Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Jessica Vaughn

Position Math Teacher

School/District Marietta High School Marietta City Schools

E-mail jvaughn@marietta-city.k12.ga.us

Phone 770-428-2631

Grade Level(s) 9-12

Content Area Mathematics

Time line 2 weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Content standards from IB Mathematical Studies covered in this
culminating project. Students will use this project as a way to summarize
and practice all of the data and statistics standards addressed in the
course, as listed below.

2.1 Classification of data as discrete or continuous.

2.2 Simple discrete data: frequency tables.
2.3 Grouped discrete or continuous data: frequency tables; mid-interval
values; upper and lower boundaries. Frequency histograms.
2.4 Cumulative frequency tables for grouped discrete data and for
grouped continuous data; cumulative frequency curves, median and
quartiles. Box-and-whisker diagram.
2.5 Measures of central tendency. For simple discrete data: mean;
median; mode. For grouped discrete and continuous data: estimate of a
mean; modal class.
2.6 Measures of dispersion: range, interquartile range, standard deviation.
4.2 Bivariate data: the concept of correlation. Scatter diagrams; line of
best fit, by eye, passing through the mean point. Pearsons product
moment correlation coefficient, r.
Content Standards Interpretation of positive, zero and negative, strong or weak correlations.
4.3 The regression line for y on x. Use of the regression line for prediction

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 1. Creativity & Innovation. Students
demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes b.
Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication & Collaboration
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using
a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency Students apply digital tools to gather, evaluate,
and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
d. Process data and report results
4. Critical thinking, problem solving, and decision making Students use critical
thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for
investigation b. Plan and manage activities to develop a solution or
complete a project
c. Collect and analyze data to identify solutions and/or make informed
decisions
d. Use multiple processes and diverse perspectives to explore alternative
solutions
NETS*S Standards:

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

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This is a culminating project for IB Mathematical Studies. The project will incorporate all of the
statistics covered in two of the units in Math Studies. At the end of the year, students will complete an
internal assessment (independent project) as part of their final IB Math score. This project will be
used to help students review and implement the statistics and also practice for the internal assessment
project.

Students may work with a partner. They will have a very open ended project to complete. Their task
will be to research data on any topic of their choice. They will need to find (or even collect) valid
data, explaining any sampling techniques, if necessary. They will perform several calculations on their
data. The mathematics are student choice. They will need to include simple math like mean, median,
mode, five number summary, and simple visual displays, and also more sophisticated math to see if
variables are related, such as correlation, regression, or chi-squared test of independence. Students
will need to utilize technology in their research, data collection, collaboration, mathematical
calculations, composing their final project, and presenting their findings.

The final project will be a formal paper, with mathematical calculations shown and explained, and
each pair of students will be given 5 minutes to present any findings to their class. The IB Math
Studies rubric for the Internal Assessment will be used to give students a grade and feedback. (See
attached).

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.

1. How is data collected?

2. What research and sampling techniques are used to gather unbiased data?
3. How is data organized and described?
4. How can technology be used to create visual representations of data?
5. How are variables related? What calculations can be performed to test relationships among variables?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

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Students will produce a formal paper. In their paper they will explain their goal and processes. They will present
organized data, relevant to their chosen topic. They will use this data to perform calculations with an effort to
answer questions about their chosen topic.

To brainstorm topic ideas, students will use a platform like www.padlet.com or www.wikispaces.com. Students can
begin posting topic ideas and sharing interests. Students can comment back to each other and help narrow down
topics, offering suggestions and also identifying partners.

Since students will be working with a partner, they will collaborate and research data on their chosen topic. They
will use Google Sheets and Google Docs to compile their findings and perform some of their organization of data
spreadsheet graphs and visuals. They will then use www.desmos.com/calculator for calculations of regression,
correlation, and constructing graphs of their data.

The final product will be a formal paper explaining all steps in their procedures. These will be created and
finalized in Google Docs to be shared with peers and submitted to the teacher through the Learning Management
System, itslearning.com.

Finally, students will be given an opportunity to present their findings, using any format desired. Students can
make a video, or a slide show (Prezi, Google Slides, or PowerPoint).

Students will submit work to the teacher several times throughout the duration of the project for feedback and
preliminary assessment. Students will submit their topic idea and a preliminary introduction (graded on criterion A
from the rubric), then they will submit their data (graded on criterion B), then the calculations (graded on criterion
C), and finally the full project (graded on the full rubric). The rubric used is the same rubric that IB will use to
assess the students internal assessment at the end of the year, so it is important that students get familiar with
the requirements of the project.

See rubric attached at the end of the document.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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Students will collaborate and share ideas using a platform like padlet or wikispaces. Students can access these
sites from their personal devices and quickly and easily share/discussion electronically. Students can post
interesting topics and make suggestions to strengthen their peers ideas. Students that have common interests
can find each other and work on a project as a partnership. Students that dont find a common interest with
another student could work alone, or teacher could pair students if they struggle to find a partner.

Students will research the internet for data. They will need to learn how to use search engines effectively and they
will need to learn to judge the validity of a source. They will practice appropriate citations and credit the sources of
their data.

They will collaborate on shared documents and spreadsheets, like Google Sheets and Google Docs. Most
students are very familiar with these sites already, and all MHS students have a school issued Google account in
which they can use the Google applications.

In order to complete the mathematical calculations, students will use the formula, calculation, and graphing
features of Excel or Google Sheets. They will also use Desmos to create graphs and run regressions and
correlation coefficients. If needed, students will also use Texas Instrument calculators or simulation software.

After performing the necessary calculations on their data, students will compiling the project into a formal paper,
using appropriate mathematical terminology and notation. Math Type or Equation Editor will be used to practice
appropriate mathematical notation.

Finally, students will create a short overview presentation of their work. Students can choose the format for their
presentation. They could create a video or screencast, or they could create a presentation to share with peers on
Prezi, PowerPoint, or Google Slides.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

Students in this course are senior level IB students. They have been working with many of these technologies for
most of their high school career. They have a lot of experience with word processing, and they are very well
versed on the collaborative applications of Google. MHS provides a Google account for every student for access
to all of the Google applications, they have used these for most of their courses, especially the IB courses.
Students might have a difficult time deciding on a topic and finding appropriate data. It will be important to discuss
with them how to appropriately search for data, how to check for validity of a source, and how to correctly cite
information from a source. The math will likely be the most difficult part of this project. Students will need to
practice some new statistical skills, and incorporate the use of technology to organize their calculations,
specifically on spreadsheets. Students will need support with using the formula features on spreadsheets.
Students might also need support with Desmos. They are more comfortable with the Texas Instrument hand held
calculators, but it is not as easy to take images from the calculators to use in their paper and presentations, so
Desmos is recommended. Many MHS courses require students to create presentations (Prezi and PowerPoint
seem to be the most commonly used) so I dont think they will have a hard time with this component of the
project. They will have a choice of presentation platforms to meet their needs and experience levels. My students
are very good at collaborating and supporting each other with technology. They tend to support each other more
with the use of technology than with the mathematical content.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this

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lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Students will be working with a partner, so management will be important. Students will need to be monitored to
stay on task, and also monitored to see if they need assistance. This is a very large class, so it might help to allow
some groups to move to the library or a separate computer lab to work with less distractions. As students are
collaborating, the teacher will have access to their padlet and/or wikispace page for monitoring and assistance. I
will also request access to their Google files to monitor and assist with their projects when necessary. There will
be a need for students to work outside of the class. Many have access to computers and the internet at home, but
several do not. I will make my classroom computers available before and after school as necessary for students
that need to work away from home. I will also suggest our Media Center and Student Success Center as other
possible locations to gain internet access and work on their projects.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

This project is designed to be very open ended. Students have a lot of choice (topic, format, data, and
presentation). This is a trial of the Internal Assessment that they will have to complete at the end of the year, and it
is important to give students the opportunity to practice on their own. Since this is their first project, I will be more
hands on, and students will be able to work with a partner to make sure all students are learning strategies that
will help them be successful on the final internal assessment project. Students will be required to make decisions,
make calculations and interpretations based on their calculations. There is a lot of room for them to create their
own knowledge and create their own product. The students have full control of their topic, the data they find, and
the math they use to analyze the data. This will allow them to make authentic realizations and decisions about
real world scenarios.The collaboration is huge in this project. Students will communicate and collaborate in
person and via technology. All students will be more successful if they take the time to collaborate (both in person
and via technology) and help each other.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

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The partnerships will have to be monitored closely. It is very possible for one student to do all the work and carry
their partner. By monitoring their collaborative tools (wiki discussions, Google files) it will be easy to see who is
contributing. This will be discussed at the beginning of the project to remind all students that they have a role, and
it is not about one student doing all the work. This type of open ended project lends itself to being differentiated
and extended to higher levels. Students can find suitable situations and mathematics that they can accomplish
and feel confident about.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

I will ask students to use the rubric to assess their own work, and the work of their peers. This will be done before
the final submission of the projects so that they can make changes if necessary. I will also ask students to write a
reflection about the experience in this project as a review and preparation to complete the formal independent
project that will come later in the year.

In order to judge the project, I will closely monitor (physically and electronically) all the students as they work. I will
provide feedback on the rubric criterions throughout all the deadlines. Judging their results will give me a lot of
feedback. If their processes and results are reasonable and valid, then I will judge this project as a success. If
students improve when they complete their final Internal Assessment Project (submitted to IB) then it will definitely
be a beneficial project. I will also make notes of what mathematical processes the students struggle with when
working on real world scenarios and assess whether they need to be taught differently prior to the project.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

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The nature of such an open-ended project is great for student independence and growth. It gives them free reign
to select topics that interest them and mathematics that they find useful. However, it is so open ended that it is
often difficult to plan for situations that arise. I often had to brain storm with students and help them research
because there wasnt a clear answer to their questions. There have been times when a student has chosen a
topic and faced a dead end. Several students have had to start over, and they feel like they have failed, but thats
all part of the learning process. Not every question can be answered.
I also find that students, when given too much control, have a hard time choosing a course, and staying focused
on their goal. I think students learn a lot about working towards a goal with this project beyond the math and the
implementation of technology. Working with a partner will hopefully ease them into the independent project they
will complete later. Also, giving intermittent deadlines throughout the project helps them stay focused and on task,
while getting feedback on their progress.

ScreenCast presentation of lesson plan: http://screencast-o-matic.com/watch/cDXUf5QQHd

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