Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Sydney Kerbs

Context for Learning (edTPA)

Where is the school where you are teaching located? City: ___X____ Suburb: _______ Town: _______ Rural: ______

Grade level: ___5_____ Number of students in the class: ___25____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
IEP – Individualized Education Plan 2 Students will receive extra time for completing work and
assessments, modified work, and simplified directions.
Directions may need to be repeated and visual aids provided
to assist these students. The use of technical devise may be
required to ensure that the material is accessible to the
students, so they are better able to demonstrate their learning.
There is also an educational assistant in the classroom part-
time to assist the IEP students. For the student who is hearing
impaired
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ELL – English Language Learners 3 There is a part-time educational assistant in the classroom to
assist with the ELL students. To provide additional support to
these students, I will provide them the vocabulary they need
the day before so that they know the terms we will be
working with beforehand. There will also be Chromebooks
available to use Google Translate if they need. The students

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 will also be given extra time for completing work and
assessments, modified work, and simplified directions.
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Students who are undiagnosed 2 Students need reminders to stay on task, the directions
repeated, and redirection. There will be fidget chairs and
standing desks for these students to work at to increase their
productivity.

Lesson ___1___ of a ___3___ Day Learning Segment

Subject and Lesson Topic: Measures of Central Tendency

Grade Level: 5 Lesson Duration: 45 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of the lesson is to create a basic understanding of the measures of central tendency. The students will be able to define each of
the terms and understand how to complete the calculations from the examples given.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

The students have previous knowledge of the measures of central tendency, from the previous grade, but they only worked with whole numbers.
The students should have a basic understanding of the terms and how to calculate them, but we will review the terms and some examples to
ensure that every student remembers the concept.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use this knowledge to inform my instruction by engaging students in a whole group discussion on each of the terms. This discussion will
hopefully remind the students that they have worked with these terms before and they should possibly remember how to calculate each. The
students will be introduced to the definitions and some examples to assist in their understanding of the concepts. The students will fill out a

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worksheet with the vocabulary words, definitions, and example. They will be able to reference this worksheet throughout the course of the
learning segment to assist them when they are working in small groups, partners, or individually.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task
1, Prompt 2b)

The students in the class have most likely heard the term average used before, whether it be talking about the number of students in the school,
the average temperature for their vacation destination, or from sports games. Some of the students may need additional support when it comes to
completing the worksheets. This is the reason that I am gradually releasing the support that the students will have during this learning segment.
We will begin with whole group instruction during the first lesson, in the second lesson the students will work in small groups with the people
who sit around them, and in the third lesson the students have the opportunity to either work with a partner of individually. For the students who
require additional support, they will be able to reference their definition worksheet and use Chromebooks for Google Translate if necessary.
Additionally, there is a part-time educational assistant assigned to the classroom that is able to assist the students who need more support.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use this knowledge to inform my instruction by writing the definitions clearly on the board and then providing a few examples of each. I
will make sure that this is in front of the entire class so that everyone is able to see. When working with a set of data, I will make sure to remind
students that they should put their data in order from lowest to greatest, in order to help them find the median, mode, and range.

Curriculum Standards

Ontario Mathematics Curriculum 2020

D.Data

D1.5 determine the mean and the median and identify the mode(s), if any, for various data sets involving whole numbers and decimal numbers,

and explain what each of these measures indicates about the data.

New York State Next Generation Mathematics Learning Standards 2017

NY-6.SP Statistics and Probability

5c. Calculate range and measures of center, as well as describe any overall pattern and any striking deviations from the overall pattern with
reference to the context in which the data were gathered.

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Objectives
Using Bloom’s Taxonomy, include statements
that identify what students will be able to do by
the end of the lesson and are aligned to the
standards identified above.
At the end of this lesson, students will be able
to define the terms mean, median, mode, and
range.
At the end of this lesson, students will be able
to use a given data set to find the measures of
central tendency (mean, median, mode, and
range).
Assessment
Using formal and/or informal assessment
tools, how will you evaluate and document
your students’ progress on each of the
objectives?
Measures of Central Tendency Worksheet
(Lesson 1 Worksheet)
Measures of Central Tendency Worksheet
(Lesson 1 Worksheet)
Modifications to Assessments
If applicable, explain how you will adapt
assessments to allow students with specific
needs to demonstrate their learning.
(edTPA Task 1, Prompt 5b)
The educational assistant will check for
comprehension in the students who require
additional support. They will support them
through providing visual aids, language
translation, and scaffolding. Students will
be able to respond orally with the
educational assistant or teacher. Reference
to their definition and example sheet will be
available and modelling will be done as
necessary.
The educational assistant will check for
comprehension in the students who require
additional support. They will support them
through providing visual aids, language
translation, and scaffolding. Students will
be able to respond orally with the
educational assistant or teacher. Reference
to their definition and example sheet will be
available and modelling will be done as
necessary.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and
objectives, choose the one Bloom’s
word that best describes the active
learning essential for students to
develop understanding of concepts
within your lesson.
Vocabulary
Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Explain The students will be able to explain the definition of the measures
of central tendency, including mean, median, mode, and range. The
student will also be able to explain how they are able to calculate
each one using a set of data.
Mean The students will fill out a definition worksheet with an example of
Median each measure of central tendency. The students will be able to

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Key words and phrases students need Mode reference this worksheet throughout the learning segment. The ELL
to be able to understand and use Range students will be given the terms the day prior to look over. They
Measures of Central Tendency will also have access to Google Translate if needed.
Syntax The students will demonstrate The teacher will ask the students to define the terms mean, median,
Describe ways in which students will syntax by explaining at the end of mode, and range. The teacher will ask a few students to define each
organize language (symbols, words, the lesson the measures of central in a different way but still encapsulate what the term means.
phrases) to convey meaning. tendency. The students will not be
able to reference their worksheet
as I want to check that they can
define the terms without looking
at it.
Discourse The students will think about what the term average means and
How members of a discipline talk, Think-Pair-Share then discuss it with their partner. They will then share their ideas in
write, and participate in knowledge a whole group discussion. The teacher will show the students that
construction and communicate their there are many different kinds of averages. The teacher will define
understanding of the concepts each and give an example. The teacher will also model to the
students how they would calculate these measures with a given data
set. I will encourage students to ask questions and engage in the
conversation about measures of central tendency.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator - The teacher and educational
assistant will be walking around the
- The teacher will say “Did any of you know that the average lifespan of a squirrel is 9 classroom while the students
years, that the average porcupine has 30,000 spikes, or that the average person laughs 10 discuss what the statements have in
times a day.” common.
- The teacher will ask the students what they noticed about each of those statistics. The - If the students need a bit of
students will do a Think-Pair-Share to discuss what they noticed. prompting or to hear the statistics
- The hope is that the students realize that each mentions the term average. again, the teacher or educational
- The teacher will then ask the students if they know what the term average means, which assistant will repeat them or write
will begin the discussion surrounding measures of central tendency. them on the whiteboard for the
students to reference.
Instructional Procedures - Students will receive extra time for
completing work and assessments,
- The teacher will ask the students “Does anyone remember the measures of central modified work, and simplified
tendency that they learned last year in math?” directions. Directions may need to
- Listen to and discuss the responses, the students may not remember all of them as this be repeated and visual aids
concept is new to them. provided to assist these students.

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- Ask questions to help guide the students in the correct direction. Saying “Does anyone The use of technical devise may be
remember what mean is?” And continuing to ask about the other terms if they are unable to required to ensure that the material
remember them (median, mode, and range). is accessible to the students, so they
- After the discussion, the teacher will write the definition of each on the whiteboard, using are better able to demonstrate their
the sheet below as a guide. learning. There is also an
educational assistant in the
classroom part-time to assist the
IEP students. For the student who is
hearing impaired
- There is a part-time educational
assistant in the classroom to assist
with the ELL students. To provide
additional support to these students,
I will provide them the vocabulary
they need the day before so that
they know the terms we will be
working with beforehand. There
will also be Chromebooks available
to use Google Translate if they
need. The students will also be
given extra time for completing
work and assessments, modified
work, and simplified directions.
- Students need reminders to stay on
task, the directions repeated, and
redirection. There will be fidget
chairs and standing desks for these
students to work at to increase their
productivity.

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 - The teacher will then model an example of each term so that the students understand how
to calculate each.
- The worksheet will be handed out after the teacher is done this portion of the lesson. The
students should be paying attention to the lesson and not trying to fill out their worksheet
while the teacher is going through the lesson.
- After the lesson, the teacher will handout the worksheet and the students will fill it in with
the definition of each term and an example.
- They will be able to use this worksheet as a reference when completing their other
worksheets throughout the learning segment.
- After they fill out the worksheet, the teacher will give another example on the whiteboard,
using the data set (8, 3, 5, 11, 7, 12, 18).
- The teacher will ask for different student volunteers to come up and complete the mean,
median, mode, and range of this data set.
- After completing this example, the students will complete the example at the end of their
worksheet.
Closure - The teacher and educational
assistant will be walking around the
- The students will complete the example at the bottom of their worksheet. classroom while the students work
- They will be able to work with their elbow partner if they need support. on the example. They will help any
- The teacher will walk around the classroom while the students work, to check for students who are struggling to
understanding. comprehend the concepts.
- Before ending the lesson, I will have all of the students put their worksheet away and I will
ask students to define the terms they learned today and how to find the measure.
- This will ensure that the students are not relying solely on the worksheet as they will not be
able to use it for their assessment.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

- Teacher Guide
- Worksheet
- Pencil
- Erasers
- Whiteboard

The guide below is what the teacher will use to define and provide an example to the students during the lesson.

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Worksheet for Lesson 1

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