Professional Documents
Culture Documents
Standards
Literacy Standard(s):
CCSS.ELA-LITERACY.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.MATH.CONTENT.HSS.ID. B.5
Summarize categorical data for two categories in two-way frequency tables. Interpret
relative frequencies in the context of the data (including joint, marginal, and conditional
relative frequencies). Recognize possible associations and trends in the data.
10. Writing
a. Write short literary and informational texts (e.g., an argument about water rights)
collaboratively (e.g., with peers) and independently.
b. Write brief summaries of texts and experiences by using complete sentences and key
words (e.g., from notes or graphic organizers).
Expanding
10. Writing
a. Write longer literary and informational texts (e.g., an argument about water rights)
collaboratively (e.g., with peers) and independently by using appropriate text
organization and growing understanding of register.
b. Write increasingly concise summaries of texts and experiences by using complete
sentences and key words (e.g., from notes or graphic organizers).
Bridging
a. Write longer and more detailed literary and informational texts (e.g., an argument
about water rights) collaboratively (e.g., with peers) and independently using appropriate
text organization and register.
b. Write clear and coherent summaries of texts and experiences by using complete and
concise sentences and key words (e.g., from notes or graphic organizers).
Lesson Objectives & Supports
Content objectives:
Literacy objectives:
1. SWBAT analyze a reading related to categorical variables and give judgement on the
validity of the process.
Academic vocabulary:
Tier II (General)
Create
Interpret
Provide
Valid
Example
sample surveys
experiments
observational studies
Categorical Variables
Random Variables
Process
Frequency
3- Minute Pause (Buehl, 2014): Students are reminded that hearing or reading is not
enough, they need to pause periodically and think about what they are
reading/experiencing.
Text Coding (Buehl, 2014): Students realize the comprehension is the result of a
relationship between the authors words and the readers thinking.
Text coding *Adapted From Buehl
Given different kinds of categorical variables students will determine and decide the
appropriate graphic representation.
Given a set of data students will create a frequency table.
Students will turn in a one-page summary of the reading giving relevant support for the
connection between the content topic and online matchmaking procedure.
Instruction: What youll teach, and how
This lesson is designed so there is more student-talk and less teacher-talk. This lesson is a
continuation of categorical variables from an earlier class. In the earlier class, students have
already learned what are categorical variables, frequency tables and bar and pie charts. This
lesson focuses on giving hands on learning for students and the connection between categorical
variables and its application to the real world.
Lesson Body
Time Teacher Does Student Does
Teacher presents different kinds of data
set and ask for students to provide a
description of the data and
explanations. Students volunteer to explain what the
Examples of data sets: data set represents, kind of graph that
Examples of Quantitative Variables / best represent the data and write down
Min 5-15 Numeric Variables: the frequency tables of each.
High school Grade Point Average.
Number of pets owned.
Examples of Categorical Variables:
Class in college (freshman,
sophomore, junior, senior).
Type of pet owned (dog, cat,
rodent, fish).
Min 15-
20 Teacher will pass out reading, Maths
of online dating. Teacher will present Students will follow along with the
the instructions that students may work teacher before doing the reading
in groups or in pairs to read the themselves.
assigned text.
Differentiation: