ICT Assignment 1 Michael Januszewski

Lesson Plan 22096967

ICT Assignment 1
Lesson Plan Calculating the Average of a Data Set

Created Resources - Excel Google Doc:

https://docs.google.com/a/student.uwa.edu.au/spreadsheets/d/1ZBTOU8LkVlHGO3P7zn2vUguHK0u
2ZBLqxs17lSF6nDs/edit?usp=sharing
Currently mock data in the data areas to show what the data would look like. For the lesson, I will
delete all the data so we start with a blank slate.

Date: Time: 5:30pm 6:20pm

25th Class/Group: (50 mins)
March Year 7 Mathematics/Digital Technologies Room: EDUC [G26]
2017 Computer Lab
Topic: Calculating the Average of a data set
Australian Curriculum Content Description
1. Calculate mean, median, mode and range for sets of data. Interpret these statistics in the
context of data (ACMSP171)
2. Analyse and visualise data using a range of software to create information, and use
structured data to model objects or events (ACTDIP026)

Specific Objectives/Learning Goals:

Students will be able to:
1) Calculate the average of a set of dice roll numbers
2) Identify the mean, mode and range of data from graphs (line and bar)
3) Derive the link between the mode of 2x6-sided dice roll data and the casino
game of Craps (high achieving students).

Prior Learning: Resources/Materials required:

Have met the definitions of mean
(average), mode and range with
respect to data.
Can input data into Microsoft
Excel.
Cross Curriculum Priorities:
Numeracy - Using fractions,
decimals, percentages, ratios
and rates
ICT Investigating and
Communicating with ICT. Using
Excel as a presentation tool as
well as a calculating tool.
Ethical Understanding potential
if conversation moves onto
gambling. Teacher should give
some insight into the negative
effects of addiction and 'the
house always wins'.
Networked computer for all students and teacher
(assuming a computer lab type set up)
Projector with teacher screen display
2x 6-sided dice for each student (approx 50 dice)
2x 6-sided dice (softer type for hyperactive student)
Whiteboard + marker
Microsoft Excel Google Doc with graphs and data input
locations ready
Differentiation
High Ability Student/s
The high achieving students may see dice rolling
as futile, however are still encouraged to
participate in the data generation as it models a
useful method to attack and check answers to
harder problems (such as Activity 2 below).
Low Ability Student/s
Lower ability students will be able to participate in
collecting data, but may find it difficult to link the
data to the theoretical calculation of mean. More
time will be given to these students to complete
Activity 1 to consolidate the theory and test their
understanding by collecting data.

Learning Difficulty ADHD (hyperactivity)

With an ADHD student in the class, I need to
ensure that the student is not overstimulated

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ICT Assignment 1 Michael Januszewski
Lesson Plan 22096967

during the lesson to help ensure they stay on task.

I will achieve this by:
Ensuring the student is seated at the front
area of the room, close to teacher support
an intervention, so distractions can be
minimised.
Computer chair will not be able to spin.
Dice provided will be softer (eg. Foam) to
ensure no harm can be done to others if
thrown. Additionally, dice can be used as a
quiet fidgetting tool if needed.
Excel spreadsheet is locked apart from
input cells.
Excel spreadsheet is formatted to only
accept correct dice rolls.
Depending on impact from external stimuli,
class activities may become an issue.
Student to wear computer headphones to
minimise distraction.

Lesson Steps
Time: Procedure Comment
N/A
1. Pre-Lesson
Have all dice ready to give out (total 2 per student)
Have Microsoft Excel Google Doc spreadsheet On first sheet (1xd6
open in background (showing graphs). rolls)

Have web browser open with Rush Hour 2 video

ready
(https://www.youtube.com/watch?v=ptCP19C9Geo) Start video at 2:06
Write lesson objectives 1 & 2 on white board so
class can refer to them all lesson

0:00 0:05 2. Introduction + Motivation/Engagement

(5 mins)
How Rush Hour 2 video of the Casino and Craps game Stop at 3:09
Class discussion:
What type of games are played?
What is common among games?
o With respect to Craps:
How many dice are used?
How do you win?
Outline that the game is complicated but one of the aims
is to NOT roll a 7 with 2x6-sided dice.
Outline Objectives:
Today, we will be looking at dice rolls, and the mean,
mode and range of numbers from the data.

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ICT Assignment 1 Michael Januszewski
Lesson Plan 22096967

Refer to objectives
0:05 0:15 3. Teacher Input written on board
(10 mins)
Recap the definition of average (mean) and calculate
this on the board with a few example numbers.
Mean = numbers
-----------------------
No. of numbers

Hand out 1x6-sided dice to all students.

Activity -> roll the dice 3 times, write down all 3
numbers, calculate the average of the numbers.
Give students 2-3 minutes to determine their averages.
Class discussion:
What are some averages? (write on the
board)
Why are they different?
How do we get a common average?
Resulting discussion and guided questions should lead
to needing more data.

0:15 0:45 4. Student Activity/Discussions

(30 mins)

Opening Open up Excel spreadsheet previously prepared.

Excel,
explaining Outline activity ->
activity and o Roll dice
first
discussion o Record data in your allotted row
(5 mins) o Continue as far as you can in the time given
Outline what information the graphs are showing.
1st is the average of all the data. Each point is the
average of all your rolls in each column.
2nd graph is counting how many of each number has
come up.
Ask questions:
What do you expect the first graph to look like?
What do you expect the 2nd graph to look like? Open, high-order
question, must think
and hypothesise

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ICT Assignment 1 Michael Januszewski
Lesson Plan 22096967

Activity Part Begin Activity Part 1

1 with Stop class after only 2-3 dice roll inputs each and refer
discussion Teacher to patrol
(10 mins) to the projector display of teacher computer. class to identify lower
Ask questions: achieving students
who may be a bit lost
Are the graphs what you expected? or need more
Continue Activity direction.

Stop activity after a few minutes when the average

steadies.
Ask questions:
Are the graphs now what you expected?
What changed from early on in the data to now?

Explain Activity Part 2 - now rolling 2x6-sided dice and

inputting the sum of these values into the next excel tab.
Ask questions:
What do you expect the first graph to look like?
What do you expect the 2nd graph to look like?
Begin Activity Part 2
Activity Part During Activity Part 2, offer extra thinking questions,
2 with starting at low-order questions (for all students) and Teacher to patrol
discussion moving to high-order questions (for high achieving class to identify
(8 mins) students): students who may be
What is the average tending towards? a bit lost or need
What range of values are we seeing? more direction.
What is the 'mode' of the data? Lower achieving
How does the 'mode' relate to the game of students can be kept
Craps? on Activity 1 and
spend more time
developing an
understanding of
Stop Activity after ~10+ rolls have been completed by all
average.
students.

Class Discussion and Teacher Input

Discussion
and Teacher to revise the results and graphs of a 1x6-sided
Teacher dice data and 2x6-sided dice data.
Input
(7 mins) Show the graph with the average and outline what the
average for the first case is.

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ICT Assignment 1 Michael Januszewski
Lesson Plan 22096967

Ask the class:

Does anyone see a way that we can show this
number mathematically with the average
formula?
Mean = numbers
-----------------------
No. of numbers

Use guiding questions to show;

(1 + 2 + 3 + 4 + 5 + 6) / 6 = 3.5

Continue onto graph 2 with the 2x6-sided dice data

Ask the class:
This question
Can you show the average of this data requires a few
minutes as the
mathematically?
students need to link
the average and the
data collected to
calculate the
average. Getting the
answer is a high-
achiever standard.
0:45 0:50 5. Feedback & Conclusion
(5 mins)

Go back to the white board and read over the outcomes

of the lesson.
Ask the students to reflect on their understanding of the
outcomes and write down two things they learnt in
relation to them.

Evaluation of Student Learning:

All Students
During activity 1 (while monitoring the class), assess students' workbooks for calculation of average of
their 3 dice rolls.
Throughout all discussions, assess student input to assess understanding of topic and outcomes.
Low Achieving Students
During activities, question low achieving students on the basics of average. If needed, keep them on
Activity 1 to give more time for understanding.
High Achieving Students
Assess their mathematical understanding of the average of dice rolls by getting them to show the data
mathematically during Activity 1. If achieved, give different hypothetical dice roll combinations to
calculate the average of, such as 1xd6 and 1xd12, or 2xd10 and 1xd20.

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ICT Assignment 1 Michael Januszewski
Lesson Plan 22096967

Self-Evaluation/Reflection:
1. Did I hit all of my time allocations?
2. Was I prepared adequately for all activities?
3. Did the use of ICT (collaborative Microsoft Excel) work well in conveying the dice roll
information?
4. Should I have done more theory before the activity to use the activity as a consolidating of
information tool, or was there enough scaffolding for students to get valuable information out of
the activity.
5. Were the students able to link the activity to the mathematical theory? Or should I have spent
more time on the theory understanding?