Gina Robinson

Statistics Lesson Plan

Teacher Candidate:
Name of Mentor:
Lesson Title:
Grade Level and Course:
Time Segment of Lesson:
Gina Robinson Date Lesson Taught: March 11/12, 2020
Tamela Cosby
Histograms & Dot Plots
Summarize, represent, and interpret data on a single count or measurement
variable.
Algebra 1 Unit 6 Lesson Progression #1
Algebra 1 High School 9 – 12 Grade (Mostly 9th Grade)
One 90-minute class period (Video edited to 10 – 15 minutes)

Standard(s) Addressed in Lesson:

MGSE9-12.S.ID.1 Represent data with plots on the real number line (dot plots,
histograms, and box plots).

Objective(s) of the Lesson:

Students will be able to construct a dot plot, histogram, and box plot on the real number line in order to
determine whether a particular representation preserves all the data values or present only the general
characteristics of a data set.

Vocabulary:
▪ Univariate
▪ Box Plot
▪ Dot Plot
▪ Histogram
▪ Range
▪ Measure of Central Tendency

Student Diversity and Differentiation of Instruction

During instruction, a variety of instructional strategies will be used and alternate solutions presented as much as
possible. Videos and additional exercises are posted on Google Classroom for students to use in completing
homework or assessment study guides. For struggling students, the following tools and resources will be utilized
throughout the unit:
▪ Foldables
▪ Laminated Formula Sheets
▪ Individual Whiteboards
▪ Guided Notes
▪ Study Guide & Intervention Worksheet from the Algebra 1 textbook used in class
▪ Graphing Calculator Tutorials

During the small group class activities, the Desmos Histogram and Data Analysis Foldable Creation activities, the
students will be grouped homogeneously. I will position myself in the center table of my classroom with ELLs,
special education students and low-level learners. 

1
 Gina Robinson

Students will be seated heterogeneously while completing the Vocabulary Crossword Puzzle and the “Guess
Meria’s Age” opening activity. These activities are multidisciplinary, making complementary skills beneficial in a
heterogeneous group setting.

Student Diversity Differentiation of Instruction

English Language Learner ▪ Data Analysis Foldable
▪ Statistics Vocabulary Puzzle w/ Word Bank
Special Education ▪ Data Analysis Foldable
▪ Histograms, Dot Plots & Box Plots Guided
Notes
▪ Algebra Tiles (Manipulative)
Struggling Learners ▪ Data Analysis Foldable
▪ Statistics Vocabulary Puzzle w/ Word Bank
▪ Histograms, Dot Plots & Box Plots Guided
Notes
▪ Algebra Tiles (Manipulative)
Gifted & Talented ▪ Focus on standard extension of creating own
histogram intervals, or range values
▪ Create-Your-Own Box Plot/Histogram
Worksheet/Activity

Formative and Summative Assessments

Formative Assessments Summative Assessments

Daily “Brain Ticklers” Desmos Task/Project on Creating Histograms

Daily 3-2-1 Exit Tickets Unit 6 Quiz

Teach-Now October Cohort 3 2

 Gina Robinson

Opening Activity - Guess the Superintendent's

Age

Unit 6 Progression Check #1

5 Multiple Choice questions completed by
students on bubble sheets and scanned
into All-in-Learning

Students will be instructed and encouraged to help each other during these activities to reinforce 21st Century
t

skills. All progression checks, quizzes and tests will be differentiated with an example of the differentiated Unit 6
quiz provided below. ELLs will receive translated copies of the Unit 6 assessment. Special education students
will test in a small group setting, receive extended time as outlined in their EIPs and 504 plans. Their assessments
will include more multiple-choice questions, pictures and diagrams, in addition to formula boxes and hints
embedded as demonstrated below.

Teach-Now October Cohort 3 3

 Gina Robinson

For gifted and talented students who complete the assigned activities, they will be given a choice of whether to
assist other students or begin specific enrichment activities. Through peer tutoring, these students will deepen
their understanding by clarifying misconceptions for their classmates. The enrichment assignment from our high
school’s Glencoe Algebra 2 workbook will be given to build higher level thinking and provide an extension
activity to prepare these students for Algebra 2. If they require additional enrichment, these students will then be
allowed to create or find their own assignment to complete upon my approval.

Big Ideas to be Addressed in the Lesson:

❏ Choosing the best representation (dot plot, histogram, box plot) for a set of data.
❏ Deciding if a representation preserves all the data values or presents only the general characteristics of a
data set.
❏ Choose the appropriate scale to represent data on a number line.
❏ Construct a dot plot for a set of data
❏ Construct a histogram for a set of data.

Discussion Questions
Write out questions that you would like students to discuss in class, before class or after class because they are interesting,
support higher order thinking, and make for a lively and engaging discussion. If discussions must happen outside class, what
tool will you use to facilitate the discussion (e.g. Twitter)?

The following questions can be asked as conversation starters and supplement to the 3-2-1 exit ticket. These
questions are appropriate for the start of class, as they are based on prior knowledge.

Teach-Now October Cohort 3 4

 Gina Robinson

1. How do I summarize, represent, and interpret data on a single count or measurement variable?
2. When making decisions or comparisons, what factors are important for me to consider in
determining?

For questions asked outside of class to supplement homework, these questions will be asked using a Google Form
via a Google Classroom post.

21st Century Knowledge and Skills

21st Century Knowledge and Skills Teaching Strategies

Critical Thinking ▪ All of the activities and discussions in this lesson will involve
critical thinking. Statistics focuses on data analysis.
▪ The word problems and exercises where students create their
own intervals provide opportunities for higher level critical
thinking.
Collaboration & Social Skills ▪ Students collaborate and engage in social skills during 2 group
activities.
▪ Students desks are grouped in pairs to facilitate sharing amongst
students.
Communication ▪ Students share during whole class conversation on warm-up
exercises and the progression check review.
▪ Students communicate with each other during group activities.
Productivity ▪ Students are productive in the completion of the completed
crossword puzzle.
▪ Students produce a completed foldable.
Technology Literacy ▪ Students use technology skills as they access the Statistics
Homework on Google Classroom.
▪ Students practice technology skills as they work on
Chromebooks to complete the Desmos activity.
▪ Students use graphing calculators to calculate statistical values.

Teaching Strategies and Related Student Activities:

Teaching Strategies and Activities: What are the teaching strategies and activities that you plan to use to help students
meet the lesson’s objectives? What are the steps that you will take to deliver this lesson (e.g., introduce the author, read the
poem, ask students to…)?

DAY 1
Opening
▪ Students complete “Brain Ticker” 1 upon entering the classroom (Pictured above in Summative
Assessment)
▪ Student Volunteer Presents Warm-up Answers
▪ Warm-up Answers are reviewed as class

During
▪ 20 – 30 minute Graph Creation and Discussion on Histograms & Dot Plots

Teach-Now October Cohort 3 5

 Gina Robinson

▪ Teacher & Small Group Students complete Data Analysis Foldable

▪ Teacher & Small Group Students complete Histogram Guided Notes
▪ Students Complete Crossword Puzzle in Pairs

Closing
▪ Homework is assigned to students
▪ 3-2-1 Exit Ticket completed by students

Worksheet & Activity List:

▪ Data Analysis Foldable

▪ Histogram Guided Notes
▪ Desmos Histogram Activity
▪ Statistics Vocabulary Crossword Puzzle
▪ Statistics Worksheet (Homework)

Students will also exhibit mastery by successfully completing the unit vocabulary crossword puzzle to
demonstrate mathematical literacy. By completing the Desmos Histogram activity students not only demonstrate
the understanding of statistical graphs, but also builds valuable 21 century skills through group work.
st

All progression checks and summative assessments are recorded and tracked using All-in-Learning. The goal is
for at least 90% of the students to score 70% or greater on each formative and summative assessment.

Teach-Now October Cohort 3 6

 Gina Robinson

Teacher/Student Input: Write a note on what you expect the teacher and students to do as a part of this activity. Include
a note on whether this is an “I do it”, “We do it” or “You do it” type of activity .

Teacher/Student Input Activity Type

I Do Teacher-Led Brief Discussion on Statistical Graphs
(Whole Class)
▪ Overview
▪ Vocabulary
▪ Graph demonstration on Desmos
▪ Modelled Examples

You Do ▪ Crossword Puzzle

▪ Histogram Desmos Activity
▪ Statistics Worksheet (Homework)

We Do ▪ “Guess Meria’s Age” Data Collection & Analysis

(Whole Group)
▪ Data Analysis Foldable (Small Class)
▪ Statistics Foldable (Small Group)

Review: Write down ideas on how you will review the topic, including notes on types of formative assessments that you will
use during the lesson.

At the end of each lesson progression, the following next steps will be taken:
▪ Spiral through previous standards via daily warm-ups

Teach-Now October Cohort 3 7

 Gina Robinson

▪ Schedule test retakes

▪ Change student grouping based on formative assessment data
▪ Review Unit 6 Progression Check #1 in class

Materials and Resources for Lesson

Materials, Technology, and Websites Required Preparation

Custom Warm-Up Sheets Make B&W Copies on Color Paper
Data Analysis Foldable Copies Make Color Copies
Histogram Guided Notes Copies Make B&W Copies
Statistics Practice Problems Worksheet Make B&W Copies
Copies
Vocabulary Crossword Puzzle Copies Make B&W Copies
Chromebook Cart (30 Chromebooks) Place on Charger Overnight
Graphing Calculator Place on Charger Overnight

References
Save your links to ideas and resources for the lesson here.

Teach-Now October Cohort 3 8