Lesson Plan | Socioemotional Learning | Statistics: Mode and Median

Objectives

Duration: 10-15 minutes

The purpose of this stage of the Socioemotional Lesson Plan is to prepare students for understanding and applying the concepts of mode and median in statistics, while developing essential socioemotional skills. By describing the objectives, students will be able to focus on the mathematical competencies to be acquired while simultaneously working on self-awareness and self-regulation, which are essential for effective learning.

Main Goals

1. Recognize mode and median as measures of central tendency.

2. Calculate the mode of a given sample.

3. Calculate the median of a sample.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

Mindfulness Moment: Full Concentration

The practice of Mindfulness is a technique that helps students focus on the present moment, increasing concentration and mental clarity. It involves paying attention to breathing and bodily sensations, promoting a state of calm and presence.

1. Preparing the Environment: Ask students to sit comfortably in their chairs, with their backs straight and their feet on the floor. Request them to close their eyes or, if they prefer, to maintain a soft gaze at a fixed point in front of them.

2. Starting the Practice: Guide students to place one hand on their abdomen and the other on their chest. Instruct them to breathe deeply through their nose, feeling the movement of the breath in their hands.

3. Focusing on Breathing: Ask students to pay attention to the air entering and leaving their bodies, noticing the sensations of expansion and contraction in their abdomen. Suggest they count to four during inhalation, hold their breath for four seconds, and then exhale slowly counting to four again.

4. Exploring Sensations: During the practice, guide students to observe any thoughts or feelings that arise, without judging them. Instruct them to gently redirect their focus back to their breath whenever they notice their mind has wandered.

5. Gradual Closure: After a few minutes, ask students to start moving their fingers and toes slowly, bringing their attention back to the surrounding environment. Guide them to open their eyes slowly, maintaining the feeling of calm and mindfulness.

Content Contextualization

Statistics is present in our lives in various ways, whether in analyzing school grades, interpreting opinion polls, or even evaluating sports performance. Understanding measures of central tendency, such as mode and median, allows us to interpret data and make informed decisions. By studying these concepts, students not only develop mathematical skills but also work on their socioemotional competencies, such as responsible decision-making and social awareness.

For example, when analyzing data on income distribution in a community, students can better understand social inequalities and reflect on ways to promote justice and equity. Thus, learning statistics becomes a powerful tool for building a more conscious and just society.

Development

Duration: 60 - 75 minutes

Theoretical Framework

Duration: 20 - 25 minutes

1. Definition of Mode and Median: Mode and median are measures of central tendency that help us understand the distribution of data.

2. Mode

3. Definition: The mode is the value that appears most frequently in a data set.

4. Example: In the data set [2, 3, 3, 5, 7], the mode is 3, as it is the number that appears the most.

5. Importance: The mode is useful for identifying the most common value in a data set, which can be relevant in various analyses, such as consumer preferences or survey results.

6. Median

7. Definition: The median is the central value of an ordered data set. If the number of data points is odd, the median is the middle value. If it is even, the median is the average of the two central values.

8. Example: In the data set [2, 3, 4, 5, 6], the median is 4, as it is the middle number. In the set [2, 3, 4, 5, 6, 7], the median is (4+5)/2 = 4.5.

9. Importance: The median is useful for understanding the central position of the data, especially when there are extreme values that may distort the mean (arithmetic average).

10. Analogy: Imagine a line of people of different heights. The mode would be the most common height among them, while the median would represent the height of the person who is exactly in the middle of the line if all were ordered by height.

Socioemotional Feedback Activity

Duration: 35 - 40 minutes

Analyzing School Survey Data

Students will work in groups to analyze a fictional data set from a school survey on study habits. They should calculate the mode and median of the provided data, reflecting on their implications and discussing how this data could inform decisions at school.

1. Group Formation: Divide the class into groups of 4 to 5 students.

2. Data Distribution: Hand each group a fictional data set about the study habits of students in the school (for example, number of hours studied per week).

3. Calculating Mode and Median: Instruct the groups to organize the data, calculate the mode and median.

4. Group Discussion: Ask the groups to discuss the following questions among themselves:

5. What do the mode and median reveal about students' study habits?

6. How can this data be used to improve study practices at school?

7. What emotions do these results evoke in you and why?

8. Presentation of Results: Ask each group to present their calculations and reflections to the class.

Group Discussion

After the groups present their findings, use the RULER method to guide the discussion. Start by asking students to recognize the emotions they felt during the activity, both while calculating and discussing the results. Encourage them to understand the causes of these emotions, such as the relationship between the data and their own study experiences.

Next, help them to name those emotions accurately, distinguishing feelings like anxiety, surprise, or satisfaction. Ask them to share ways to express those emotions appropriately, like giving constructive feedback or suggesting improvements in study practices. Finally, discuss strategies to regulate their emotions, such as practicing mindfulness or setting realistic study goals, promoting a more balanced and productive learning environment.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

To carry out reflection and emotional regulation, suggest students write a paragraph about the challenges they faced during the lesson and how they managed their emotions. Alternatively, organize a group discussion where each student can share their experiences and strategies used to cope with those challenges. Encourage an open and honest exchange of feelings and methods of emotional regulation.

Objective: The objective of this activity is to encourage self-assessment and emotional regulation. Students will be able to identify specific challenges they faced during the lesson and reflect on how they managed their emotions, allowing them to develop effective strategies to deal with challenging situations in the future. This practice promotes self-awareness and self-control, essential for personal and academic growth.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals related to the lesson content. Ask them to write a paragraph establishing a personal goal (like improving concentration during classes) and an academic goal (like practicing more statistics exercises). Encourage them to be specific and realistic in their goals and to reflect on the steps necessary to achieve them.

Possible Goal Ideas:

1. Practice statistics exercises regularly

2. Improve concentration during classes

3. Participate more actively in group discussions

4. Apply the RULER method in daily life to manage emotions

5. Seek assistance when facing difficulties with the content Objective: The aim of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue developing their skills in statistics and applying socioemotional competencies in their daily routines. This promotes continuous and meaningful learning, both academically and personally.