Content: This lesson plan was created in Spring 2007, for CI 3030, Investigating Mathematics and Learning, under the instruction of Dr. Tracie Salinas.  The lesson plan itself was taught at Moravian Falls Elementary School, to a 3rd/4th grade combination class, under the guidance of Barbara Hayes.  The lesson plan focuses on median, mode, and range.  It discusses what these terms mean, how to find them, and their connection to the everyday world.

Impact: The following North Carolina Standard Course of Study standards were met through the completion of this lesson plan:

Grade 3 Mathematics –

Competency Goal 4: The learner will understand and use data and simple probability concepts.
             4.01: collect, organize, analyze, and display data (including circle graphs and tables) to solve problems.

Grade 4 Mathematics –

Alignment:

NCDPI Standards
Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics. 
Indicator 4: Teachers have knowledge data, probability, and statistics.  Teachers demonstrate an understanding of how to systematically collect, organize, analyze, and summarize data in order to predict outcomes.
I met this standard through the creation of my lesson plan.  The focus of my lesson plan was to teach median, mode, and range, which requires the collection of data, as well as the ability to collect, organize, analyze and summarize said data.

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students. 
This standard was met because the lesson plan created was composed of elements for students of every learning style.  It had students moving around which is an adaptation for those who learn through kinesthetics, had visual and auditory adaptations for those who learn through these methods.  It also was an activity that required participation from all in the class, so everyone was actively involved at some point.

Standard 9: Elementary teachers understand and use the process of problem solving, reasoning and proof, communication, connection, and representation as a foundation for the teaching and learning of mathematics. 
Indicator 4: Teachers develop instruction in making connections that enables all students to: recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics.
This standard was met, because a part of the lesson plan being taught required students to connect the lesson to everyday life.  They were asked, "How can people use median, mode, and range in normal life".  The kids brainstormed and came up with ides such as "for analyzing tests" and so on.

Standard 15: Elementary teachers encourage under represented groups to engage in the schooling process, especially mathematics and science. 
Indicator 1: Teachers use a variety of strategies to encourage under represented groups to engage in the schooling process, especially math and science.  They give personal encouragement to under represented groups of students; Use relevant and real-world applications that interest a diverse population. 
The majority of students in the class that was being taught are Hispanic.  So obviously this group was given attention and encouragement.  If they had difficulty with the wording of some parts of the lesson, things were rephrased and clarified for them.

NCTM Standards
Standards: Communication
                Representation