SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 4.15

Name CWID Subject Area

Elliott Chang 890863020 Mathematics
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Estimating Averages around Confidence
Statistics 11-12 90 minutes
the World Intervals
CLASS DESCRIPTION
A statistics class made up of a wide variety of unique students.

STANDARDS AND LESSON OBJECTIVES

CCSS Math, CCSS ELA & Literacy History/Social Studies, Science
English Language Development Standards (ELD)
and Technical Subjects, NGSS, and Content Standards
Make inferences and justify conclusions from sample surveys,
Supporting opinions and persuading others Negotiate with or
experiments, and observational studies.
persuade others in conversations in appropriate registers (e.g.,
3. Recognize the purposes of and differences among sample
to acknowledge new information in an academic conversation
surveys, experiments, and observational studies; explain how
but then politely offer a counterpoint) using a variety of learned
randomization relates to each.
phrases, indirect reported speech (e.g., I heard you say X, and I
4. Use data from a sample survey to estimate a population mean
haven’t thought about that before. However . . .), Literary text
or proportion; develop a margin of error through the use of
types include but are not and open responses to express and
simulation models for random sampling.
defend limited to: nuanced opinions.
Lesson Objective(s) Evidence
I will be asking critical thinking questions during the lesson as an
Students will be able to create confidence intervals to estimate a
informal assessment and students will be completing a written
population average and compare and contrast results.
response for the assignment and turning it in at the end of class.
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
Warm up problem involving
I will have students present This shows me how well
finding parameters for a
To prepare students for the their responses and talk prepared for the upcoming
sampling distribution
EL upcoming lesson and check through their reasoning on lesson and if they have
(review of previous topic
for prior knowledge how they arrived at the mastered the previous
that leads into confidence
statistics. concept.
intervals)
During the activity, students
will be working together to
gather and analyze data
regarding heights of people
Allows me to figure out how
Checking that students are from different countries. Students will receive
well students are
PM on track of reaching lesson They will be asked to immediate feedback on the
progressing towards
objectives demonstrate their problems and their work
lesson/unit goals
understanding of
confidence intervals by
creating a few and
interpreting the results.
S To ensure that students After the activity, students Students will receive Let’s me know how
have met the lesson will write a written feedback through successful the activity was
objective response detailing their comments I leave on their and if I need to put more
findings, comparing written responses. time into the sections
between the 3 countries covered
they chose and using data
 gathered to provide
potential reasoning on the
differences seen between
each country.
INSTRUCTION
Instructional Strategies
ELLs: This activity should assist ELLs with understanding the concept of a confidence interval as the definition as provided by the
book and resources online can be confusing even for a native English speaker. With this exercise, students will be actively using the
concept in a real-world context with data they are collecting themselves. This should help the students understand the purpose and
relevancy of confidence intervals without having to understand the definition. In addition, this activity is done with partners, thus
students can help each other with the interpretation of the confidence interval which tends to be the harder than the actual
calculations.

SSNs: Because this activity puts the concept into use in an interesting manner regarding real life, SSNs may be actively engaged and
focused. Additionally, group work will allow the SSN to be assisted by a partner and the teacher can be strategic with the pairing of
students in order to maximize the benefits of collaboration.

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
Sit in assigned seats, have out HW on desk, and work on
5 Take attendance, check HW, hold discussion for warm up
warmup while discussing with group members
Lesson Body
Time Teacher Does Student Does
Take notes and answer questions when called on.
Participate in group discussions when put into break-out
Present lesson on confidence intervals with focus on key
rooms/groups.
terms, using technology to calculate the confidence
interval, and most importantly, how to properly interpret a
confidence interval once created. Teacher should use
critical thinking questions throughout this portion of the
lesson, such as “Why do you think we use intervals instead
of a single number to estimate in statistics?”

Introduce group activity and have students research 3

60 countries (of their choosing) and the average height of
Students will work with their partners to complete the
their citizens. Using the data they gathered, students will
assignment. Questions should be openly asked either
be told to create a confidence interval for each of the
between partners or towards the teacher. Students should
statistics found. Students will also be told to analyze what
practice their writing skills by paying careful attention to
possible biases exist and how it can affect the results found
their written interpretations.
earlier (i.e. male to female ratio, under-coverage, ages of
subjects in the sample). Teacher should walk around and
check on each group by observing and asking questions to
check for understanding.

Lesson Closure
Time Teacher Does Student Does
25 Ask students to create a written response regarding why Create a written response using complete sentences and
they think such vast/little differences were displayed across key terms learned during the lesson. Use critical thinking,
the heights of citizens of a variety of countries. Encourage logic and reasoning, data gained from research, and prior
 students to use prior knowledge, knowledge gained from
other courses such as social studies, as well as the internet
as a resource for their analysis and conjectures. Let
students know these responses will be one per person and
graded alongside the work from the activity.
knowledge to create valid conjectures on why
differences/similarities were made apparent from the
confidence intervals created regarding heights of people
from various countries.

Instructional Materials, Equipment, and Multimedia

Powerpoint, Graphing calculators, Laptop/Tablet with access to Internet