Student Teacher: Alexandra Romean

School: Crossroads Middle School

Date: 3/30/16
Grade: 6th Grade Math Replacement / Period 1 - 8:15-9:05
Subject/Topic/Activity: Mean, Median, Mode
Standards:
CCSS.MATH.CONTENT.6.SP.B.5 Summarize and describe
distributions
Summarize numerical data sets in relation to their context, such
as by:
CCSS.MATH.CONTENT.6.SP.B.5.A
Reporting the number of observations.
CCSS.MATH.CONTENT.6.SP.B.5.C
Giving quantitative measures of center (median and/or
mean) and variability (interquartile range and/or mean
absolute deviation), as well as describing any overall
pattern and any striking deviations from the overall pattern
with reference to the context in which the data were
gathered.
Objectives:
After collecting their own data, students will be able to identify
the mean, median, and mode of a set of numbers.
Materials:
Do-Now Worksheet
Cups
Calculators
Data Sheet
Exit Slip
Smart Board Timer
Procedures:
Introduction:
The previous day in class, the students will be introduced to
mean, median and mode.
Do-Now: The previous day in class I will have asked the students
for their favorite numbers. These numbers will be represented on the
board. At there seat will be a piece of paper. The students will find the
mean, median, and mode of the list of favorite numbers.

After all of the students arrive, and the morning announcements

are over I will have the students put the answers on the board, and go
over the do-now with the students as a class. We will also briefly go
through what the mean, median, and mode mean; and how we
calculate them. There will also be a poster hanging in the room, with
the definition of mean, median, and mode.
Body:
After that, I will explain the activity for the day. We will be doing a
Cup Challenge. The class will be split up into 5 groups of 2. Each
group will be given 40 cups. The students will be told that they have to
build with these cups. There is no correct way to build, as long as it is
taller than one cup (they must be stacked). The timer will be presented
on the smart board. I will be giving the students 2 minutes to
brainstorm how they are going to build their tower with their partner.
When the timer goes off the students will then have one minute to
build their cup tower. When the timer goes off for that, we will count
the cups and collect all of the data.
We will all be collecting the class data together; I have a chart on the
board, they have the chart in front of them.
We will have three challenges with the cups and collect all of
the data before moving forward. Once all of the data is collected, I will
collect the cups from the students, and have them work with their
partner to find the mean, median, and mode of each of the rounds. The
students will be permitted to use a calculator to compute the mean.
After the students solve, we will go over the answers as a class, and
talk about our class averages, etc.
Closing:
To close the lesson, Ill have the students self-reflect based on
the days activity. The day prior, the students were given a selfregulation sheet, and were told to fill out the first box that says, On
Tuesday, I was good at.. During this lesson, they will have to fill out
the box that says, On Wednesday, I was good at. After they fill that
out, we will discuss it as a class. I will then tell them that the following
day, we will reflect on what we still need to work on after working with
this topic for three days.
Assessment:
Students will be observed throughout the lesson in a few ways.
My cooperating teacher and myself will be circulating around the room
to ensure the students are on task, and reaching the objective. Along
with that, the students will have a self-regulation reflection sheet that I
will be collecting, and that they will be completing over a three-day
period. Lastly, I will be collecting their data sheet and their notebooks,
to see how well they did in class.

Management Issues, Transitions, and Differentiation:

The students will be using manipulatives, group work, and can
work on the board. This appeals to students who are tactile learners,
along with visual learners.
The students will be given very clear and direct instructions to
ensure that they will be on task. They will also not be given any
materials until all directions have been given. The students will
transition from one part of the lesson to the other by teacher
instruction, along with a visual timer on the board.
It also allows the students to create their own data, which has
more meaning to the students. Lastly, it is enjoyable. They are able to
build cup towers, and that makes math fun, for the students who are
unmotivated.
My visually impaired student will be seated in the front of the
class, close to both boards. All do-now, practice problems, and exit
tickets are printed out for her and given to her on paper, so that she
can stay involved and keep up with the class regardless of not being
able to see the board.