DEPARTMENT OF EDUCATION AND TEACHER

DEVELOPMENT
CLINICAL TEACHING
DIRECT INSTRUCTION
ED 468: INTRODUCTORY SUPERVISED TEACHING: ______
ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______
Candidate: Jennifer Schneidewind

Content Area: Mathematics

Date: May 10,

2016
(Deborah Lesson
#5)
Grade Level: 6th

Subject Matter: The Mean Absolute Deviation

(M.A.D.)
Lesson Content Description:
Students will be learning about the mean absolute
deviation. Previously they have learned about the
mean of data points and how to find their
deviation (the distance of each data point from
the mean or average). Now they will take these
two concepts and combine them to mind the
mean, or average, of the deviations of each data
point in a given data set. To do so they add up all
the deviations, and divide by the total number of
deviations to find the mean or average of the
deviations of the given data set.
Instructional Strategies/Method of Delivery:
Get math INB set up for the notes
Review previous lessons and previous academic vocabulary
(variability, deviation, what do they look like, and how to find
them)
Take notes on M.A.D. (mean absolute deviation)
Watch YouTube Video on M.A.D.
Do examples in workbook together
Do examples in workbook with a partner
Check answers with teacher
Give homework; Exit Ticket for Lesson 9 in the workbook
Common Core Standard: 6.SP.B.4: Display numerical data in plots on
a number line, including dot plots, histograms, and box plots.
c. Giving quantitative measures of center (median and/or mean)
and variability (interquartile and/or mean absolute deviation), as
well as describing any overall pattern and any striking deviations

from the overall pattern with reference to the content in which

the data was gathered.
ELD Standard:
A. Collaborative:
1. Exchanging information/ideas: Contribute to class, group, and
partner discussions by following turn-taking rules, asking relevant
questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful
feedback
Common Core Lesson Objective:
Students will be able to calculate the mean absolute deviation (M.A.D.)
for a given data set and interpret the M.A.D. as the average distance of
a data value from the mean.
Assessment:
Formative:
Thumbs up/down if you understand/if you had the same response
Walking around and listening to group discussions
Summative:
Checking answers from individual partner work to ensure correct
understanding.
Lesson 9 exit ticket for homework
Lesson/Assessment Modifications:
ELL:
Working in partners
Teacher scaffolding throughout lesson
Special Needs:
Working in partners
Giving directions for the lesson one at a time
Technology: Describe the types of technology you will be
utilizing in your lesson to create and enhance instruction. (If no
technology is used, please explain why.)
Computer
Document Camera
Projector
Projection screen
YouTube Video
Internet connection
LESSON PREVIEW PRIOR TO TEACHING
Prior knowledge required for this lesson/objective success
Identifying a statistical question
Displaying a data distribution on a dot plot/histogram chart
Describing a data distribution
Describing the center of a data distribution using the mean
Using the mean as a balance point
Review sub-skills required for this lesson/objective
Variability of data distributions
Finding deviation (space away from the mean that given data
points are)

LESSON PRESENTATION
INTO
Step-by-Step Anticipatory Set/Orientation
Students are asked to get out their math INBs and prepare them
for note taking by checking the side of the notebook, writing the
page number and the title as well as the I Can statement for
the lesson.
The I Can statement will be read by the class to ensure
understanding
Students will receive a quick review of previous lessons (What
variability looks like, how we find the mean, how we find the
deviation, and when the deviation is positive and when it is
negative)
Students will take notes on the new material in their INBs on
M.A.D.
Students will watch a YouTube Video on M.A.D. to show them an
example on how it is found.
Students will work through example #1 and #2 in their
workbooks alongside the teacher as the teacher guides them
through how the new material is used.
THROUGH
Step-by-Step Modeling/Presentation of the Objective
After going through the two examples as a class, the students
will be asked to go through the third example with their partners.
The teacher will walk around listening to their math
conversations and analyzing how well students seem to grasp
the concept. This is also when their notebook gets a stamp
towards their math INB grade for this unit.
After about 7-10 minutes of partner work, example three will be
gone over as a whole class where students are called on at
random to give answers to given problems to ensure class
understanding of the new material.
BEYOND
Independent Practice/Summative Assessment of Each Students
Performance
After going through all the lesson examples as a class and in
partners, they students will be assigned the lesson 9 exit ticket
for homework and it will be due the next day. It is used as a
formative type of assessment to see how well the students did
with the new material on an independent level.