Lesson Plan Template

Grade: Subject: Lesson Title:

8th Math-Algebra Average

Standards

CCSS: ELP Standards:

CCSS.MATH.CONTENT.6.SP.A.3 Listening and Speaking
Recognize that a measure of center for a numerical data set The student will demonstrate understanding of oral
summarizes all of its values with a single number, while a communication by
measure of variation describes how its values vary with a single following multi-step instructions with content
number. specific academic vocabulary

Language
The students will demonstrate knowledge of POS by
using imperative verbs
using a prepositional phrase in a complete
sentence
The students will demonstrate knowledge of
vocabulary by
explaining the meaning of grade specific
academic vocabulary words

Learning Outcomes

Learning Objectives: By the end of this lesson, the student will be able to

Apply principles of addition, subtraction, multiplication, and division to calculate average
Find the average of a given set of numbers
Express the solution of an average
Calculate the missing number in an average problem

Language Objectives for ELLs: By the end of this lesson, ELLs will be able to

Follow written directions
Express steps in a solution
Understand and use imperative verbs for math problem solving
Understand and use prepositional phrases within a math word problem (ex. the average {of 4
Numbers})
Talk about average in an academic context

 Key Vocabulary

Content-Obligatory Content-Compatible
average cardinal numbers
sum fractions
decimals
divided
times

Collocations High-Frequency
N/A of prepositional phrases

Grammar Structures Language Functions Learning Skills

Imperative for problem Reporting Solutions Problem Solving
solving Describing process of Apply mathematical process
If-statements finding solution

Depth of Knowledge Levels Addressed

[ x ] Level 1: Recall and Reproductions [ x ] Level 3: Strategic Thinking and Reasoning
[ x ] Level 2: Skills and Concepts [ ] Level 4: Extended Thinking

Questions:

What can we do to make the bags of candy equal? Are there any other ways to do so?
For what daily activities can we apply the process of finding averages?

Materials:

Bags of Candy (with a different amount in each bad, some will have 2, some will have 6, etc. totaling a
number easily divided by the total number of groups you have)
Desk arranged in groups of 4
Sentence strips for ELL
Textbook Pages





 Teaching/Learning Activities

Activity Interaction Time

Activation

1. When students walk in the room, assign them a table T-Ss 15 mins
number and ask them to sit at that table for the first part of
the class.
*if desks are not typically arranged in a table, rearrange for
this class period.

2. Once all students are seated and class has begun, ask Ss-Ss
them to take a look at the bag of candy at their desk. As a
group, they should make 3 observations about their bag of
candy (there are 6 pieces of candy there is an odd
number of pieces of candy we can divide the candy into 3
piles). 1 person should record their observations.
*can provided sentence strips for ELL.
Ss-WC
3. Ask groups to share their observations with the class.
Record how many pieces of candy each group has (and
elicit that number if the group did not provide it).
T-WC
4. The students should notice that the groups have an
unequal amount of candy in their bags.
Ask the questions: What can we do to make the bags of
candy equal? Are there any other ways to do so?

5. Students collaborate with their group to come up with a Ss-Ss-WC
solution. Students volunteer answers which should be
give group X, one candy from group Y, etc. Have a
students actually stand and rearrange bags of candy until
they are equal.

6. Write the word Average on the board and explain that T-WC
todays lesson will teach them about average.

Activities

1. Students should go back to their desks and open up their S 2 mins
textbook to page 64.

2. Read the definition with the student in the book and draw T-WC 8 mins
connections to the bags of candy.

3. Review the pancake example in the books with students. T-WC 5 min
Then, have the students explaining the pancake example Ss-Ss
to their shoulder partner, using the language expressed in
the book.

4. Continue working through example problems and T-WC 10 mins
solutions in the book as a class. Individual students can S-WC
share answers with the class.

5. Students complete practice exercises a-c with their Ss-Ss 10 mins
shoulder partner. Share with another group and then share
with the class.
Ask the Question: For what daily activities can we apply the T-WC
process of finding averages? S-WC



Assign review problem set for homework.




Sentence Frames:

Activation Activity: Observations about Candy

1. There are pieces of candy in our bag.

2. There is an {odd/even} number of pieces of candy in our bag.

3. I can divide the candy into equal stacks.