Name: Becca Farrell

Stage 1 Identify Desired Results

Established Goals:
Math Grade 5:
SOL 5.16 The student will
a) describe mean, median, and mode as measures of center;* (main focus)
b) describe mean as fair share;
c) find the mean, median, mode, and range of a set of data; and
d) describe the range of a set of data as a measure of variation.

What essential questions will be considered?

1. Overarching: Why is it important to analyze numerical data in order to be applied to
authentic situations? (Application)
2. Topical: What effect does adding, removing, or changing data have on data analysis
and how does this change the way we interpret the data? (Explanation)
3. Topical: What is the importance of measures of central tendency? (Explanation)
What understandings are desired?
Students will understand that
1. Students will understand the importance of analyzing numerical data in
order to be applied to authentic situations.
2. Students will understand how adding or removing data points affect
measures of central tendency.
3. Students will understand the importance of measures of central tendency.

What key knowledge and skills will student acquire as a result of this unit?
Students will know
Students will be able to
-

the definition of data

the definition of quantitative data
examples of quantitative data
the definition of fair share
the definition of mean, median,
and mode
the definition of range

Describe and find the mean, median,

and mode of a group of numbers
Describe mean as fair share
Describe and find the range of a
group of numbers
Describe/explain the affect of adding,
removing, or changing a number has
on measures of center

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.

Name: Becca Farrell

Stage 2 Determine Acceptable Evidence

What evidence will show that students understand?
Performance tasks:
Create a performance task for each essential question. (Summative assessment)
1) Students gather data and make up a story behind why this data can be used to help in
an authentic situation. There will be a pre-story explaining why this data was collected,
data collection tables and results showing measures of central tendency, then post story
explaining what decision was made based on the data and what measure of central
tendency they used. Then the students will create a project that displays each of these.
They can choose to make a childrens book, newspaper article, poster, brochure,
PowerPoint, comic book, etc. (application and explanation)
2) Students will work together in groups of four and each group will be assigned to
measure some sort of data. (group 1- arms span in inches, group 2 foot length in inches
group 3- how far each student can hop in inches. Individually, they will be asked to find
each measure of central tendency and record this for the data they collected. Then they
will be asked to choose one number and remove it and then now find each measure of
central tendency. Then they will be asked to add any number and do the same thing, and
then change one number and find this. Then they will partner up with someone in their
own group and explain what numbers they added, removed, or changed and how their
analysis changed. (explanation)
3) The students will make a flap book with mean, median, mode, and range. In the inside
left page they will write their own definition of the word and how to find it. They will
write words to think of when they think of each such as for mean- average, rangedifference, median- middle, mode-most. One the right side of the book they will give an
example problem where they make up the data. Then they will describe at the bottom in
their own words why they think it is important to find each of these. This can be used for
them to come back and reference, but they also think of their own problems and reflect
on the importance of each. (explanation)

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.

Name: Becca Farrell

What other evidence will be collected in light of Stage 1 Desired Results?
Other evidence (tests, quizzes, prompts, work samples, observations):
- Worksheets practicing calculating measure of central tendency
- Prompts asking students to explain real life situations that this could be used
- Math problems having students adding or taking away data points
o Then explanation of what changed
- Tests that include explanations and calculations
What traditional assessments will you use to ensure students are gaining the information
necessary to finally answer your essential questions? (Formative assessment)
- Exit tickets having students think of their own problems and explanations to my
overarching theme of that day
- Quizzes
- Interviews asking the why behind the problem (why does this happen, why are we
using this, etc.
- Thumbs up thumbs down- giving problems and having students find the answer
and show a thumbs up if they know it (monitor)

Students Self-Assessment and Reflection

How will you have students think about the content throughout the unit and after the
PBEs? (self-reflection)
- I will have students write down after each lesson what they learned that day in their
journal, or what they remember. I will have them write down also what they want to
continue working on so they know what they need practice with. I will have them write
down how it applies to their OWN life so they can think about it in their daily lives when
they go home. I will have students think-pair-share about what they learned that day or in
that unit.
How will you have students think about themselves as learners throughout the unit and
after the PBEs? (self-assessment)
- I will have students write in their journals. I will have them write down what ways they
best learn. I will have them reflect on what challenged them throughout the unit and how
they overcame these challenges. I will have them write down any questions they still
have. Students will have the ability to choose where to go with the finished product, so
they can self-assess to see what best fits them.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.

Name: Becca Farrell

Stage 3 Plan Learning Experiences

Think about how you will provide:
access to the content/information

opportunities for students to make meaning of that content (making

meaning requires more than just one opportunity to practice with the
content)

experiences to transfer that meaning to new situations

Sequence all the knowledge, skills, and evidence included in Stages 1& 2 in the
order you believe will promote student understanding. Be aware that as you map
out the unit, you may discover additional content (knowledge &/or skills) that
must be taught. Be sure to include those, but you do NOT have to go back to the
early Stages and revise them. You may list your sequence (see pg. 26) or plot it
out in a calendar. If you use a calendar, dont panic if your unit runs more than
the current typical unit of one to two weeks. REMEMBER: you are teaching for
understanding, not rote memorization!!! That takes time and practice with the
content.
Unit Plan Stage 3
Day 1:
o Give students fake 5th grade quiz scores to discuss why we
analyze data. Asking questions such as: would you want your
grade to be the range? The mode? The mean? The median? This
activity relates data to real life situations for 5th graders. (H)
o Go over the essential questions with the class. We will write
these on the board and they will write them in their interactive
notebook. A different question on each page, so each day they
can write bullet points to what they have learned and how it
helps answer that essential question (W)
o Go over what is expected out of this unit and talk about the 3
PBE assignments they have (W)
o Tell students that their PBE is due in two weeks and go over
expectations (W)
Day 2:
o As a class we will make a KWL chart. The students already know
the essential questions, so I will write those on the board before
we start the KWL chart. (O) (W)
o Start working with mean, median, mode, and range and
explaining how to calculate. We will do this through example
problems based on data that could apply to a fifth grader. (E)

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.

Name: Becca Farrell

o Have students discuss with each other ways to remember mean,
median, mode, and range (E)
o The students will be given a worksheet with data on a group of
peoples height. Have student look at data first and hypothesize
how old these students are. Then have students work
independently on the worksheet calculating mean, median,
mode. The students will then discuss with partner what they
learned and if they think their hypothesis is correct. Students will
share with the class what they learned and what the answers
are. The students will have a few minutes to reflect in their
interactive journal. (E) (R)
o There will be an exit ticket. The exit ticket will be a short answer
response to the question: How could we use data analysis in our
daily lives? (E)
Day 3:
o The opener will be a big glass jar of jellybeans. The jar will be
passed around and students can look but they cant touch the
jellybeans. After they all have looked they will put their guess to
how many jelly beans on a piece of paper. I will write out all the
responses on the board. (H) (E)
o Students will individually calculate the mean, median, mode, and
range. This will be a thumbs up thumbs down to answers. We will
put the answers on the board. Students will have time to share
their strategies. They will think-pair-share about strategies and
what the analysis tells us about the data.
o Students will reflect in their interactive notebook to help answer
essential questions. They will also reflect on strategies they used
for that day (R)
o Then as a class we will add things to the L portion of the KWL
chart (O) (E)
Day 4:
o Students will start working on their flip-books (learning tool) (PBE
3) and share with partners. After they share with partners and
work on answer their partners example questions then we will
write some examples on the board (about 3 examples) for the
whole class to do. (E) (T)
o Students will be reminded to prepare for quiz tomorrow (W)
Day 5:
o Quiz day (short answer and calculations) Examples of the quiz
questions will be calculations where there is a data set given and
they calculate the mean, median, mode, and range. Short
answer questions will be questions such as: What is the
Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.

Name: Becca Farrell

importance of analyzing data? Why do we analyze data? How
might you decide whether to use mean, median, mode, or range
in authentic situations? (E)
o PBE 2 activity (E) (T)
Day 6:
o Introduce learning menu and give the students a due date. Go
over all the directions so students are clear what must be done in
order to complete the assignment. Have students organize a plan
to finish their learning menu. They will create this plan in an
interactive notebook (O) (W)
o Start working on learning menu (E)
o Reflection in interactive notebook (R)
Day 7:
o Continue working on learning menu (E)
o Reflection in interactive notebook to what they have learned
about themselves during this process (R)
Day 8
o Finish working on learning menu (E) (T)
o Share with partners what they learned and show them their
finished products (E)
o Reflect in interactive notebook about their challenges and how
their understanding has developed. Write in their interactive
notebook the likes and dislikes of the learning menu. They will
write down challenges they faced and how they overcame these
challenges (R)
o Get back with PBE 2 group to revise and reflect on work (R)
Day 9:
o Go over results from learning menu (E)
o Students will have the opportunity to peer assess and then
review their assessments (R)
o Then I will lead the class in a discussion for review of what was
learned. I will ask students to share some strategies they used
and ask students to talk about any challenges they faced. I will
get them to say some ways that we use data in authentic
situations. We will add more things to the KWL chart for what
students learned. (R) (E) (T)
o Then at the end we will reflect in interactive notebook (R)
Day 10:
o PBE due (E)

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.

Name: Becca Farrell

o Students will write a reflection about what they learned from
their project. Students will look at other students work and give
gems/opportunities. (R) (T)

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.