Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)
Teacher: Ms. Meek / Date(s): February 02 - 06, 2015Grade Level or Course:06 Math / Content or Unit:
SOL 6.15 Mean, median, mode
STAGE 1: Desired Results ~ What will students be learning?
SOL/Learning Objective
Specify the behaviors, conditions, and criteria. Indicate the verbs used in the Curriculum Framework.
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / The student will
a) describe mean as balance point; and
b) decide which measure of center is appropriate for a given purpose.
Essential Questions & Understandings/Big Ideas
Look for Essential Questions that are overarching or topical and help guide the unit plan. These questions promote conceptual thinking and add coherence to a series of lessons. An idea is “big” if it helps make sense of seemingly isolated facts. / The student will use problem solving, mathematical
communication, mathematical reasoning,
connections, and representations to
• Find the mean for a set of data.
• Describe the three measures of center and a situation
in which each would best represent a set of data.
• Identify and draw a number line that demonstrates
the concept of mean as balance point for a set of data.
Key Vocabulary
Look for in the Curriculum Framework and other adopted resources. / Measure of center, Mean, median, mode, balance point, range
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Assessment Part 1
Start with the end in mind! Consider here a sample question or performance task students will need to do as evidence of mastery of this objective. / Exit Ticket, Weekly/ Bi-Weekly Assessments, Snapshots
Possible misconceptions or learning gaps
Complete the above task yourself; think about what might be hardest for students to grasp? / Students might confuse the different terms and not understand when to use each.
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Snapshot / Warm-up
Activate prior knowledge and get students thinking about & motivated for today’s lesson. / Monday: NONE Remediation takes its place.
Tuesday – Friday Worksheet
Instructional Strategies
Think in term of high yield strategies, such as:
● Identifying similarities and differences
● Summarizing and note taking
● Reinforcing effort and providing recognition
● Homework and practice
● Nonlinguistic representations
● Cooperative learning
● Setting objectives and providing feedback
● Generating and testing hypothesis
● Questions, cues, and advance organizers / Monday: Benchmark
Tuesday: Introduce measure of center; mean, median, mode.
Wednesday: Review and go further into depth with mean and balance point.
Thursday: Review mean and balance point and go further in depth of median and mode.
Friday: Remediation of benchmark. GRAPHS. Assessment of week’s information.
Teaching and Learning Activities
Plan for modeling, small or whole group instruction, and work stations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:
“I do …”
“We do…”
“Students do …” / Monday: Benchmark
Tuesday:
· Teacher will introduce mean (average) and balance point. Define
· Teacher will provide examples and notes.
· Students will complete exercises and homework on mean.
Wednesday:
· Teacher will introduce median. Define
· Teacher will provide examples and notes.
· Students will complete exercises and homework on median.
Thursday:
· Teacher will introduce mode. Define
· Teacher will provide examples and notes.
· Students will complete exercises and homework on mean, median, balance point and mode.
Friday:
· Teacher will remediate benchmark.
· Teacher will review graphs and how information is presented within graphs, as well as, different types of graphs.
· Students will complete 5 question assessment on the week’s material.
Differentiation
Some ideas include:
● Flexible grouping
● Tiered instruction
● Interest-based activities
● Varied products
● Task cards
● Personal agendas
● Graphic Organizers / Higher Level Thinking
Plan for a challenging cognitive level, such as apply, analyze, evaluate, or create / Technology Use
How will you be incorporating technology? / Connections to other subject areas and/or authentic applications
Reflect upon what people do in the real world with this content; and how it links to other disciplines.
Use students’ grades and ages to find mean, median and mode.
Checking for Understanding
Check throughout the lesson using:
● Question and Answer
● Class discussions
● Group Response
● Demonstrations
● Practice sheets
● Quick Quizzes / Class discussion, quiz, white boards.
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure & Student Summarizing of their Learning
Review what students learned or should have learned. Recognize gaps and allow them to help you plan for the next lesson(s). / Exit Tickets, Review a question from homework.
Assessment Part 2
Revisit Assessment Part 1. Plan a formative assessment which shows concretely what students mastered today. This might be:
● Exit card
● Short Quiz
● Seatwork/Practice Sheet collected
● Written response to a prompt
● Oral responses/participation / Exit Ticket, quiz, homework
Teacher Reflection / Effectiveness of Learning
Last week’s plan was not implemented because the remediation of the previous 9 weeks’ information had to be retaught so that students would be effective on the benchmark. Information that should have been covered last week will be incorporated into the next few weeks’ plan. Additionally, graphs will be explained on Friday.
We continue to need to speed up just a bit because we are behind the pacing chart.
Ms. Meek is doing solo teaching for the 6th grade science class (except on Fridays)
4
Richmond Public Schools 2014-15 Explanations version