Teacher:SamGood

Lesson#inunit:_3_/_6_Subject/CourseTitle:7thgrademathDate:4/12/16

MeasurableLessonObjectivesandAssessmentoftheobjectives
Bytheendoftheclass session, student will be able to make inferences about graphical data in regards to the measures of central tendency.
Content Objectives: I will know that this lesson was successful if by the end of the lesson, the student is able to take sample data from
their classmates and use that to make conclusions about the rest of the seventh grade.
Academic Language Objectives: Students will be able to combine statistical terms with graphical data.
Why does this lesson matter? Students need to be able to read graphs and draw conclusions from the data.
AssessmentStatement:Howwillstudentsshowtheyhavemettheobjective?Studentswillbeabletocompletetheworksheetandwill
doanexitticketthathasthemreadagraph.
SpecificStandardIndicatorsAlignedwiththisLesson:
7.DSP.4:Makeobservationsaboutthedegreeofvisualoverlapoftwonumericaldatadistributionsrepresentedinlineplotsorboxplots.
Describehowdata,particularlyoutliers,addedtoadatasetmayaffectthemeanand/ormedian.
SupportingDiverseLearnersTherearevisualcomponentsforrealworldexamplesandvisualproblemsforpractice.Iwroteoutsome
wordproblems.Studentswillbeapartofthelesson,becausetherewillbeaninteractivediagraminthebackforstudents.Wewillbe
doingthefirstproblemstogether.Studentswillalsogetachancetodiscusswithasmallgroup.
Method(s)forInstruction

GroupingStrategies:
Class/GroupDiscussion:studentswillbrainstormwithapeermultipletimesthroughoutthelesson,thenwewillcometogetherasaclass
CooperativeLearning:studentswillworkwiththeirpeersatstations;theywillalsoworkwiththepersonnexttothem
SmallGroup:Again,studentswillworkwithstations.Thiswaytheycancollaborateandworktogether.
GuidedPractice:Iwillmakealineplot,andthenthestudentsmakealineplot.Ifindmeanthentheyfindthemeanoftheshoesizes.
LectureorDirectInstruction:Iwilllecture/demonstratehowtomakealineplotthenletthemdoso.
LearningStations:Studentswillgoto3differentstationswheretheywillfindthemeasuresofcentraltendencyusinglineplots.
TeacherModeling/Demo:Iwilldothefirstcolumnofnoteswiththeclass;Iwilldemonstratehowtomakealineplotwhiletheyarestanding.

LessonAgenda
Warmup:Howwillyousupportstudentsinaccessingpriorknowledge,personal,realworld,and/orculturalconnections?
StudentswillcompleteaDailyMathReview.Theseproblemsarefrompreviousunitsthatthestudentshavecoveredthusfarinthe
semester.

Time

TeacherWillBe:

StudentsWillBe:

Rationale:

9minutes

Teacherwillbewalking
aroundtheclassroom.
Gradinghomeworkand
answeringquestions.

Studentswillhavetheir
homeworkintheirdesks.
Theywillbesittingin
theirseatsdoingtheDaily
MathReview.

Mathiscumulativeand
buildsuponitself.
Therefore,itisnecessary
toreviewprevious
concepts.Teaching
TodaysMathematicsin
theMiddleGrades,
reiteratesthefact,that
mathiscumulative,by

sayingthatstudentsmust
firstunderstandthe
componentsofafunction,
beforetheycansolveit.
8minutes

Teacherwillusecalling
stickstohavestudents
answerreviewquestions.

Studentswillbefollowing Thisisdonesothat
alongandmaking
studentsknowwhether
necessarychanges.
theyarecorrectornot.
Whentheyareright,Iwill
Theirpapersshouldmatch ask,Raiseyourhandif
theboard.
yougotitright?thisis
publicappraisal,so
studentsknowthey
understand.Classroom
InstructionthatWorks
mentionsproviding
recognitionand
reinforcingeffort,I
believe,thatthisactivity
pairedwiththeprevious
reinforcesboth.

5minutes

Readobjective.Passout
worksheet.Explaining
lineplots.

Studentswillpulltheir
DMRawayandawait
furtherinstruction.

Verbalinstructiontelling
studentstogroupthem
basedonbirthdaymonth.
Thenrecordingthedata
ontheboard.

Studentswillgroup
themselvesbasedonthe
monththattheirbirthday
isin.

Verbaldiscussiononwhat
theylineplottellsus
aboutbirthdays.

10minutes

Teacherwilluseguided
notes.Wewillmake
anotherlineplotbasedon
shoesize.Wewillfind
themean,median,mode,
andrangeofthedata.
Thenwewilladdan
outliershoesizeandsee
howthatchangesthedata.

Inthechapter,Ireadin
ClassroomInstruction
thatWorkswere
suggestionsforcreatinga
strongobjective.Ithinkit
isalsoimportanttoshare
theobjectivewiththe
students,sothatthey
knowwhatthegoalisfor
thedayslesson.
Thisisanintroductory
activityforthestudents.
Accordingtothe7
developmentalneedsof
students,theyneed
physicalactivity.

Studentswillfollowalong
withthenotes.Theywill
createthelineplotand
thenanswerquestions
afteramodel.

Asdiscussedin
ClassroomInstruction
thatWorkssomegood
notetakingstrategiesto
useintheclassroom
includegraphicorganizers
andCornellnotes.The
studentsareusedto
worksheets,soIdidthat
andboxeddifferent

sections,soitlooked
structured.
3minutes

Teacherwillwalkaround
theclassroomassisting
students.

Studentswillworkwith
thepersonnexttothemto
findthemeanoftwosets
ofdata.

Practicemakesperfect,
TeachingTodays
Mathematicsinthe
MiddleGradesclaimsthat
ifstudentsgainexposure
toproblemsinmultiple
forms,theywillbemore
comfortablesolvingthem.
IfIdidtheseasaclass,
studentswouldjustcopy
insteadofthinkingfor
themselves.Iwant
studentstoworkon
masteryand
understanding,therefore
thepracticewillhelp.

10minutes

Teacherwilldiscussthe
inquiryquestionwiththe
class.Callingsticksare
usedtohearfromthe
differentgroups.

Studentswillhavetwo
minutestotalkwiththe
personnexttothemabout
the2questions.Theywill
recordtheclassanswers
inthespaceprovided.

Studentsneedtoknow
whatanoutlieris.
Therefore,theywillhave
timetotalktotheir
partnerandseeiftheycan
determinethisfor
themselves.When
studentsbounceideasoff
theirpeers,thentheygeta
betterunderstandingofa
concept.

15minutes

Teacheriswalkingaround
answeringquestionsand
askingleadingquestions
tohelpstudentsdetermine
theanswers.Howdowe
calculatethisdata?or
Whatdothesenumbers
tellusaboutthedata
collected?

Studentswillgoto3
stationswheretheywill
findmean,median,and
mode.Studentswill
comparetheiranswers
withthepeopleintheir
group.

Aspreviouslymentioned,
studentsneedphysical
activity.Stationsarea
greatwaytogetstudents
movingwhilealso
learning.Theyalsomove
ingroups,sothattheycan
helpeachother.

5minutes

Teacherfacilitatesgroup
conversation.Howdid
yougetthat?andWhat
doesthemean/median/
modetellusaboutthe
data?

Studentswillworkinan
additionalworksheetthat
reinforcestheconceptof
anoutlier.Ifstudents
alreadyworkedonthis
duringextratimefrom
stations,theywillhelp
theirpeersorparticipate

Again,Iwillmakesure
thatstudentsunderstand
whentofindthe
measurementsofcentral
frequencyandwhythey
areimportant.According
toRickWormeliinFair
IsntAlwaysEqual

10minutes

Teacherwillsitatthe
frontoftheclass.When
studentsareready,givea
slightnodgivingthem
permissiontogetup.This
monitorshowmany
studentsareupatonce
andlimitsnoiseforthose
stilltakingthe
assessment.

inagroupdiscussion.

masteryismorethan
knowinginformation,it
knowshowtouseit.

Studentswillcompletean
exitticket,quietlyattheir
desks.Whendonethey
willraisethepaperinthe
air,waitforteacher
approval,thenturnitin.

Thisisaformative
assessmentgivenatthe
endofeachclassperiod.
Itisawaytoseeifthe
studentsaregraspingthe
conceptsdiscussedin
class.

Closing:WrapupandAssessmentHowdoyouknowyourstudentsmetyourlessonobjective(s)andtowhatextent?
Attheendofclass,therewillbeanexitticketworth4pointsthatwillincludeaquestionaboutfindingthemeanofalineplotandwhatan
outlierdoestodata.

DailyAssessment

HigherOrderThinkingAddressed
Today:
knowledge
comprehension
application
analysis
synthesis
evaluation
Whatwouldittaketomovestudentsfromrecall
intohigherorderthinking?Comparisons
betweenwhattheylearnedpreviouslyandwhatI
taughtthemtoday.Forinstance,theyalready
wereintroducedtomean,median,andmode.
However,todayIintroducedthemtooutliersso
wecouldseehowthataffecteddata.

FormativeAssessment:
Classdiscussion
Entrance/Exitslip
TeacherObserve
Listenedtoconversations
Quiz
Thumbsup,neutral,ordown
Homeworkcheck
Videoquiz
Voting
WhiteboardCheck
Other______________

SummativeAssessment:
Test
Project
Report
Presentation
FinalExam
Other________________

PreparationNeededforthisLesson:
Materials:DMRworksheet,worksheetforguidednotes,worksheetforstations/extrapractice,exitticket,labeledstations
withgraphs,frootloops,napkins
Technology:Smartboard
Copy:worksheets
Locate:intheclassroom
SafetyConsiderations:Donottouchthestudentsindividualfrootloops.Iwilleitherpersonallypoursomeontonapkinsor
havethestudentsdoitthemselves.Studentcaneatthefrootloops,sowedonotwantthemcontaminatedbygerminfested
hands.

Reflection:WhatdidIlearnthroughteachingthislesson?WhatdoIwanttorememberthenexttimeIteachthislesson?
Howassessmentdatafromtodayslessonimpactwilltomorrowisteaching?
Nexttimethestudentsmeet,theywillbewrappinguptheirunitonmeasurementsofcentralfrequencybeforetakingISTEP.
Therefore,theywillhavetoreviewwhattheylearnedtoday.Inotherwords,whatanoutlierisandlineplots.