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# Name: Kevin Passafiume

Cohort: A1
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

## Time: (length in minutes): 100 (across 2 seperate periods)

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.)

## Today I will learn

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

## 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:
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.

## 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.)

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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.

## Write, Say Students will collect a set of Anecdotal observation.

value, graph the data and
identify the mean, median,
mode and range.

## Groups will split-up after the

Group sharing, and peer feedback.
activity, with half of the
students going to a new group
and results. Student will be
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

## Learning Environment (grouping; transitions; physical set up)

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

## 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.
Time: ___10___-__15_____ (Indicate time breakdown of
instructional elements)

## Students, weve been learning about

Students activating prior knowledge about mean,
mean, median, mode and range this

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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
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.

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What kind of graph will you use to
represent the data?

Success Criteria:
Youll know youre successfully if you:
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

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
Teacher will note student progress and
any difficulties. May need to regather
students attention and provide further
direction/clarification.

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

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: ___10___-_15____ (Indicate time breakdown of
instructional elements)

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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 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
[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]

## Tomorrow, well be doing a review of mean,

median, mode and range so were ready
before Fridays quiz.

Any questions?

## Will lead to review and eventually a quiz.

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: