Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Nneka Ekwuocha

Position 8th Grade Math Teacher

School/District Cobb County School District

E-mail nneka.ekwuocha@cobbk12.org

Phone 678-665-7879

Grade Level(s) 8th Grade

Content Area Mathematics

Time line Approximately 3 Days

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 Students will learn how to collect data and create 2-way frequency tables from data they
collect. They will learn how to analyze data and make inferences based on their data.
Students will calculate probabilities of specific events based on data from their 2-way
frequency tables and use this to describe their findings. In addition, students will also present
their data to peers. This lesson provides students with opportunities to make connections to
other curriculum areas (ELA/reading) by having them write their analysis of the data and
read/respond to their peers’ data presentations.
Learning Objectives:
 I can collect data and create a 2-way frequency table.
 I can analyze data and make inferences based on data.
 I can calculate probabilities of specific events based on data presented in a 2-way
frequency table.
 I can describe and interpret my findings verbally and in words.
Math GSE Standards:
MGSE8.SP.4 Understand that patterns of association can also be seen in bivariate
categorical data by displaying frequencies and relative frequencies in a two-way table.
a. Construct and interpret a two-way table summarizing data on two categorical variables
collected from the same subjects.
b. Use relative frequencies calculated for rows or columns to describe possible association
between the two variables.

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 Students will learn how to use Adobe Spark to create visually appealing videos that
showcase their topic of choice and the relevance to their topic. They will use PowerPoint,
Canva, Prezi, or any other presentation tool to present their frequency tables and analysis of
their data. In addition, students will use Padlet to post their frequency tables and findings.
Students will engage in discussion on Padlet by responding to their peers’ postings. Teacher
will use Quizizz as a formative assessment to measure students’ understanding of the
learning objective. During the lesson, students will practice safe technology use and teacher
will monitor students closely to ensure technology is being used the right and safe way.
Teacher will discuss appropriate ways to use technology and how to ensure safety and
NETS*S Standards: privacy prior to students utilizing the technology.

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

In this lesson, students will learn how to organize collected data into a 2-way frequency table. After learning
how to construct 2-way frequency tables based on numerical data, students will practice constructing frequency
tables given a set of data values. Then students will learn how to calculate the probabilities of specific events
and use these probabilities to describe data. Students will also practice analyzing data and making inferences
based on probabilities of specific events. Students will do a Quizizz formative assessment game to practice
skills learned. This will allow teacher to clarify any misconceptions and form a small group if necessary. It’s
important students understand the basics of creating frequency tables and calculating probabilities before
collection their own data. After students have practiced constructing frequency tables, calculating probabilities,
and analyzing data using Quizizz, students will think of a topic that interests them and they can collect
numerical data on. Over the next 2 days, students will collect this data by surveying various people on their
statistical question of choice. Once students have their data, they will learn how to use Adobe Spark to make
visual presentations. (Students will learn about safety and appropriate technology use) Students will use this
tool to create a brief video overview on their topic and why it interests them or is relevant to them. Then
students will share their constructed frequency table on Padlet and write a brief overview description of their
data and findings. Students will respond to at least 2 pairs by stating their thoughts on their peers’ topic, data,
and findings. Students can also add their own analysis of the data shown. The lesson will conclude with a
whole group discussion on how the activity went and students will reflect on their understanding of the learning
objectives and use of technology during the activities.

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.

Essential Questions:
 How can we use numerical data to create 2-way frequency tables for the purpose of analyzing data and
making inferences?
 How can I use technology to present data findings?
Questions to get students thinking about the topic:
 What question would you like to gain insight on that can be collected through surveying people? (i.e Do
students feel like their school offers meaningful electives that allows students to explore personal
interests and can prepare them for life after high school?)
 What is a topic that interests you that you can learn more about through surveying people?
Guiding Questions:
 Based on the numbers in our table, what does the data suggest about this particular topic?
 What can we infer about the data based on the probabilities we calculated?
Background Knowledge:

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  Students are expected to be able to convert fractions to decimals and percents. Teacher will build on
this knowledge to teach students how to calculate probabilities of events.

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.

Assessments Used:
 Quizizz assessment (The link to the Quizizz is at the end of the document. Quizizz doesn’t allow you to
download assessments so I included the link instead.)
 Student created frequency table and written analysis
 Padlet post and response to peers
To illustrate their learning, students will complete Quizizz formative assessment. This will show me their
understanding of creating frequency tables, calculating probability, and analyzing data. Students will also share
their understanding of creating frequency tables and analyzing data by creating their own frequency table from
data they collected and writing a description of their analysis of their data. I will use a checklist to assess their
frequency table, written analysis, and padlet activity (located at end of document). To differentiate the products, I
will let students choose their topic and how they want to present their findings (i.e Adobe Spark, Canva,
PowerPoint, Prezi, etc..)

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

Quizizz supports student learning in this lesson by giving them instant feedback on their understanding of
frequency tables. It lets them correct their mistakes and clarifies misconceptions. It also gives me feedback on
students’ strengths and weaknesses so I can remediate and enrich the content for my students. Visual
presentation tools like Adobe Spark, Canva, PowerPoint, Prezi, etc.. allows students to display their learning in a
variety of visually appealing ways. Padlet supports learning by allowing students to display their work and
communicate with their peers about their work. Students can share insights with each other and gain new
perspectives. Students should have basic technology skills like being able to upload pictures. These technology
tools allow students to interact with the content in a variety of ways.

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?)

Topics that students are interested in provide a foundation for this lesson because students are collecting data
based on a topic/statistical question they want to explore. It’s important I assess students’ ability to convert
fractions to decimals and percents so they can be better prepared when I teach them how to find the
probability. To do this, I can administer an exit ticket a day or two prior to this lesson that assesses prior
knowledge. This will tell me if I need to review before starting the lesson. Students may have difficulties with
determining the denominator of the fraction when finding the probability. I will address this by scaffolding and
giving them guided practice and notes. Another difficulty they may have is how to structure their sentences
when analyzing their data. To address this, I will provide them with examples and sentence starters.

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
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

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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.

I will implement our schoolwide PBIS management system to manage students in the classroom. This involves
reminding students of classroom expectations and rewarding students who meet these expectations. I will use
the PBIS app on my phone to give students points for displaying great behavior as outlined by our school and
classroom expectations. Students will primarily work individually and in a small group with me as needed in the
classroom unless they decide to collect data outside the classroom (i.e in their neighborhood). They will work in
the classroom by surveying their peers and using a variety of technology tools to create a presentation of their 2-
way frequency table and findings based on their collection of data. To achieve equitable access to the Internet
during this lesson, every student will receive a laptop. This is a class activity so students will not need access to
technology at home. Everything they need will be provided in class. One technical issue that may arise is
students losing their work before completing the activity. To troubleshoot this, I will remind students to save their
work as they go. Another technical issue that may occur is that students may have a hard time utilizing all the
features on the different apps. Prior to the lesson, I will familiarize myself with the features of each app so I can
better assist students when they can’t figure out how to do something on the app.

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 Bloom’s 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?

Instructional strategies I will use is scaffolding, guided practice, small group instruction (if necessary). This will
help students understand the material because they will receive necessary support and ample practice time. I
will have a positive learning environment that welcomes questions and mistakes. I will serve as the
teacher/guide in the beginning but then serve as the facilitator when students start working individually.
Students are active participants in the lesson since this lesson is mainly student-centered. To ensure higher
order thinking skills, I am requiring students to not only create frequency tables but analyze them and make
inferences based on their data. Technology supports my teaching by giving me meaningful feedback on
student progress and understanding of the material. The authentic, relevant, and meaningful learning activities
include: creating a frequency table based on real world data students collect, analyzing this data, and making
inferences about the data. Students will use digital tools and resources to communicate and collaborate with
each other by sharing their data with each other on Padlet and responding to other students’ work. I facilitate
the collaboration by giving them discussion prompts.

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?)

I will differentiate the content and process by using different instructional strategies when teaching. I will
incorporate technology in the way I assess student understanding so I can modify further instruction to meet
the needs of my students. I also differentiate the content and process by allowing students to collect their own
data and choose what topic they want to explore. Students will collect and analyze data individually but will
discuss findings as a group. This provides opportunities for individual and group learning. To provide
enrichment and extension opportunities, I will give certain students time to research data that has already
been collected and analyze it. Then I will have these students create their own unique solutions to problems
they researched using math. Students can use the Speakit app if needed to understand text on a webpage.

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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? Also answer the following questions?

• How will you know if the students found the lesson meaningful and worth completing?
• In what ways do you think this lesson will be effective? Why do you think this?
• What problems do you anticipate and why?
• How would you design and/or teach this lesson differently if you had more time?)

At the end of the lesson, students will engage in whole group discussion as they reflect on the activity and
their use of technology during the activity. This will help me make adjustments for next year’s students.
Students will verbally give me their feedback on how the assignment went. To know if the students found the
lesson meaningful and worth completing, I will ask during the closing whole group discussion. This lesson will
be effective because it’s engaging and student-centered. Students have a lot of choice in this lesson and are
able to collect real world data so it’s more relevant to them. The only problem I anticipate with this is not
having enough time to do everything in class because there are so many standards in math and we have to be
mindful of pacing. As a result, I can only stay on one standard for so long. If I had more time, I would also have
students explore real world data that they research on the Internet and have them analyze the data they find. I
would also have them work in collaborative groups to create unique solutions based on issues they
researched.

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.
I can’t reflect on my experience with implementing this lesson because I haven’t actually implemented it yet
due to the Covid-19 pandemic. My advice for others wanting to implement this lesson is to allow students to
have choice in how they present their findings because it encourages creativity. Also, allow them to choose
their own topic to explore in the data collection process. Many times we tell students exactly what to do on an
assignment and sometimes it takes away ownership of learning. By giving students choice in the process and
product of their learning, you are providing them with more authentic learning experiences. I would advise to
let students explore topics and collect data based on what is relevant and interesting to them. This will make
their learning experience more meaningful and enjoyable for them. Also, I would have students extend their
learning outside of the classroom by having them explore other topics that relate to real world and social
justice issues. They can use mathematical data to showcase specific issues and try to create solutions based
on their analysis of data. While this lesson requires students to collect data, you can have students research
data on the Internet and make analysis based on data that is already collected. This will improve their
research skills and promote critical thinking, which is an important skill to have.

Quizizz 2-way Frequency Tables Assessment

https://quizizz.com/join/quiz/5ea94b90af48f4001be359cb/start?
from=soloLinkShare&referrer=5ba25c39423f7b001d33b8e3

2-Way Frequency Tables Activity Rubric/Checklist

 Creates original 2-way frequency table that is drawn correctly and completely filled in
with data collection values.
 Creates visual presentation using a technology app that includes: brief introduction to
your topic and statistical question and why you chose that topic.
 Creates Padlet post that links your visual presentation and includes: description of
findings and analysis of data
 Responds to at least 2 peers with your thoughts on their peers’ topic, data, and findings.

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