Instructor

:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 6th grade &

Frequency Tables and Histograms

Skittles and the Home Run

1. LESSON CONTEXT & RATIONALE

Culture Camp Creek Middle School is within the Fulton County School District. The
schools vision is to provide challenge curriculum that allows them to educate,
and
empower, and motivate students that will mold a productive citizen. The
Context

mission of the school is to educate students and have then reach their full
potential by placing students first. The school promotes student achievement
through planning, identifying, and prioritizing students academic excellence,
implementing rigorous instruction, and holding students accountability for their
own work. The math curriculum is aligned with the common core standards and
mathematics framework that challenges students to analyze, reason abstractly,
and have a deep conceptual understanding of knowledge. The students are
part of a unique math lab program named Teach To One (TTO). The TTO
program allows for students to receive differentiated instruction as well as
allowing the students to move at their own pace and assuring that the previous
gaps of misunderstanding are cleared prior to moving on to the next concept.
The TTO program is with the math curriculum and Georgia Common Core. The
program is designed to fill in missing gaps in each students math curriculum
providing activities that lead to a conceptual level of understanding in
mathematics.
The approaches that will be taken during this lesson will be primarily indirect
instruction, with minor direct instruction in the introduction part of the lesson.
The student-centered and peer led instruction will take place during rotations
because students may also learn from each other versus the teacher. The
students are able to have open discussions that can lead to shared methods
and or self-evaluations in regards to error.
Identity This lesson will help shape a students identity by developing their logical
reasoning, precision, and reasoning abstractly. The lesson will help the
and
students construct viable arguments with the use of data and help them to
Intellectua
recognize regularity in repeated reasoning.
l The lesson will guide the students into using data in other forms of
Developm
representation such as box plots and conclusions that can be drawn from the
data such as maximum value, minimum value, median, mean, and mode.
ent
Lesson This lesson is important because it extends previous understandings of statistical
variability in other forms of visual representation.
Rationale
The lesson follows the Common Core Georgia Performance Standards Course
objectives.
Managem Classroom Management:
ent The three main rules: Be Attitudes by Dr Sullivan
Be Respectful
Be Appropriate
Be Prepared

2. STANDARDS & REQUIREMENTS

CCGSP or GPS
Standard(s)

MCC6.SP.4. Display numerical data in plots on a number line, including

dot plots, histograms, and box plots.
MCC6.SP.1. Recognize a statistical question as one that anticipates
variability in the data related to the question and accounts for it in the
answers.
STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

1
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University

Instructor
:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 6th grade &

Frequency Tables and Histograms

Skittles and the Home Run

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Individual A student will receive an enlarged visual of worksheets and any
additional assistance with candy visualization if needed.
Education Plan

Differentiation
has been implemented to assist other students with
Goal(s) and
different learning styles.
Benchmarks Accommodations will be made but learning goals and grade level
Modification(s) /
Accommodation
(s)
Differentiation

standards will remain the same.

Accommodations:
Visual representations
Visual representations enlarged
Differentiation in respect to activities

Visual representations, technology based examples and

explanation, hands on activities, as well as small group instruction
may be helpful as students begin to work on this particular
subject.
o
o
o
o

Visual representations will be provided during PowerPoint

presentation with class involvement in example.
Technology based examples of a histogram will be shown through
a 3minute video.
Hands on activity with candy separation and tallying allow for a
pictorial representation be translated into a concrete
representation of the data.
The small group instruction will include students working in groups
of 2 to 3 students that individual produce data and share
collectively the data that they have amongst each other.

3. RESOURCES
Languag
e
Demands

Students will draw a histogram in representation of a frequency table

Students will write tally marks and numbers to represent frequency
Students will listen to demonstrations of peers, teacher, and or technological
devices
Students will verbalize thought process with peers during group activities and
class based examples
Languag Analyze the data from a frequency table
e Draw conclusions with frequency tables and or histogram representation of data
Function Apply understanding of data tables to representations of frequencies
Comparing and recognizing relationships amongst frequencies

s
Languag
e
Vocabula
ry

Grouped Frequency Table

Histogram
Statistical Questions
Numerical Data

2
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University

Instructor
:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 6th grade &

Frequency Tables and Histograms

Skittles and the Home Run

Frequency
Calculator
Graph dry erase boards
8 Expo markers
8 Homerun worksheets
8 Frequency Data Tables worksheets
Technolo Doc Cam
gy Computers
Calculator

Materials

3
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University

Instructor
:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 6th grade &

Frequency Tables and Histograms

Skittles and the Home Run

4. LESSON PROCEDURE
Enduring
Understanding
Essential
Question(s)

The numerical data in a set can be displayed as a histogram where analysis

and conclusions of data can be drawn in the form of a statistical question.

What conclusions can be drawn from data?

How can I describe the spread of data in terms of frequency?

Lesson
Objective(s) The students will be able to recognize a statistical question as one that

anticipates variability in the data related to the question and accounts

for it in the answers.
The students will be able to illustrate a set of frequencies with a
histogram.
The students will be able to construct a frequency table that organizes
data based on frequency of occurrence.

Assessment Link The planned assessment links to the objectives and activities because it
Introduction to
Lesson

allows them to demonstrate their understanding of the strategy by the

end of the lesson.
5-10 minutes

The students will be greeted and asked to have their notebooks

available for note taking purposes.
The introduction to frequency will begin with a PowerPoint that
defines the essential questions and vocabulary. Students will
participate in a whole group example of a frequency table based
on their animal preference. Students will be able to choose more
than one animal for the purposes of variability in the frequency
numbers. The students will then view the vocabulary associated
with a histogram and view a video that shows step by step how to
use the organized data and create a histogram. The students will
take notes during this time to have an example to refer to during
group collaboration activity. (https://www.youtube.com/watch?
v=KCH_ZDygrm4&spfreload=1)
Students will evaluate the video in regards to the components of a
histogram and voice any misconceptions.

Body of Lesson

20-25 minutes
The students will be divided into 3 groups of 2 students per
group.
The students will then use each of their bags of skittles candy to
determine how frequently a number of candies occur based on color in
each bag. Once each student has tallied and totaled the frequency of
candy colors in their group they will create a frequency table to reflect
the collected data. The frequency table will be represented on their
graphing dry erase boards. Students will be observed to ensure that there

4
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University

Instructor
:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 6th grade &

Frequency Tables and Histograms

Skittles and the Home Run

is conceptual understanding of the content. Once the students have

completed the group activity they will work independently on a 3question worksheet that asks them to produce a frequency table with
intervals, a histogram, and 2 statistical questions that analyze the data if
15min or more is left in the class. If the remaining time is 15min or less
then the students will work on the worksheet as a class on the board with
the projected worksheet available and write notes on their worksheets.
The table of the worksheet is in the common core MATHEMATICS GRADE
6 UNIT 6: Statistics Georgia Department of Education Dr. John D. Barge, State
School Superintendent July 2014 Page 25 of 81

*Worksheets are attached

Teaching strategies:
o The most useful strategy for this lesson will be direct group
instruction with step by step observation and feedback
followed by cooperative group work and then individual
practice to ensure understanding of concepts.

Closure

10 minutes
The last ten minutes of class will be utilized for an exit slip that consists
of 3 to 5 questions assessing if the student has mastered the
objectives.

5. ASSESSMENT
Evaluation The assessment will be formative. Teacher observation during
introduction and the closure activity as well as the exit slip will help
(Assessment
with evaluation of understanding of the content.
Plan for IEP
The last ten minutes of class will be utilized for the exit slips that will
Goals and/or 504
demonstrate deep conceptual understanding. The students will
Plans)
demonstrate what they learned, what misconceptions that they have,
and what they have learned during lesson through the exit slip or
questions for the teacher.
All standards listed in this lesson plan will be assessed through the exit
ticket question that will check for completion and understanding upon
exiting the classroom.

6. REFLECTION
Analyzing The students were engaged with the material and demonstrated
Teaching understanding during and after the lesson. All students either got a
Effectiveness perfect with no incorrect responses or a great with one incorrect response
on their exit slip. Students that did get an incorrect response did not
demonstrate consistency in a particular question. For future lessons I
would not change the lesson but be aware of the extended time it may
take to complete the lesson in full.

5
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University

Instructor
:
Lesson
Title:

Kayanne Sinclair

Grade & Subject: 6th grade &

Frequency Tables and Histograms

Skittles and the Home Run

Skittle Candy Colors

Frequency
(Use tally marks)

Total
(Use numbers)

1.
2.

3.

4.

5.

6
Adapted from Tennessee State University, Stanford Center for Assessment, Learning and Equity (SCALE) and Columbus State
University