Learning Experience Plan

Subject: Mathematics Grade level: 7th

Unit: Length of LEP (days/periods/minutes): 3 days, 45 minutes

each lesson

Topic: Statistics and Probability Case Study Used: Valeria & Math

Content Standards: NY-7.SP

Draw informal comparative inferences about two populations.

1. Construct and interpret box-plots, find the interquartile range, and determine if a data point is an
outlier.

3. Informally assess the degree of visual overlap of two quantitative data distributions.
4. Use measures of center and measures of variability for quantitative data from random samples
or populations to draw informal comparative inferences about the populations.

Literacy Standards: (include only standards addressed in this LEP)

Learning Experience Outcomes (knowledge/ Learning Experience Assessments

skills)
Students will:
1. Students will analyze and interpret
data in order to construct a boxplot.
2. Students will construct a boxplot
using knowledge from the previous
lesson.
3. Students will interpret visual data
trends in boxplots and other graphs.
Differentiation (What will you do to meet the needs of students at these different levels?)
Day 1: Students will complete a graded exit
ticket independently about the parts of a
boxplot. (on the powerpoint, slide 12)
Day 2: Students will complete a homework
assignment that asks them to construct a box
plot based off of a given data set.
Day 3: Students will complete a graded exit
ticket about describing a given distribution.
(on the powerpoint, slide 30)

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Approaching On-level Beyond
Students who need extra Students who are on-level Students who are beyond will
help will be given additional will continue to have some have little-to-no direct
attention during class and help but will also be given a instruction during independent
after class. These students lot of space to effectively work.
will be given a printed out complete assignments
copy of the powerpoint to independently.
refer back to throughout the
lesson.
Students will be given a
vocabulary sheet of all the
terms needed in the lesson
plan, terms will be grouped
in the order that they are in
in the lesson. This sheet will
be handed out to students
on the day of the first
lesson.
The teacher will write down
vocabulary specific to the
lesson on the board at the
beginning of class along with
the definitions.

When working in groups

students will be grouped
with students at different
levels than them.
Specifically in groups of
three, there will be two
students who are on-level or
exceeding and one student
who is approaching.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

Materials Procedures/Strategies

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powerpoin Day 1 (add additional days as needed)
t
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of
pencil the concept to be learned)

calculator We are going to have a do now on the powerpoint with a picture of a dot plot.
Students are asked to observe the graph and note their findings in preparation
notebook for the anticipatory set where students are asked to compare two graphs.

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

Using teacher-directed comparison students are asked to compare the following

graphs. Students are given these two guiding questions: What is the range of
the distribution? Are there any gaps in the graphs? Are there gaps in both
graphs?

The teacher will teach this strategy by describing what it is and what the
students will do on the powerpoint on slide 4.

Activating Prior Knowledge (what information will be shared with/among students to connect to
prior knowledge/experience)

On the powerpoint (slide 5), the class is asked what the median of a data set is.
After a response, students are given a small list of numbers and asked what the
median is. Students should be able to answer these questions as this is a 7th
grade class and median/mean is covered in earlier grades.

Direct Instruction (input, modeling, check for understanding)

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 Academic Language:

1. Language Function: The language function that we want our students to

construct meaning from is inquiry/seeking information. This will help
students such as Valeria who has trouble reading and interpreting word
problems ask questions so that they can better understand the problem
presented. They will use questions like “Am I correct in assuming
that…?” and ”I didn’t understand what you said about…” to help clarify
the meanings due to the language barrier.
2. The task that provides students with the above opportunity is during
guided practice for day 3. While the teacher is walking around the room
students like Valeria have the opportunity to ask clarifying questions
about key terms or concepts. Students can also ask their group partners
these questions since they will be paired up with someone who is on
level or above.
3. Students will need to have oral language demands in order to talk to
each other and to the teacher about the questions and the problem.
Students will need to use discourse in order to think through the
problem and develop questions in order to use the inquiry/ seeking
information language function. Students will need to have knowledge of
the vocabulary in order to answer the questions in the guided practice

References: (e.g. Book, course packet, pg #, complete web address URL)

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