirect students who are struggling.

Summative Assessment
Houses_Summative_Assessment.docx
Collect data sets 1 and 2 and first and second letters from each group. Use the Summative Assessment Rubric to assess.
The link includes a rubric for Letter 1 and Letter 2.

Learning Objectives
MAFS.912.SID.1.3 Given data which includes median as a measure of center, students will correctly interpret the reason for choosing median rather than mean as the best measure in the context of the problem.
LAFS.1112.WHST.1.2 Given data describing both categorical and quantitative criteria for making a decision, students will:
 select the most important facts to make a decision, and explain the decision appropriately to the targeted audience.
 conclude with a specific recommendation regarding the decision using appropriate tone and vocabulary.

Prior Knowledge
 Students should be familiar with median as a measure of center of a data set.
 Students should understand the reason for choosing median rather than mean as a measure of center in a data set.
 Students should be able to use a map to determine relative distances if a scale is not provided.

Instructional Suggestions
 If the teacher believes the students may not have mastered the Prior Knowledge, review/refresh the Prior Knowledge as needed. If necessary, use the example from the Formative Assessment to review the prerequisite skills. (10 minutes)
 If students do not bring a ruler and/or compass with them to class, make these available to groups as they work.
 Pass out Reading Passage 1. Allow students to individually read the passage and ask questions. (5 minutes)
 Pass out Data Set 1. Allow students to review the data and ask questions. Ask the Readiness Questions. (10 minutes)
 Allow students to individually silently brainstorm ideas they might use to solve the problem. Then have students move to the groups of 4 to work on the problem. (10 minutes)
 As students work together, circulate throughout the room. As you listen in, determine if you need to ask any or all of Comprehension/Readiness Questions. (15 minutes).
 After students have completed their work on Data Set 1, ask the Guiding/Reflective Questions. Collect Letter 1. (15 minutes)
 After you collect Letter 1, grade it using the rubric in the Summative Assessment. As soon as you finishing grading, you may pass the letter and rubric back so that the students can use your feedback to improve Letter 1.
 Pass out Reading Passage 2 and give students time to read it carefully. After they finish reading, answer any questions the students have about the reading. (5 minutes)
 Distribute Data Set 2 and allow students time to examine it (5 minutes).
 As students work together, circulate throughout the room. As you listen in, determine if you need to ask any additional Comprehension/Readiness Questions. (10 minutes).
 After students have completed their work on Data Set 2, ask Reflection Question 2. (5 minutes)
 Students present their methodology and results to the class (5 10 minutes per group).
 Collect Data Sets 1 and 2 and the two emails and use the Summative Assessment Rubric to assess.

Guiding/reflective Questions
 If you had data for additional ZIP codes, could you apply the same method to rank them?
 Is there any additional information that would have made your results better?
 Did you hear any ideas from your classmates that were different from your own? Do you agree or disagree with their method?
 Does your email have all the parts you need to answer the question(s)?

Reading Passage 1
House_Reading_Passage_1a.docx

Readiness Questions
 If you were going to buy a house, what are some things you would take into consideration? (Answers will vary: price, location, safety, quality of schools)
 Is there anything unique to where we live that home buyers should take into account? (Answer will vary: earthquake resistance, flood zones, presence of a tornado shelter, distance from the field artillery base)
 If you wanted to know about how much a home in your favorite neighborhood costs, would you prefer to know the mean home price, or median home price? (Answers may vary, but should address the idea that a few very low or high priced homes will affect the mean, but not affect the median very much)
 When a hurricane is approaching the United States, what system is used to tell how strong it is? (Answer: Hurricanes are rated from a Category 1 (weakest) to Category 5 (strongest)

Data Set 1
House_Hunting_Data_Set_1.docx

Letter Template 1
(See Accommodations)

Comprehension/readiness questions
 How many of the available houses in a neighborhood are priced below the median price? (Answer: Half of them!)
 Do you have any tools you might use to help you figure out how far apart things are on a map? (Answer: a compass and/or a ruler could be used)
 What part of Jessica's "wish list" does the presence of a police or fire station address? (Answer: closer to a police or fire station may be safer than a house that is further away)

Reading Passage 2
House_hunting_Reading_Passage_2.docx

Data Set 2
Data Set 2 Contains both documents linked to below:
House_hunting_Data_Set_2.docx
Zip Code Map.pdf

Letter Template 2
(See Accommodations)

Additional Instructions or Materials
Students will need paper and pencil, a ruler and/or a compass.
They may find fourfunction calculators helpful, but they are not necessary.
A graphing calculator or spreadsheet may be useful depending on the method the students choose, but they are not required.

Reflection question 2
 Did your rankings change based on the new information in Jessica's second letter?
 Did you clearly explain how you used the location of her new job to reexamine the rankings?