Name: Melinda Laari

Cohort: B1

Lesson Plan
Lesson Title: Finding the Average (part 2): The mean school supplies!
November 17, 2015

Grade: 6

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 continue teaching students about finding the mean with more in depth problems, as in
prior lessons they were gathering the concept. Today they will complete an in-class activity where
they will figure out the average amount of pencils per student in the class. They will have a
worksheet that they can fill in as they go around the class asking each other how many pencils
each student has, even if they dont get to everyone in the class they can still find the average of
the students who they have collected numbers from.
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

Today I will learn to collect data.

Today I will learn that the mean balances a set of data.
Today I will learn to find the mean from data that Ive collected
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: collect data.

I can: identify that the mean balances, its in the centre of, the data.
I can: find the mean from the data that Ive collected.
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)

Assessment Strategy and Task

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.

rubric, checklist, observation sheet, turn/talk, role play

etc.

Lakehead University Orillia, 09 02 15

Written

Performance

They are collecting data from

in the class.

They are recording their data.

They are calculating the

average.

Observation sheet.

Collecting their worksheets after the

class.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
*
*

Learned what the mean is.

Learned how to find the mean of a set of data.

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

Modifications

If they have difficulty with writing, they can draw a smiley face instead of writing their
classmates names.
They can average from however many students they have collected data from, not
necessarily the whole class.

Learning Skills/Work Habits

collaboration,

initiative,

Highlight/circle ones that are assessed:

self-regulation

responsibility,

organization,

independent work,

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

- Mean
- Average
- Data
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.

Projector & screen

Online timer
Document camera
The Mean School Supplies activity worksheet
Pencils
Calculators (if necessary)

Learning Environment

(grouping; transitions; physical set up)

- in class
Cross Curricular Links

- Literacy

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: 5-10 minutes (Indicate time breakdown of instructional
elements)

What did we learn about yesterday?

What does the average mean?
(If no one answers correctly, I wont tell
them, I will ask them again after.)
Thats right! Today were going to try
something a bit different than yesterday
Youre going to get to be snoopy!.. I will
give you all a blank activity sheet, like this
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Finding the average.

Its around the amount that everyone has?
Its the centre of all the amounts that everyone
has!

Oooooh, snoopy!

one on the screen. Youll have 20 minutes to

go around to everyone in class and ask how
many pencils they have. Record their names
and how many pencils they have on your
sheet.
After youve finished recording, then you
can calculate the average pencils per
person! And you might notice how many
numbers are bigger and smaller than the
average.
If you want to, you can count yours before
you go around to ask each other. That might
be easier!
[Hands out worksheets]
All right!! On your marks, get set, go!

Why?

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: 20-25 (Indicate time breakdown of instructional
elements)

[Walks around marking on observation sheet

for data, method, and self-regulating]
[Giving extra help as necessary]

[Students are completing worksheet]

[Students keep glancing at timer]

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

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 15 minutes (Indicate time breakdown of instructional
elements)
[Students return to their desks]

Can everyone get back to their desks,

please!
Thank-you! All right, so does anyone want
to share the average they found?
How did you find those numbers?
Good job!! Did you notice anything about
the numbers?

Awesome! Yes, the average is like a balance

or centre of your data!
Can you all put those worksheets into your
notebooks and put your notebooks away up
at the front in the basket, please!

4
3
I added all of the pencils together and then
divided that by the number of people!
No.
[Student quickly looks at paper and counts]
There are almost the same amount of numbers
on each side of the average.
[Students put away paper into notebook and put
away their notebooks]

Extension Activities/Next Steps (where will this lesson lead to next)

-

Perhaps they can count and compare average pairs of shoes between their class and Mrs.
Hales grade 6 class next door.

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:

Lakehead University Orillia, 09 02 15