The document provides a detailed lesson plan for teaching measures of central tendency (mean, median, mode) to 8th grade mathematics students. It includes objectives, materials, and a step-by-step instructional plan involving student activities and worksheets to teach the concepts and have students practice calculating and applying mean, median, and mode. An evaluation section provides sample problems for students to solve individually.
The document provides a detailed lesson plan for teaching measures of central tendency (mean, median, mode) to 8th grade mathematics students. It includes objectives, materials, and a step-by-step instructional plan involving student activities and worksheets to teach the concepts and have students practice calculating and applying mean, median, and mode. An evaluation section provides sample problems for students to solve individually.
The document provides a detailed lesson plan for teaching measures of central tendency (mean, median, mode) to 8th grade mathematics students. It includes objectives, materials, and a step-by-step instructional plan involving student activities and worksheets to teach the concepts and have students practice calculating and applying mean, median, and mode. An evaluation section provides sample problems for students to solve individually.
The document provides a detailed lesson plan for teaching measures of central tendency (mean, median, mode) to 8th grade mathematics students. It includes objectives, materials, and a step-by-step instructional plan involving student activities and worksheets to teach the concepts and have students practice calculating and applying mean, median, and mode. An evaluation section provides sample problems for students to solve individually.
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A Semi-Detailed Lesson Plan in Grade 8 Mathematics
on Measures of Central Tendency
I. Objectives At the end of the lesson, 90% of the students should be able to: a. define mean, median, and mode, b. find the mean, median, and mode of a given data, c. participate actively in class discussion.
II. Subject Matter
Topic: Measures of Central Tendency Materials: Beads, String, Nips chocolate candy, worksheets, cartolina References: Mendoza, Marilyn O. and Oronce, Orlando A. (2013). E-Math: Worktext in Mathematics. Manila: Rex Bookstor, Inc.
III. Instructional Strategies
A. Preparatory 1. Prayer 2. Greetings 3. Checking of Attendance
B. Developmental 1. Drill a. 8 + 12 + 6 + 19 + 7 b. 63 / 7 c. (19 + 29) / 8
2. Motivation The class will be divided into groups with 6 members each. Each group will be given a bag of beads and string. For 30 seconds, each member will work independently to string the beads. They will then fill up the worksheet given to them.
Worksheet Name # of Beads 3. Lesson Proper
As a group, arrange your works from the shortest to the
longest.
The one in the middle is what we call the Median.
Median is the middle score when the data are arranged in order. In cases that the number of scores is even, we are to average the two middle scores to get the median. Can one representative from the group tell what their Median is? We use median in data analysis to determine whether we are in the upper half or in the lower half. For example, in a quiz you took, you need to determine the median of the scores to know whether you are among the high scorers or low scorers.
Now, are there works that have the same number of beads? That is what we call Mode. Mode is the number that appears the most in the data. You can either have no mode, or have multiple modes depending on your data. Can one representative from the group tell what their Mode is, if there exist? And when do we use mode? They use it in department stores. For example, in the shoe department, they need it to know which among the sizes to display. Because the most bought size is what they display.
Now, arrange it in such a way that all the strings will have equal number of beads. If there are no excess, the number of beads per string is your Mean. If there is, then we will have a fraction or a decimal number. Is there a way that we can distribute the number of beads equally using basic mathematics and operations instead of removing them one by one and inserting them again in the string?
We can just add the total number of beads used and divide it by the total number of strings. And that’s how you solve for the Mean of a given data. Mean is the sum of all scores divided by the total number of scores. We can also refer to it as the average. Can one representative from the group tell what their Mean is? And when do we use it? Teachers use it to compute for your final grades. They add your grades in all of your subjects then divide it by the total number of subjects. In Statistics, we call Mean, Median, and Mode as the Measures of Central Tendency, or the 3 M’s of Statistics.
4. Generalization Median is the middle score when the data is arranged in order. If the number of scores is even, find the average of the two middle scores. Mode is the number that appears the most in the data. You can either have no mode, or have multiple modes depending on your data. Mean is the average score obtained by adding all the scores then dividing it by the number of scores.
5. Application
The class will be divided into groups with 5
members each. Each member of the group will be given a bag of Nips chocolate and a worksheet to record the data collected.
Complete the table below to fill in the table below.
Name Orange Yellow Green Brown
Determine the mean, median, and mode of the data you have collected as a group. Mean = Median = Mode =
a. Suppose you want to join one of the teams. You want to join the one that is doing the best so far. Which team would you join and why?
b. Suppose you are the coach of the Tigers and you were being interviewed about your team. Would it be better for you to report you mean score or your median score? Why?
