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Keystone Project

This lesson plan template provides details for a 6th grade math lesson on central tendencies using M&M candies. The lesson will introduce measures of central tendency including median, mean, and range. Students will calculate these values for their bag of M&M's and the class data. Formative assessments include discussion questions, a video, and an exit ticket to check understanding. The lesson incorporates visual, auditory, and kinesthetic learning through a PowerPoint, video, hands-on activity, and technology tools.

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91 views3 pages

Keystone Project

This lesson plan template provides details for a 6th grade math lesson on central tendencies using M&M candies. The lesson will introduce measures of central tendency including median, mean, and range. Students will calculate these values for their bag of M&M's and the class data. Formative assessments include discussion questions, a video, and an exit ticket to check understanding. The lesson incorporates visual, auditory, and kinesthetic learning through a PowerPoint, video, hands-on activity, and technology tools.

Uploaded by

api-308647823
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Practical Teaching Experience

Lesson Planning Template

Emily Flanagan and Lynly Lovelace

PLANNING FOR TEACHING


Lesson Content Area - Math
Grade Level - Grade 6
Central Tendencies of M&Ms
Applicable Common Core Standard:
6.SP.3 - Recognize that a measure of center for a numerical data set summarizes all of its values with a
single number, while a measure of variation describes how its values vary with a single number
Applicable Essential Skills/Knowledge within the Common Core Standard:

Knowledge of median and mean as measures of center


Knowledge of range as a measure of variation
Ability to look at a set of data and estimate the measures of center

What materials will you need


The instructor will need a bag of M&Ms, small ziploc bags (enough for each student), index cards
(enough for each student), a computer and a promethean board/pen.
Technology Integration

MTLSS 6.B.1.d - Students will be able to demonstrate proper care of technological equipment

The instructor will use the computer to present the Powerpoint of information as well as displaying the
educational video. In addition, the teacher will use the Promethean board to allow the students to write
their answers on the board using the Promethean pen. The students will need to know how to use the
pen when it is their turn to contribute their answers to the class. The students should also know how to
access the video on their own technological devices for future reference.
TEACHING THE LESSON
Introducing the Lesson
To start the lesson, we will begin the PowerPoint and read over the objectives of the lesson. Then we
will start with a discussion question that will be listed as well as read aloud to the students. The
students will first collaborate and discuss their answers with other students at their table. After a few

minutes, we will discuss what each table came up with as a class.


Plans for Differentiation
Kinesthetic learners needs will be met because they will be handling their M&Ms during this activity to
find the data. Visual learners will be engaged through the video about measure of central tendency
included in the lesson. Explaining the lesson according to the powerpoint will be beneficial for auditory
learners.
Procedures for teaching the Content
Step 1: Using the prepared PowerPoint, we will introduce the lesson by read over the objectives and
the discussion question. Then the students will discuss in their groups and then discuss as a class their
answers.Reading the slides aloud to the students incorporates the multiple means of representation
principle of the Universal Design for Learning as it gives students both visual and auditory versions of
the information on the slide.
Step 2: The teacher will continue the PowerPoint by reading and explaining in more detail the
definitions of the measures of central tendency. Then the teacher will discuss and demonstrate how
each are calculated. Before continuing, the teacher should stop and ask if the students have any
questions and clarify any confusions.
Step 3: The teacher will start the activity portion of the lesson by handing out to each student a bag of
M&Ms and having the students follow the instructions on the board of what they are trying to calculate.
Once they complete this step, they will write their answers on the Promethean Board to contribute their
answers to the class. Giving the students a physical activity that incorporates the lesson will appeal to
the students who are kinesthetic learners and/or benefit from hands-on learning.
Step 4: As a class, the teacher will guide the students in how to find a few of the central measures of
tendency based on all the classs data using the Promethean Board. Then the teacher will continue the
PowerPoint to discuss what the classs answers mean. Using the Promethean Board provides multiple
means of action/expression in the Universal Design for Learning by optimizing access to tools and
educational technologies.
Step 5: The students will watch a short song video on the measures of central tendency. This satisfies
the multiple means of representation principle of Universal Design for Learning by offering an auditory
alternative to the visual information provided.
Step 6: The students will demonstrate what they have learned by taking a short, summary quiz before
the end of class that they will hand in to the teacher. This gives the teacher a chance to see who has
firmly grasps the objectives of the lesson and who may need to revisit the concepts. If there was more
time, the students could take home a worksheet with practice problems to complete as homework. As a
later group or individual project, the students could also creatively make a short poster board made up
of the definitions of the measures of central tendency, how to find each, and give example problems.
Summary and Lesson Closure
To end the lesson, we will have the students take a quick formative assessment by answering a few
short questions on an index card at the end of the PowerPoint. This will allow the students to review

and sum up the information that they have learned in the lesson. After this quick assessment, we will
later mention briefly how the next lesson will explore the range, what the mean is in detail and why it
is considered the average of a set of numbers.
Formative Assessment
At the end of the lesson, the students will answer a few short questions (shown from the PowerPoint)
on an index card and give them to the teachers as they leave the classroom. It is labelled on the
PowerPoint as lets see what youve learned today to show the students that it is not a graded quiz,
however, they should still try their best to answer correctly. This activity allow the students to summarize
and have closure for the lesson. This will also give the teachers insight into what the students have
grasped from the lesson and what information the students may need more clarification on before
moving onto the next lesson.
Extension of Learning
The students can be given a worksheet at the end of class to complete as homework that gives the
students more practice and strengthen their skills of finding the central tendencies of various sets of
data - especially the mean.. The next lesson will discuss how to find the range and also be a
continuance of the mean from the central tendencies and will discuss in depth why/how the mean of a
set of data makes sense.

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