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I
Can Average Grades Like My Teacher!!!
Designed
by:
Ashley Norton, Rosewood Elementary
Grade
Level:
Fifth Subject:
Math
1)
Curriculum Objective:
Identify and calculate the mean of a set of data
from the real world with/without manipulatives. (5SP1-5)
2)
Overview:
Students will learn how to find the mean of sets of
numbers using a calculator.
The teacher will demonstrate how to find the mean
of sets of numbers and will remind students how to round
decimals to the nearest whole number.
The students will practice finding the mean of
numbers with a partner while pretending to be a teacher
and averaging grades. Students will be given a copy of a
blank page from the teacher's gradebook and will be able
to make up names of 8 students with 8 grades for each
student. The
student pairs will work together to calculate the mean for
each of the 8 students and will fill out a planning sheet
and grade
report on each student.
An evaluation checklist is included in the
culminating assessment.
3)
Focus Question:
How can you plan, identify, and calculate the mean
of grades from a gradebook?
4)
Resources:
Copies
of culminating assessment for each student
Math
notebook
Pencils
Highlighter
for each student pair
Calculator
for each student
Copies
of a blank page from the teacher's gradebook for each
student pair
Overhead
projector
Overhead
pen
Overhead
calculator (A regular calculator may be substituted)
Blank
transparencies
Transparency
of blank page from the teacher's gradebook
5)
Culminating Assessment:
Students
will work in pairs to plan pretend grades for eight
pretend students on
a gradebook page, identify, and calculate the mean of each
student's grades. The
student pairs will fill out a "grade report" for
each pretend student and identify the mean.
The gradebook page, planning sheet, and the grade
report should be turned into the teacher for evaluation.
Grade
Report
Group
Member's Names__________________________________________
Student's
Names
Student's
Grade Average
1.
2.
3.
4.
5.
6.
7.
8.
Planning
Sheet
Example:
1.
Student's Name - Johnny
Sum
of Grades ÷ Number of Grades - 760
÷ 8
Student's
Grade - 95
Student's
Names
Sum
of Grades ÷ Number of Grades
Student's
Grade
1.
2.
3.
4.
5.
6.
7.
8.
Evaluation
Checklist
Group
Members
Names:_____________________________________________________
Total
Number of
Points:______________________________________________________
1.
Did the student pair plan and complete the gradebook page
(8 Student's names and 8 grades per student)?
________
Yes (10 points)
________
Incomplete (5 points)
________
No (0 points)
2.
Did the student pair plan and complete the grade report
and the planning sheet?
________
Yes (10 points)
________
Incomplete (5 points)
________
No (0 points)
3.
Did the student pair compute the mean for student 1?
________
Yes, accurately (10 points)
_______Incomplete/Inaccurate
(5 points)
________
No (0 points)
4.
Did the student pair compute the mean for student 2?
________
Yes, accurately (10 points)
_______Incomplete/Inaccurate
(5 points)
________
No (0 points)
5.
Did the student pair compute the mean for student 3?
________
Yes, accurately (10 points)
_______Incomplete/Inaccurate
(5 points)
________
No (0 points)
6.
Did the student pair compute the mean for student 4?
________
Yes, accurately (10 points)
_______Incomplete/Inaccurate
(5 points)
________
No (0 points)
7.
Did the student pair compute the mean for student 5?
________
Yes, accurately (10 points)
_______Incomplete/Inaccurate
(5 points)
________
No (0 points)
8.
Did the student pair compute the mean for student 6?
________
Yes, accurately (10 points)
_______Incomplete/Inaccurate
(5 points)
________
No (0 points)
9.
Did the student pair compute the mean for student 7?
________
Yes, accurately (10 points)
_______Incomplete/Inaccurate
(5 points)
________
No (0 points)
10.
Did the student pair compute the mean for student 8?
________
Yes, accurately (10 points)
_______Incomplete/Inaccurate
(5 points)
________
No (0 points)
6)
Instructional Activities:
Time
Frame: One 60 minute block
NOTE:
This lesson should be taught in conjunction with a
division unit. This
lesson assumes students know how to divide by one digit
divisors to compute the mean, round decimals to the
nearest whole number, and it assumes the students know how
to use a calculator to add and divide numbers.
The
teacher should hand out a copy of the culminating
assessment and a calculator to each student and should
divide the students into pairs according to ability
levels. The
teacher should explain the culminating assessment and make
sure that the students understand the expectations and
evaluation for this assignment.
Each
student should have a math notebook, a pencil, and a copy
of the culminating assessment on his/her table.
The teacher should begin by asking students if they
have ever heard of the word, "mean" and ask how
they have heard it used before.
A student may respond that mean reminds him/her of
"middle" because a mean is in the middle of the
road. Confirm
this response (or if the students have never heard of this
word, tell them the example of the mean in a road) and
tell them that the mean
is the middle or the average of a set of
numbers. Tell
them that mean and average are synonyms. Ask the students
if they have ever asked their teacher, "What's my
average in Math?"
Tell them what they are really asking for is the
mean of their grades for Math.
Ask them if they would like to learn how to average
grades. Tell
them that they will learn how to do so today.
The
teacher should have the overhead projector, pen, overhead
calculator, and blank
transparencies available.
Students should work along with the teacher.
The teacher should write 20, 31, and 99 on the
transparency (which is sitting on the overhead projector)
and tell the students that the first step in finding the
mean is to add up the numbers to find a sum. (Remind the
students that the sum means the answer.)
The students should be adding up the three numbers
on their calculators while the teacher is adding them up
on the overhead calculator.
Ask the students what they got for their sum.
The sum should be 150.
(If students are having difficulty, their partners
should be assisting them with this step.) Tell the students that the second step is to count how many
numbers they have. The
students should recognize they have 3 numbers: 20, 31, and
99. The third
step is to divide the number they counted (3) into their
sum (150) to arrive at the quotient (Remind the students
that the quotient is the answer to a division problem).
Tell students that the quotient is the mean.
The students should divide the numbers on their
calculators (while the teacher is dividing them on the
overhead calculator) and arrive at a mean of 50.
Ask the students to identify the mean and tell what
a mean is. They
should say that the mean of that set of numbers is 50 and
that a mean is the average of a set of numbers.
Write the following rules on the overhead and have
the student write them in their math notebooks:
RULES
FOR FINDING THE MEAN OF A SET OF NUMBERS
1.
Add the set of numbers to find a sum.
2.
Count how many numbers you have.
3.
Divide the number you counted into the sum.
4.
The quotient is the mean.
Now,
the teacher should write two examples on the overhead for
the students to work with their partners.
1.
52, 75, 43, 70
2.
93, 25, 105, 82, 100
The
students should be working with their partners while the
teacher assists those who need help.
When the students have computed and identified the
mean, student volunteers should be called to the overhead
projector to work out the problems for the class.
The students should arrive at a mean of
60 for the first problem and a mean of 81 for the
second problem. The teacher should type in 81.7 on the
overhead calculator and ask students if they would round
this number. They
should respond that the number rounds to 82.
The teacher should type in 64.4 and ask students if
they would round this number. They should respond that the number should be 64.
(The teacher should review rounding decimals with
the students if they need further practice.)
Now,
after making sure that the students are comfortable
finding the mean for a set of numbers, the teacher should
hand out a blank copy of the gradebook page to each
student pair. The
teacher should tell the students there are three rules for
this assignment: (1) You may not use anyone's name in a
negative way, (2) You cannot give bad grades to a
real-life person, only a made up person, and (3)
You may not use the same grade more than twice for
the same student. (This will prevent students from giving someone the same
grade over and over again so they will not have to
calculate the averages.)The teacher should explain that
the students are to make up 8 student names and write them
in the name column on the page.
Then, the students are to make up 8 grades for each
student. The
teacher should display the gradebook transparency for the
students to see on the overhead. The teacher should demonstrate where to write the names and
grades for the students.
The teacher should highlight the eight columns and
eight rows that are to be used for this assignment.
The student pairs should take the highlighters and
highlight the eight columns and rows they are to use for
this assignment. Then,
the teacher should demonstrate an example of writing a
student's name in the appropriate column and making up 8
grades and writing them in the appropriate columns.
The students should complete the first student's
name on their sheets and write in 8 grades for that
student. The
teacher and other student pairs should check the work to
make sure everyone understands the assignment.
The
students are ready to work with their partners to complete
this assignment. The
teacher should assist any students needing help.
Other groups should also assist students if
necessary. Students
should make sure they complete and turn in their gradebook
page, and culminating assessment pages including the
evaluation checklist,
planning sheet, and grade report to the teacher.
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