SINGLE SUBJECT CREDENTIAL PROGRAM

MAED LESSON PLAN TEMPLATE FOR MATHEMATICS

Revised 01.05.18

Name CWID Subject Area

Angelica Urena 893374231 Mathematics - Algebra 1
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Investigating Social Media and
Technology usage in our lives
Algebra Foundations 2 Topic 11: Statistics 10th -12th 52
(Global Citizenship Education
Lesson)
CLASS DESCRIPTION (including specific special needs and language proficiencies)
This class consists of students that did not receive a C or better for a semester, students that received Ds both semesters, and students that failed
both semesters of Algebra 1. There are 30 students in my 5th period class. I have 8 English only students. I have 10 LTELs, 1 LEP student, and 11
redesignated fluent students. I have 2 students with IEP plans. One of my students doesn’t have accommodations for math but for English. One
student needs more time on assessments, preferred seating, frequent checks for understanding, and take assessments in another room.

STANDARDS, OBJECTIVES, & ACCOMODATIONS

CCSS.MATH.CONTENT.HSS.ID.A.1
Represent data with plots on the real number line (dot plots, histograms, and box plots).

CCSS.MATH.CONTENT.HSS.ID.A.2
Use statistics appropriate to the shape of the data distribution to compare center (median,
mean) and spread (interquartile range, standard deviation) of two or more different data
Common Core State Standards Addressed: sets.
CCSS Math
Mathematical Practices
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.

Content Objective(s)
(cognitive, psychomotor, affective)
SDAIE (Integrated ELD) Strategies for
developing knowledge in the content area
How do students know what Content Standards,
Language Standards, and Mathematical Practices
are being addressed?
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs
More time on assessments
Students will be able to represent data using a dot plot, histogram, and/or box plots.
Students will be able to use statistics appropriate to the data to make conclusions.
I will speak slowly and emphasize points.
I will use gestures and facial expressions to get my points across.
I will give students sentence starters to use in conversations with pairs or to address the
class.
At the beginning of the lesson, I will tell the students the goal of our social media and
technology study is to compare our usage to the world’s through our hypothesis. We will
represent the data we collect through the appropriate graph and apply appropriate statistics
to make conclusions. Our ultimate goal is to compare our data with the world’s. Students
will be told which mathematical practices our study focuses on which is reasoning
quantitatively, constructing arguments, using tools strategically, and attending to precision.
Specific Accommodations Additional Information

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
Students will be assessed to
make a dot plot, histogram,
EL
and boxplot through warm up
problems.
Students will be assessed in
PM comparing data sets through
problems in the pear deck.
Implementation
Students will complete a slide
for their warmup problems on
Pear Deck.
Students will be completing
the slides as they come up in
Feedback Strategy
I will see students’ responses
as they are done. I will walk
over to students and give
suggestions or adjustments
they need to make.
I will see students’ responses
as they are done. I will walk
over to pairs and give
How Informs Teaching
This informs my teaching
because I might realize that my
students need more practice in
creating of these visual
representations of data.
This informs my teaching
because I determine the
common pitfalls my students

Students will be fill out an exit
ticket at the end of the
Peardeck presentation.
Students will be assessed
through the completion of our
study. Students will be
assessed on their collection of
data and their calculations on
of their daily data into one
S report and the process of
data set for the week. Students
will also be assessed on the
conclusion they make based on
the class data compared to the
world’s data on social media
and technology usage.
the Pear Deck presentation
with their partner.
Students will complete two
slides for their exit ticket. They
will rate their progress towards
the learning objective and
complete two problems.
Students will submit a lab
report to summarize our work.
suggestions or adjustments
they need to make. I will share
response with the class to
address mistakes and to share
model responses.
I will give students feedback
based on their responses the
next day.
Students will submit a rough
draft and receive feedback.
Students will then write a final
draft.
are experiencing. I can address
common mistakes students are
committing before moving on
and addressing
misunderstandings.
I will adjust my next lesson
based on student work and
responses to their progress.
Students will let me know what
they need more help on and
what they feel comfortable
with.
I will use the lab report to
overlook students’ calculations
and their conclusions. The lab
completing the study will let
me know which students
reached the learning goals.

INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
I will be introducing the study to the
students through Peardeck. I will
explain to students that we will be
Students will think of a research question related to our topic as a class and
comparing our social media and
write on their Peardeck slide. Students will write a hypothesis about their
technology usage to the world’s. I will
research question. Students will help choose which research question and
guide students to think of a research
15 hypothesis to use for the study.
question related to our topic as a class.
minutes
I will then have students write a
Students need their chrome book to use Google Sheets to record their daily
hypothesis about their research
data. They will use desmos scientific calculator to do their calculations. They
question. We then as a class will
will write a rough draft of their lab (study) using the template provided.
choose which research question and
hypothesis we want to use for our
study.
Lesson Body
Time Teacher Does Student Does
I will guide students through analyzing data
displays in pairs. I will have an example of a
data plot, histogram, and box plot. I will
also have one were students need to
determine which representation is best Students will work in pairs to analyze the different data displays. Students will enter
with the given data set. their answers on the Peardeck slide. Students will share their thoughts with the class.

I will share students work will the class and Students will work in pairs to compare data sets in pairs. Students will enter their
guide a discussion on answers. answers on the Peardeck slide. Students will share their thoughts with the class.
32
minutes
I will guide students through comparing
data sets in pairs. I will have students
compare dot pots, box plots, and
histograms.

I will share students work will the class and

guide a discussion on answers.
 I will walk around and help pairs as they
analyze data displays and compare data
sets.

Lesson Closure
Time Teacher Does Student Does
I will have the exit ticket questions at the Students will determine areas they need help with such as analyzing data displays or
5 end of the Peardeck. I will go through comparing data sets. Students will determine if they need more help with data plots,
minutes reading the students responses and histograms, and box plots. Students will also determine if they need clarification in the
provide feedback. data collection process for our study.
Instructional Materials, Equipment, and Multimedia
Pear deck Presentation, Google Classroom, Go Guardian, Chromebook, Google Sheets, Lab Report Template, Desmos Scientific Calculator

Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☒Not applicable
CO-PLANNING NOTES

Activities to Promote Student Engagement

☒Pair-Share ☒Restate ☒Sentence Structures ☐Graphic Organizers
☐Small Group Collaboration ☐Kinesthetic ☒Tech-based Formative ☒Random Student Selection
Assessments
Student Engagement Notes
Students will engage in pair-share through the lesson. Students will have sentence structures they can use to form sentences or talk to partners.
Students will be asked to restate directions or answers their partners or others have shared. Students will be asked to randomly share their
responses or thoughts. Students will complete an exit ticket at the end of the lesson.

Teacher Reflection (to be completed after the lesson has been taught)
Comment on the following:
Time Management

Classroom Management

Lesson Introduction
Lesson Body (be specific –
each activity should be
reflected upon)
Lesson Closure

Additional Notes

Key Take-aways