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Lesson 2 Stem and Leaf

This lesson teaches students how to construct stem and leaf plots to organize and analyze numerical data. Students will practice creating stem and leaf plots, finding the mean, median, mode and range of small data sets. The teacher will demonstrate the process and provide examples for students to practice with. Formative assessments include students working independently and in pairs to create stem and leaf plots from data and analyze the results. If students finish early, they can create their own practice problems for peers to solve.

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138 views4 pages

Lesson 2 Stem and Leaf

This lesson teaches students how to construct stem and leaf plots to organize and analyze numerical data. Students will practice creating stem and leaf plots, finding the mean, median, mode and range of small data sets. The teacher will demonstrate the process and provide examples for students to practice with. Formative assessments include students working independently and in pairs to create stem and leaf plots from data and analyze the results. If students finish early, they can create their own practice problems for peers to solve.

Uploaded by

api-435318918
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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STEM & LEAF

Lesson Overview
Students will be able to construct a stem and leaf plot by using the data values given to
them. They will be required to use the informaiton they learned from lesson one. This
lesson will show students a different way to interpret data given to them.??

Standards
National Standards
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Common Core Math Standards
6-SP.4: Display numerical data in plots on a number line, including dot plots, histograms,
and box plots.
6-SP.5: Summarize numerical data sets in relation to their context, such as by:
6-SP.5(c): Giving quantitative measures of center (median and/or mean) and variability
(interquartile range and/or mean absolute deviation), as well as describing any overall
pattern and any striking deviations from the overall pattern with reference to the context in
which the data were gathered.

Prerequisite Knowledge
Students will be required to remember the definitions to the words mean, median, mode
and range. They should already know the definition to the terms "maximum value" and
"minimum value" as well. It is important that students remember the definitions to these
terms as they will be used throughout the unit.

Supporting Details
Materials
Students are required to have their notebook throughout the unit as this will be a unit
heavily based on notetaking so that students are able to look back.
Helpful Information for Teachers
Documents
Probability-Data.pptx (1529KB)

Web Links
Instructional Plans
Engage 1 (5 min)
1. Engage Details
Sub-components:
Prior Knowledge
Representative Questions:
(1) What do you know about...? (2) What have you seen like this? (3) What have we

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studied that might apply here?
Engage Description:
Students will begin with a do now to review their prior knowledge on the terms: mean,
median, mode, range. These terms will be repeated throughout the unit. They will also
define the words maximum and minimum. It is extremely important for students to
know the definitions without reading from their notebooks as they will be in each lesson
of the unit.
2. Formative Assessments
Warm-Up, Brainstorming, Think, pair, share
The students begin with a do now that requires the students to define the important
terms of the unit. From here on slide 12, students will brainstorm. Students will think
about a stem and leaf. They will go on to explain how is it possible that the term "stem
and leaf" can apply to math. They are required to write down on their books their ideas
and then as a class discuss what they came up with.
3. Teacher Reflection
(1) What did student prior knowledge indicate about readiness to learn and existing
schema?
proceed; quick review; remediate

Explain 1 (10-15 min)


1. Explain Details
Sub-components:
Interpret, Evidence/Justify/Verify, Communicate, Alt.explanations, Analyze
Representative Questions:
(1) What took place? (2) What changes did you notice? (3) Explain what happened?
(4) What pattern(s) did you notice? (5) What surprised/puzzled you? What is still
confusing? (6) What visuals help to explain your findings? Explain them. (7) What
evidence do you have for your statement? (8) How would you explain...? (9) What
trend does the data show? (10) What do you mean when you say, ...? (11) How is
this similar or different from...? (12) How does this apply to what we learned before?
(13) What has been learned?
Explain Description:
Students will have to use their prior knowledge to be able to understand the concept of
creating a stem and leaf plot. It is not as difficult as it appears, but students will
struggle in creating the stem and leaf plot without teacher assistance. As a class it will
be discussed how it differentiates from a regular data table or bar graph. Students will
have to discuss what is the new information that is being taught and how does this
help better analyze the data. The stem and leaf plot is at times a better visual aid to
analyze data. The teacher must make sure the students are able to comprehend the
stem and leaf plot.
2. Formative Assessments
Whole Class Discussion, Small Group Discussion, Teacher Presentation
In order to show students how to create a stem and leaf plot, slide 13 provides the
definition for the mathematical term "stem" and "leaf". The teacher must show that in
this plot a student must provide a key in order for any other person to understand their
stem and leaf plot. The teacher will demonstrate how to do a stem and leaf plot with an
example. The hints will be helpful for students to remember what to do happen if there
are two values that are the same or if the value has three digits. The explain section
relies mainly on the teacher to teach the process in creating a stem and leaf plot.

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3. Teacher Reflection
(1) Quality and accuracy of interpretation of results? (2) Strength of evidence for
claims? Ability to verify procedure/results? Skillfulness in justifying approach/results?
(3) Effectiveness of communicating knowledge? (4) Ability to see alternate
explanations? (5) Ability to analyze the quality of exploration conducted?
proceed; re-engage; re-explore; remediate; have students clarify

Explore 1 (10 min)


1. Explore Details
Sub-components:
Design, Test, Collect, Justify
Representative Questions:
(1) How can you best study this problem? (2) What do you need to collect? (3) How
will you organize your information? (4) How much data/information do you need to
collect? (5) What are some changes you noticed in...?
Explore Description:
In creating stem and leaf plots it's important for students to be able to organize their
data. Organization is key to this concept as it allows students to then be able to create
their stem and leaf plot. Students will have to analyze their data to find the mean,
median, mode and range so if they are organized and create the stem and leaf plot
correctly it will be much easier for the students. There are two examples on slide 14
and 15 that allows the students to have more practice on creating stem and leaf plots
and analyzing their data.
2. Formative Assessments
Observation, Teacher Prompt, Record/Data Collection, Graph, Think, pair, share
Students will work independently to solve the first problem on slide 14. Here they will
be given only 6 values for their data. They are required to create a stem and leaf table
and then find the mean, median, mode and range. To demonstrate that they
understood the concept they will demonstrate a correct stem and leaf table. The
students should show their answers to a partner to verify that they got the same
answers. After this, students will do the same process but with a larger pool of data.
The more practice students have with this concept will allow them to better understand.
The student should be able to create a stem and leaf table without seeing the written
steps in their notes.
3. Teacher Reflection
(1) Quality of study design and relation to goals? (2) Conjectures being tested?
Alignment of testing with the question/content being explored? (3) Meaningfulness of
data collected? How organized? (4) Justification of approach used to solve
question/problem? What justification tells about understanding?
proceed; clarify; remediate; re-engage

Extend 1 (10 min)


1. Extend Details
Sub-components:
Apply
Representative Questions:
(1) What would happen if...? (2) How do you think... applies to ...?
Extend Description:

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If students are able to complete the lesson with time left to spare it is up to them to
create their own problems that can be shared with the class. By creating their own
problems, it shows that students not only understand how to solve the problem, but
that they understand the concept.
2. Formative Assessments
New Investigation
In slide 16, it is said that "if you finish early create your own stem and leaf chart." This
part can be changed where a student can just gievn values of data and then have their
partner create the stem and leaf chart. From here, both students will find the mean,
median, mode and range together. When working together it helps students as they
are to communicate to their partner their process of thinking. This helps because it
allows students to see a new way of thinking. If both are able to finish the problem
correctly then they have proven to understand the concept.
3. Teacher Reflection
(1) Quality and number of applications made?
debrief; re-engage; re-explore; have students clarify; another extension

Contributed by:
Aracely Polanco, Manhattan College, NY

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