Introduction to the Mean

Introduction to the Mean

• 1.
  Learning the conceptand computation of the mean (mathematical average) with Legos Rachel Cusing ITEC 800 – Fall 2017 – Dr. P. Donohue Instructional Design #4 – blend of theories
• 2.
  Aboutthe instruction  Background  Thisinstruction is based on a blend of theories, with constructivist ideas at the forefront.  Format  This instruction uses Legos as a form of instructional technology.  Objectives  The main objective of this instruction is to introduce the concept and computational formula of the mean (mathematical average).  A second objective of this instruction is to get students thinking about the value of the mean as a piece of information.  Intended age/group  Although this instruction deals with a highly abstract mathematical concept, this instruction should be approachable even to learners who are not yet in the formal operational stage of learning development in mathematical thinking (around 8+).  Prerequisite knowledge/skills  Counting ability (up to 20 – 30)  Ability to manipulate stacks of Lego pieces  Reading and writing numbers  Some skills required for collaboration (e.g. language/communication)  No knowledge of multiplication or division required  Time  30 – 45 minutes  Materials  Standard or Duplo Lego blocks  Digital worksheet on the formula/algorithm for finding the mean  Computer
• 3.
  Structureof the instruction  Introduction(10 min) – facilitator leads a guided activity to find the mean using Legos and models how to fill in the worksheet to write the math formula for the mean  Independent Practice with Legos (10 min) – students work in pairs giving each other Lego stacks and filling in the worksheet together  Guided Practice with the Formula (5 minutes) – facilitator gives a math formula prompt and students work in pairs using Legos to find the mean, check answer as a class  Independent Practice with the Formula (10 min) – facilitator presents more math prompts for students to practice in pairs; students can also give each other math prompts and work together on the solution  Discussion (5 min) – facilitator leads a discussion on whether or not the mean is a fair statistic  Throughout the lesson, the facilitator(s) will walk around the class to monitor progress and provide guidance as needed.
• 4.
  LegoActivity Students will begiven 4-5 stacks of Lego blocks, with no more than 6 blocks in each stack. In pairs, students will rearrange the blocks to make all the stacks have the same number of blocks. The final answer is the resulting number of blocks in each stack.
• 5.
  Worksheet Students will completeone worksheet for each practice round. Once the student hits the “Done” button, the program will evaluate whether or not the formula is correct. Correct formulas will be added to the green box on the left. Worksheet