LESSON PLAN

TEMPLATE
1. Lesson Plan Information
Subject/Course: Mathematics Name: Mia Robson
Grade Level: Seven Date: Nov. 11 Time:
Topic: Mean, Median & Mode Length of Period: 1 hour

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
- determine, through investigation, the effect on a measure of central tendency
(i.e., mean, median, and mode) of adding or removing a value or values (e.g., changing the value of an
outlier may have a significant effect on the mean but no effect on the median)
- read, interpret, and draw conclusions from primary data (e.g., survey results, measurements,
observations) and from secondary data (e.g., temperature data or community data in the newspaper, data
from the Internet about populations) presented in charts, tables, and graphs (including relative frequency
tables and circle graphs)

Learning Skills (Where applicable):

- Understanding concepts
- Problem Solving
- Listening

3. Content
What do I want the learners to know and/or be able to do?
- To be aware of the three measures of central tendency
- To know how to calculate the mean and identify the median and mode of a set of numbers.

Today learners will:

- Learn or be reminded how to calculate the mean of a set of numbers
- Learn or be reminded how to identify the median and mode of a set of numbers
- Record the definitions for personal reference
- Practice calculations as a class and individually

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
I will be taking anecdotal and mental records of students who answer questions, as well as while I am
walking around and observing the class while students are working.
I will be able to assess students on their assigned questions.

5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Students will bring prior knowledge of the measures on central tendency as well as slight reminders from
last Wednesday in class with a supply teacher.

(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
Auditory learners I will be discussing all three central tendencies out loud with the class
Visual learners We will go through the examples together on the white board for students to see
Kinesthetic learners After the lesson students will be working on questions actively on their own

B. Learning Environment
The classroom front of the room
C. Resources/Materials
Textbooks
Calculators
White Board
Smart Board

6. Teaching/Learning Strategies

INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
We will begin by reviewing what mean, median and mode are.
I will ask the following questions (if students do not give me answers right away I will refer them to page
168):
1. What is the mean of a set of numbers? (A: the sum of all the numbers divided by the number of
numbers, P.S mean is the average)
Do a quick example together on the board: 4, 6, 9, 2, 3 24/5 = 4.8
2. What is the median of a set of numbers? (A: the middle number when numbers are in order)
Do an example together with those same numbers: 2, 3, 4, 6, 9 = 4
3. What happens when there is an even set of numbers? (A: use the mean of the two middle numbers)
Add an extra 2 to the number: 2, 2, 3, 4, 6, 9 = 3 + 4 = 7/2 = 3.5
4. What is the mode of a set of numbers? (A: the number that occurs the most)
Ask for the mode of the example numbers: 2
5. Is there always one mode? (A: there can be more than one or none at all)
6. What is the range? (A: the difference between the least and greatest number)
Our range is 9-2=7
* Each are measures of central tendency

I will put definitions up using the smart board and will have students copy down the definitions before
continuing.

MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
After the students have a reminder of what mean, median and mode all are well do another example
together:
I ask the students about the number of siblings they have. I will ask students to raise their hands for the
number of siblings they have (who has no siblings? Who has 1 sibling? Etc.) and Ill record it on the
board. After all the numbers are written down we will figure out the mean, median and mode (and range) of
the set of numbers.
Mode We can look right away at which number comes up most often
Mean I will allow students to add up and divide and ask for an answer. After one student answers I will
look to the other students for confirmation.
Median I will show students one method of crossing off a number on each side until the middle
Range Greatest number minus the least

Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)

I will assign questions for in class work (homework if not completed):

1, 2ac, 5, 7

CONCLUSION: How will I conclude the lesson?

We will discuss when each of measure of central tendency is best for a situation.