Students will use maps found on the TIDES website to learn about calculating mean, median, and mode. Students will create a poster using information gained from maps and their calculations and will complete this lesson by writing test questions over the data gathered from their classmates' posters.

Created by Julie Kilcullen, September 2006

The student is expected to use addition and subtraction to solve problems involving whole numbers and decimals. TEKS §111.17. Mathematics, Grade 5, (3)(A)

The student is expected to describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams. TEKS: §111.17. Mathematics, Grade 5, (5)(A)

The student is expected to select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations. TEKS §111.17. Mathematics, Grade 5, (6)

The student is expected to:

• perform simple conversions within the same measurement system (SI [metric] or customary)
• select and use appropriate units and formulas to measure length, perimeter, area, and volume.
TEKS §111.17. Mathematics, Grade 5, (10)(A,C)

The student is expected to:

• describe characteristics of data presented in tables and graphs including median, mode, and range
• graph a given set of data using an appropriate graphical representation such as a picture or line graph.
TEKS §111.17. Mathematics, Grade 5, (13)(B,C)

The student is expected to:

• identify the mathematics in everyday situations
• solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
• select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
• use tools such as real objects, manipulatives, and technology to solve problems.
TEKS §111.17. Mathematics, Grade 5, (14)(A,B,C,D)

The student is expected to relate informal language to mathematical language and symbols. TEKS §111.17. Mathematics, Grade 5, (15)(B)

The student is expected to:

• make generalizations from patterns or sets of examples and nonexamples
• justify why an answer is reasonable and explain the solution process.
TEKS §111.17. Mathematics, Grade 5, (16)(A,B)

Lesson Objective: Students will be able to analyze data and information from various maps and charts to generate and solve problems dealing with mode, median, and range questions.

Students will be shown a map of Nacogdoches County from the 1800’s. The teacher will instruct the students to write in their journal as to what they believe the map represents. The teacher will then call on students, at random, to share their responses. If there are no accurate guesses, the teacher will reveal the true nature of the map. The teacher will then lead a whole class discussion on the types of information that can be discovered from reading a map. Students will be told that there are various types of maps for different types of information: rainfall, population, elevation, mileage, etc.

The teacher will do a mini-lesson reviewing the concept of mode, median, mean, and range. Teacher will hold a brief Q&A to assure understanding. The students will be broken into small groups to work together on this project. The teacher will distribute a variety of maps from the TIDES site to each group. Once the maps are passed out, the students will be invited to study the maps and brainstorm ideas about which data and maps they would like to use for their assignment. After brainstorming, students will then be instructed to collect the data from their map and decide how they want to represent their information. Students must choose an appropriate graph for the information, for example: a pie chart, bar graph, line graph, etc. Students will then be asked to perform the calculations for mode, median, mean, and range from their data. The teacher will interact with each group to monitor for challenges and progress. Once the calculations are completed, each group will be given a poster board and instructed to design a poster that represents their data. The poster must include the following:

1. The map used to collect the data.
2. An appropriate graph that represents the data.
3. Calculations showing mode, median, mean, and range for the data.
4. All group member’s names.
5. Correct grammar and spelling.

The teacher will monitor the progress of each individual group and facilitate problem solving for challenges faced by the groups. When all the posters are completed the class will come together in large group. Each group will make a small presentation of their poster and work to the class. After each group has presented their project, the posters will be displayed in the classroom.

Each student will select a poster from which to collect data; then individually generate at least five potential test questions from the data found on the poster they selected. All questions must include the following:

1. All questions must be grade level appropriate.
2. All questions must have 4 answer choices.
3. All questions must have a correct answer. (No trick questions.)
4. All questions must have a correct complete example.
5. All work must be the original work of the student. (No using workbook questions.)

Social Studies: Students will be invited to investigate the history of cartography. The may choose to write a biography of an individual who made great contributions in this field, or they may choose to design a modern day map using data of their own choice. Students may also choose to do plaster relief maps representing historical data of their choice.

Language Arts: Make maps that an explorer or an adventurer might have used, and write the story from the map’s point of view

Nacogdoches County 1834-1837

More maps on TIDES

Vea esta lección en Español aquí.