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Lesson Plan

Lesson Title: Cup Stacking Challenge Grade: 6 Date:

Wednesday, November 23, 2015, Day _4

Subject/Strand: Math/Data Management and Probability Unit: Mean, Median, Mode, and Range Location:

Classroom

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?)

Students will work in groups to build a tower of cups and use the data to find the mean, median,

mode and range. This lesson builds on previous lessons in the unit and is the last new teaching

prior to review (Thursday) and quiz (Friday).

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

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.)

To compare data sets and their mean, median, mode and range.

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:

Can build your tower.

Calculate the mean, median, mode and range for 1st and 2nd round of the data.

Graph my groups mean, median, mode and range results for the two rounds.

Calculate the mean, median, mode and range for the classes 1st and 2nd round of the data.

Graph the classes mean, median, mode and range for the two rounds of the data.

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 Assessment Strategy and Task Assessment Tool - Instrument used to

Written, Oral, Performance for Students- What are the students assess task and record learning e.g.,

(Write, Say, Do) Indicate doing to show their learning? e.g. turn and rubric, checklist, observation sheet, turn/talk, role play

whether talk, role play/individual, cooperative, etc. etc.

value, graph the data and

identify the mean, median,

mode and range.

Group sharing, and peer feedback.

activity, with half of the

students going to a new group

to learn about their approach

and results. Student will be

encouraged to ask questions and

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

*graphing

*calculating mean, median, mode and range.

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

Modifications

G will participate in the group and other group members will calculate the median.

Students will be allowed to use calculators.

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work,

collaboration, initiative, self-regulation

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

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.

Chart / graphing paper for each group

Chart paper for classroom data results

50x6 cups.

Whiteboard

Mean, Median, Mode and Range definition/process chart

Regular desk formation for part of the lesson. Desks will be pushed away to make room to

build cup towers during hands-on portion.

Science

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.

Time: ___10___-__15_____ (Indicate time breakdown of

instructional elements)

Students activating prior knowledge about mean,

mean, median, mode and range this

week and have been exploring our median, mode and range, and using those to better

height and pet data to help us. understand data.

Today, well be combining our data

exploration with graphing and some

hands-on activity.

Well be working in our groups to see

which group can build the tower of cups

using as many cups as possible. Students listen to instructions

Each group will get a bag of cups and

will have 5 minutes to discuss your

approach and even practice.

After the 5 minutes, youll have 1 min to

build your tower. When the 1min is over

youll count how many cups were used

and Ill record it on the board.

Youll then have another chance, but

this time youll only have 30 seconds.

Once the time is up youll count the cups

and Ill record them again.

Then, each group will graph their own

results on chart paper, comparing how

they did in the two rounds.

Then, I want you to use your own

groups data and calculate the mean,

median, mode and range for your group

this shouldnt take you too long.

Next, I want you to calculate the mean,

median, mode and range for the class

data.

Then, I want you to graph the mean,

median, mode and range data for the

class and compare it to your groups

graph.

The purpose of all this graphing and

calculating the mean, median, mode and

range, is that I want us to get a better

sense of how mean, median, mode and

range help us to understand data. Students should be thinking about kinds of graphs

When were finished half of each group and identify bar graph.

will get up and move to another group.

The ones who moved will get to learn

about their new groups work. The ones

who stayed will be sharing their data,

graphing and calculations.

The purpose of sharing is so that you

Students are noting success criteria.

can challenge one another nicely

about your work. The idea isnt to try

and find fault; the idea is to better

understand how the group worked, if

they achieved the success criteria, and if

you have any questions.

We will start the task in this period and

Students noting they will be assessing their own

continue in our next math period. work.

[teacher asks for questions].

What kind of graph will you use to

represent the data?

Success Criteria:

Youll know youre successfully if you:

1. Can build your tower.

2. Calculate the mean, median, mode

and range for your 1st and 2nd round of

the data.

3. Graph your groups mean, median,

mode and range results for the two

rounds.

4. Calculate the mean, median, mode

and range for the classes 1st and 2nd Students preparing for task and aware of

round of the data. assessment standard.

5. Graph the classes mean, median,

mode and range for the two rounds of

the data.

Ill be moving around the room if you

have any questions during the activity.

Ill be looking to see that youre working

well in your groups and are an active

member of your group and sharing ideas.

Remember, youll be sharing your results

with other students so be prepared to

answer questions.

Intro wrap-up:

1. Teacher asks if there are questions.

Confirms that students understand

success criteria.

2. Teacher calls up 1 student per group to

collect materials.

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: __60____-__70__ (Indicate time breakdown of

instructional elements)

Teacher moves around the room to

observe students and answer any Students working in groups to solve the problem,

questions. Looking for students actively asking for clarification as necessary.

participating in their groups, getting

down to work, being respectful, and

staying on task.

Teacher will note student progress and

any difficulties. May need to regather

students attention and provide further

direction/clarification.

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.

Time: ___10___-_15____ (Indicate time breakdown of

instructional elements)

Teacher will gather the students attention

and split up the groups so students can learn

in their new groups.

Success Criteria:

Remember the success criteria for the

activity was:

o Can build your tower.

o Calculate the mean, median, mode and

range for your 1st and 2nd round of the data.

o Graph your groups mean, median, mode

and range results for the two rounds.

o Calculate the mean, median, mode and

range for the classes 1st and 2nd round of the Students share and question in their new groups.

data.

o Graph the classes mean, median, mode and Students noting future work and linkages.

range for the two rounds of the data.

Keep these criteria in mind as your sharing

in your new groups.

[groups have 5 mins to share/question.

Teacher listen to discussion to determine if

whole class discussion is necessary listen

for depth of understanding and relationship of

discussion to success criteria]

median, mode and range so were ready

before Fridays quiz.

Any questions?

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:

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