Students will be able to find the mean of

data collected by dividing decimals.

Students will also demonstrate their

ability to rename fractions as decimals.

A Limber Leader

1c

Materials

-Worksheet:

A Limber Leader

-Captain’s Challenge

Workbook

-Ruler

Lesson Objective:

Students will be able to find the mean of data collected by dividing

decimals. Students will also demonstrate their ability to rename

fractions as decimals.

CA State Standards / Common Core:

5 PS 1.1/ 5NS1.5/ 5 NS 2.1/ 5 NS 2.2

CST Released Test Question(s)

(February 2009 Grade 5) #17-20,22,26,28-31

Guided Practice:

1. Draw a number line, which covers a good amount of the board, from -4 to 4. 2. As a class, label each ¼ increment along the number line. (e.g. -3½, -1 ¾, 2¼…) 3. Select three students to change each fraction to a decimal along the number line. 4. Assign each student a decimal value to match with its corresponding fraction:

a. .25, .5, or .75 5. Have students rename the fractions listed on the number line with the correct

decimal. (e.g. 3 ¼ becomes 3.25) 6. As students are renaming the fractions on the board have the class help them

write the correct value on the number line. 7. Once all values are correct select three numbers from the line, circling them, and

as a class find the total of these numbers. (Make sure that the total will have a decimal in it.)

8. Then, as a class, take your total and find the mean of the three numbers. 9. Discuss any questions students might have. 10. Hand out the Limber Leader worksheet.

a. Remind students that you will be doing the “Anaheim Ducks” section together as a class, and to wait for instructions before beginning the worksheet.

b. Also, remind students that all written responses need to be in complete sentences.

11. Have students read and review the boxes on the top of the page. 12. Allow students to ask questions once they review the material. CONTINUED ON NEXT PAGE…

13. Select three students to demonstrate what a positive, negative, or zero value stretch will look like when doing the Kick Save Challenge.

14. Direct students to look at the “Anaheim Ducks” chart, and to not begin the worksheet just yet.

a. Discuss the information given in the chart as a class, asking the following questions:

i. How many players are represented in the data collected? 4 ii. How many negative pieces of data do we have? 1

iii. Are all the fractions converted into decimals? No iv. Which players’ data needs to be renamed as decimals? John

Gibson and Ryan Getzlaf v. How will we find the team’s total reach in the Kick Save

Challenge? Add up all the data vi. How will we find their mean in the Kick Save Challenge? Divide

our total by 4 15. Select a student to read the direction listed on the worksheet to the class. 16. As a class, complete the missing data in the chart, and find the teams total

reach amount. 17. Then, on the board, divide the total by the number of players represented in

the data (4). 18. As a class, create a sentence that describes the mean reach of the team. 19. Have students write four more sentences that describe the data for each of the

players. (#2-5) 20. Check to make sure that students understand the concepts presented and have

filled in the first part of the worksheet correctly before moving on the independent activity.

Independent Activity

1. Divide students into teams of four. 2. Each group will need to choose a team name, e.g., “My Team: The Power Plays” 3. Have each student write their name and the other group member’s names

inside the boxes on the chart. 4. Have each group member complete the Kick Save Challenge with team

members measuring a student’s reach beyond his or her toes as a positive number or before his or her toes with a negative number.

5. Record each member’s score next to his or her name. 6. Have the group find their team total and mean stretch in the Kick Save

Challenge, being sure to double check the answers that they get. 7. Student should then independently create a sentence that describes their

team’s average stretch in the Kick Save Challenge (#6) and also four sentences that describe the data for each team member(#7-10).

8. Remind students to show all their work when finding the total and mean for the Kick Save Challenge. Walk around the room once the activity begins to help insure students correctly complete the activity and ask students questions to guide them if they are in need of help.

Extension

For advanced students and/or for extra practice: Have students follow the Overtime instructions listed at the bottom of the worksheet.

For English Learners and/or students in special education, here are some suggested vocabulary terms to help preview and reinforce throughout the lesson:

- mean = average - renaming

The Anaheim Ducks as a team were able to stretch one and twenty-five hundredths from their toes 5 inches 5/4 = 1.25 inches

Ryan Kesler was able to stretch the farthest and reached three and a half inches beyond from his toes

2.75 inches

- 1.25 inches