EDSC 330 Strategy Presentation Lesson Template

Names: Elba Andrade Subject Area(s): Algebra II

Susan Mejia

Lesson Topic: Data Gathering Methods Continuation Grade Level(s): 9th

Standards
Literacy Standard(s):

CCSS.ELA-LITERACY.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.

Content Area Standard(s):

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.

English Language Development (ELD) Standard(s):

ELD. 9-10. C. 10
Emerging

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:

1. SWBAT create frequency tables.

2. SWBAT determine and interpret the best fitting graph for categorical variables.

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

Tier III (Domain specific)

sample surveys
experiments
observational studies
Categorical Variables
Random Variables
Process
Frequency

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):

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

Assessment: How will you know if students met your objectives?

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 Introduction/Anticipatory Set

Time Teacher Does Student Does
Teacher will review what each kind of
Students will be listening to the review
data set was and the relationship
and ask questions if they need
between the categorical variables and
clarification. Students will be writing
quantitative variables. For example, the
down the examples.
1-5 min difference between Quantitative
Variables (GPA) vs Categorical
Variables (Eye color)

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.

Before allowing students to read,

Teacher will model text coding on the
Min 20- overhead and address what each code
40 means and how to use it. Teacher will
show the modeling key, where
*- important idea
? - confusing idea
R- relevant to me.
See example of text coding
Students will work in groups or pairs to
text code and discuss the implications of
online matchmaking and sample spaces.
Students will write a summary on the
relationship between mathematics and
 online matchmaking and share their
Min 40- ideas with their partner.
43 Teacher lets students begin the assigned
reading. Teacher walks around
classroom listening in on groups/pairs
discussions.

Teacher implements 3-minute pause,

gives two minutes to write a summary
on the relationship between online
matchmaking and mathematics. Last
minute, teacher asks students to share
their summary with their partner.
Lesson Closure
Time Teacher Does Student Does
Teacher will collect the summaries and
assess them for next class.
Min 43- Student will turn in their summary and
50 Teacher will introduce the project of take notes on the assessment project.
designing a PowerPoint assessment on
sample spaces.

Instructional Materials, Equipment & Multimedia

List any readings, websites, materials, handouts, technology, etc. necessary for your lesson. Use
APA format for any citations, and attach copies of any handouts or other print materials used
during the lesson.
PowerPoint presentation with a review of sample/ data collection.
Text coding example
Lewis, H. (n.d.). The maths of online dating. Retrieved December 03, 2017, from
http://www.mathscareers.org.uk/article/the-maths- of-online- dating/

Differentiation:

English learners: paired with native English speaker

Striving readers: Paired with an Advanced Students
Students with special needs: Adhere to their IEP
Advanced students: invite to do create a sample space of their choosing
PPT Outline

1. Difference between Quantitative Variables (GPA) or Categorical Variables (Eye Color)

2. Examples of data sets:

a. Examples of Quantitative Variables / Numeric Variables:

i. High school Grade Point Average.

ii. Number of pets owned.

b. Examples of Categorical Variables:

i. Class in college (freshman, sophomore, junior, senior).

ii. Type of pet owned (dog, cat, rodent, fish).