Vous êtes sur la page 1sur 4

# Name: Melinda Laari

Cohort: B1

Lesson Plan
Lesson Title: Finding the Average
November 16, 2015

Date:

Subject/Strand: Math Unit: Data Management and Probability Location: Orchard Park Elementary School
Time: 50 minutes
Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

Today I will teach the students to find the mean/average of a number using addition and then
division. I will show them a Youtube video with a song to help them learn, mean, median, and mode
with the aid of the familiar tune of Frere Jacques. After this, I will walk through an example of
finding the average in front of the class by aid of the document camera. The students will then do
their own worksheets with manipulatives, they will also calculate on their whiteboards.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

## (numbers from documents and details)

Read, describe, and interpret data, and explain relationships between sets of data;
Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment

- Demonstrate an understanding of mean (e.g., mean differs from median and mode because it is a
value that balances a set of data- like the centre point or fulcrum in a lever), and use the mean to
compare two sets of related data, with and without the use of technology. (Sample problem: Use
the mean to compare the masses of backpacks of students from two or more Grade 6 classes.)
Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)

## Today I will learn

What the mean is.
To find the mean of a set of numbers.

## ASSESSMENT and EVALUATION

Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).

## I can: explain what the mean is.

I can: find the mean of a set of numbers.
Assessment How will I know students have learned what I intended?

## Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding;
Thinking;
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

for Students- What are the students

## Assessment Tool - Instrument used to

assess task and record learning e.g.,

## doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.

etc.

-Written

## - They are using manipulatives on

worksheets

- Performance

- Observation sheet

## - They are writing down calculations

on their whiteboards

## CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* learned about median and the mode.
* learned generally what the mean is.

## Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications

For students who have difficulty writing, they could solve only using the manipulatives, but
they will need to put up their hand when theyve completed the problems. That way, we can
see if they understood.

There will be a few worksheets, so that if a student finishes before the rest he or she can work
on another one.

self-regulation

collaboration,

initiative,

Vocabulary

## (for word wall and/or to develop schema)

responsibility,

organization,

independent work,

mean
average
mode
median

## Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.

Doc. Camera
Projector & screen
worksheets
manipulatives
whiteboard
dry erase markers

Learning Environment

## (grouping; transitions; physical set up)

- in class, at desks.

- music
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.

elements)

## Today were going to be learning more

Do you know what the mean is?
Thats right!... And you know how
sometimes it can be difficult to remember
which one is the mean, median, and
mode?...
I found a song put to the tune of Frere
how to find the mean, median, and the
mode.
v=aNrnxWlPyD8
Today you will get to find the mean on some
worksheets
Im going to do a demonstration of this for
you and then you all will be able to get
started!
[Show them the worksheet on document
camera and move manipulatives to solve
one problem. During this, I will be asking
the students what I need to do, and
explaining the addition and then division.]
When youre going along, can you write
whiteboards.

A number
A number in the middle?
The average.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: ______-_______ (Indicate time breakdown of instructional
[Students work with manipulatives and
elements)

## Theres a worksheet where you can find the

mean/average on it by using fair share
division.
We will come around and give you the
worksheet and blocks (manipulatives).
[During this time, we will walk around the
class to observe and assess the students
work].

worksheets]

## Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: ______-_______ (Indicate time breakdown of instructional
elements)

## All right everyone! Were going to take

these up now, if you arent finished, that is
okay!
answer. What did the first set of numbers
Right on, twenty is correct!
What did you do next?
What did you divide them by?
Why did you divide twenty by five?
Lakehead University Orillia, 09 02 15

I dont know
Four?
No Twenty.
Divided them!
Uhhhh
Five.
To find the mean.
There were five groups!
It was four

## Twenty divided by five is four.

Four is the average.

What is four?
Good work everyone!
Extension Activities/Next Steps (where will this lesson lead to next)

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher: