Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7 Time: 9:00-9:50am Date: 30/5/17 Students Prior Knowledge:

Learning Area: Mathematics - Students should be competent in calculating these

measures of central tendency and interpreting these
Strand/Topic from the Australian Curriculum statistics in the context of data. They should also be
Describe and interpret data displays using mean, median familiar with representing these measures in the terms
range. ACMSP172. of graphs and plots.

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Identify instances in which the measures of central tendency are used in every day life.
List situations in when one measure of central tendency is more appropriate to describe data population to
another.
Construct a visual poster describing what the measures of central tendency are, how to calculate them and
why this knowledge is applicable to everyday life.
Teachers Prior Preparation/ Organisation: Provision for students at educational risk:
- Set up Webquest and prepare ICT modules in Teacher to roam class whilst they are working
Answer Garden, Padlet and PiktoChart. through the webquest and to work closely with
- Links to websites that are examples of the measures remedial students. In addition, Avatars have been used
of central tendency in everyday life (ie. ABS to support students with visual impairment.
website).

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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 LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources
Time Motivation and Introduction:
/References
9:00
Ask students to open the website http://notredamemaths101.weebly.com/why-do-we-care.html and to
9:07 am Answer
open up the Why do we care tab under the small group activity section. Using Answer Garden (ICT
Garden
feedback tool), pose the question to the class In what situations in every day life would we use
these measures of central tendency?. Teacher to facilitate class discussion on student
brainstorming.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

9:08-
1. Following on from the Answer Garden recall exercise, explain to students the importance of
9:45am Links
these statistics in everyday life outside of the classroom. Establish the context and authentic
Below
learning by providing them with the following examples that mode can be used in lottery,
median is used commonly in house pricing and mean is used commonly in sports and as a
measure of comparison Provide the following links for students to refer to in their own time.

- http://www.abs.gov.au/ausstats/abs%40.nsf/mediareleasesbyCatalogue/5E54C95D3D5020C6CA2580FE0013A809
- https://reiwa.com.au/the-wa-market/perth-suburbs-price-data/

2. In small groups, students are to complete an Interesting Average Scavenger Hunt, where
they will choose a sport of interest and list at least 5 averages and identify the significance of
this in the specific game. Instructions provided on Webquest are to be outlined by teacher and Voki
students to also refer to the Avatar on the Weebly page. Groups to put their collaborated Padlet
ideas on Padlet.

3. Students to then create a PiktoChart outline the key learning concepts on the two ACMSP
strands. The informative posted must include details of:
PiktoChart
- what the measures of central tendency are
- how we can calculate them
- why they are useful in everyday life.

4. PiktoCharts are to be submitted on the Padlet board on the Weebly page.

Lesson Closure:(Review lesson objectives with students)

9:45- If incomplete during allocated class time, PiktoCharts are to be finalised and submitted through the
9:50am Padlet board on Weebly. Teacher to summarise the learning outcomes of the two ACM strands on the
Smartboard. Document to be uploaded on Weebly.

Assessment: (Were the lesson objectives met? How will these be judged?)

Informal Assessment (L.O 1,2,3,) Observations throughout the Introduction, Main Lesson and
Closure.
Formative Assessment (L.O 1,2,3,,) Through class brainstorming exercise and interesting averages
scavenger hunt.
Summative Assessment (2.5%) (L.O. 3) Through submission of PiktoChart poster.

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