9. After instruction students will be able to recognize new vocabulary including: mean, median, mode, and range.
10. Introduction: The teacher will hold up a jar filled with something such as candy, or erasers. The teacher will then explain the activity to the children.
12. The teacher will discuss how to find mean, median, mode, and range and show examples.
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14. Extra Activity: Have students write a word problem using mean, median, and mode. Once everyone in the class is done, collect them and redistribute them to other students to be solved.
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16. After instruction students will be able to sing a song by themselves describing what mean, median, and mode are.
17. After instruction students will be able to determine which song is a better choice for them and which song will help them remember.
18. After instruction students will be able to identify that if you do not collect all the data or do not put it in the correct order, it can throw off all of the results.
19. Introduction: The teacher will review the vocabulary from day 1 giving out starburst for a correct answer. “I am going to teach you a couple songs now about mean, median, and mode so that tomorrow everything will remember what it means”
20. Main Activity: Teacher will play, or sing each song for the students. They will then be able to vote on which song they want to learn first. The teacher will use the echo method: the teacher will sing a line or phrase and then the class will sing it back. The teacher will continue this until most of the class is participating and seem to have an understanding and knowledge of the song.
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22. This is also a great lesson for MUSICAL learners who use music as a guide to learn (Gardner).
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24. After instruction students will be able to use technology to enhance their knowledge of mean, median, and mode.
25. Introduction: Review the songs from Day 2 and explain that they will be going to the Computer lab and using websites to practice mean, median, and mode.
26. Main Activity: Students will go to either of the following websites.
28. In this game, there are 4 trains. The student figures out the median and range for each of the trains. Then based on the information decides which train would get the conductor to his destination the fastest.
30. In this game, there are 3 sharks. One represents range, one median, and one mode. The purpose of the game is to decide which would give you the most points. If you get it correct. You have a chance to get bonus points.
31. Conclusion: Each time a student finishes the shark game and receives a score for it, they should write it down. When the class goes back to the room they can write all the scores on the board and figure out the mean, median, mode, etc. for the set of data.
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33. After instruction students will be able to play a card game with peers while distinguishing what the mean, median, and mode is.
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35. Conclusion: Have the students write a journal entry about their experience playing the game. Whether or not they liked it, and if they would want to do it again.
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37. After instruction students will be able to synthesize everything that they have learned about the water cycle and cloud formation as evidenced by a game involving each process of the water cycle and a 5 point quiz over the entire unit.
38. Introduction: Read What Do You Mean by "Average"?: Means, Medians, and Modes by Elizabeth James, Carol Barkin, Joel Schick to reinforce the definitions of mean, median, and mode.
39. Have the students OBSERVE how mean, median, and mode are used in the book. (SPS)
40. Main Activity: Create a list of verbs, such as jump, skip, hop. Etc and place them across the chalkboard with numbers assigned to each.
41. how many people in your familyhow many pencils in your deskhow many pets you havehow many blocks you live from school, etc.
42. Use the above ideas to have students line up across the front of the room, but to get there they must do one of the motions on the board. This integrates Physical Education.
43. This would be considered INTERPERSONAL (Gardner) because they are working all together as a class.
44. Conclusion: Review once again, the definitions and do a few sample problems. Then pass out a 5 point quiz to the students.
45. If Extra Time: Give each student an individual pack of M&Ms. Instruct them not to eat them. Have them catergorize or CLASSIFY by color(Blooms Synthesis). One everyone has them sorted, record all of the information on the board. Have a race to see who can find the mean, median, and mode of all the M&Ms. Then pass out cardstock and glue. Have the kids construct a creative design on the paper out of their M&Ms.(Art) (SPS)(Application)
![Elise Andrews<br />5 Day Lesson Plan<br />Main Indicator for Unit: 6.2.1 – Find the mean and median of a set of data. (Core Standard)<br />Color Coding:<br />,[object Object]](https://image.slidesharecdn.com/5daylessonplanfinal-100430130727-phpapp01/85/Weeklong-Lesson-Plan-1-320.jpg)
