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Standards
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
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
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