Methods 2 Lesson Plan Template

Lauren Kutch and Lesson Plan #1 —Day #1

Jenna Zimmerle
Lesson Topic  Frequency Tables and Histograms
Central Focus of this Interpreting Frequency Tables (Day 1) and Constructing
Lesson Histograms based on Frequency Tables (Day 2)
Grade Level 6th Block/Time 5th block 1-2:40pm
GSE/Standard (s) MGSE6.SP.1 Recognize a statistical question as one that
anticipates variability in the data related to the question and
accounts for it in the answers. (Addressed in warm-up for
REVIEW)
MGSE6.SP.5 Summarize numerical data sets in relation to their
context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation,
including how it was measured and its units of measurement.
Learning Objective Day 1: Students will be able to create frequency tables from
data that was created by asking statistical questions.
Standards for 1. Make sense of problems and persevere in solving them.
Mathematics Practices Students will make sense of the data distributions by
(being addressed in this lesson)
interpreting the measures of center and variability in the
context of the situations they represent.
2. Reason abstractly and quantitatively. Students reason about
the appropriate measures of center or variability to represent a
data distribution.
3. Construct viable arguments and critique the reasoning of
others. Students construct arguments regarding which
measures of center or variability they would use to represent a
particular data distribution. They may critique other students’
choices when considering how outliers are handled in each
situation.
4. Model with mathematics. They use measures of center and
variability and data displays (i.e. box plots and histograms) to
draw inferences about and make comparisons between data
sets. Students need many opportunities to connect and explain
the connections between the different representations.
Students collect data regarding real-world contexts and create
models to display and interpret the data.
5. Use appropriate tools strategically. Students consider
available tools (including estimation and technology) when
answering questions about data or representing data
distributions. They decide when certain tools might be helpful.
For instance, students in grade 6 may decide to represent
 similar data sets using dot plots with the same scale to visually
compare the center and variability of the data.
6. Attend to precision. Students use appropriate terminology
when referring to data displays and statistical measures.
7. Look for and make use of structure. Students examine the
structure of data representations by examining intervals, units,
and scale in box plots, line plots, histograms and dot plots.
Students recognize typical situations in which outliers skew
data. They can explain patterns in the way data is interpreted in
the various representations they study throughout this unit.
8. Look for and express regularity in repeated reasoning.
Students recognize typical situations in which outliers skew
data. They can explain patterns in the way data is interpreted in
the various representations they study throughout this unit.
Procedural Fluency, Conceptual Understanding, and/or Reasoning and Problem Solving
Procedural Fluency Conceptual Understanding Problem Solving
(addressed in the lesson) (addressed in the lesson) (addressed in the lesson)
Students will calculate Students will make connections Determine/figure out the frequency of
the frequency of numbers between the data set and its each number in a data set and represent
within a data set and corresponding frequency table. the frequency in two forms: Tally marks
create tally marks. Using their own words, they will and numerical quantities. Use the
describe the similarities and correct order of the data set from least
Students will represent differences in their known to greatest to evaluate frequency and
their data in a table. representations and the benefits interpret the data in the context of the
of creating a frequency table. statistical question that was asked.
They recognize that frequency Figure out how to recognize the mode of
tables may look different than the data from the frequency table.
the raw data, understanding the
value of the numbers in the
table.
Instructional Strategies, Math Task, Instructional Handouts/Materials
A Description of What Teacher/Co-Teacher/Students will be Doing During the Lesson
Lesson Launch/Activation or Warm-Up—10 minutes
Lead Teacher Co-Teacher Students
What do you plan to do to How might your Co-teacher assist? What expectations do you have for students?
get your students prepared What will they do during this time?
for the lesson?

Lauren: PowerPoint review Jenna: Circulating the classroom,

of data and different forms
of data
making sure the students are getting Students will be engaged in the review by
started on their warm-up and the taking guided notes and answering warm-up
online students have access to the questions.
google slides and worksheets, as
well as the data for the activity (all
of the materials for the day).

Lead Teacher
https://docs.google.com/pr
esentation/d/1KhCiLxrIfUm
2Vje8iooZ29__Rqb9KiBDuKq
JALxxQa8/edit?usp=sharing
Instruct/Explore/Discussion—40 minutes
Co-Teacher
What will the co-teacher be doing
during this part of the lesson?
Co-Teacher (Lauren) will be
Students
Online/Virtual/ or Both
What will the students be doing?
Will they be working together (pairs/small
groups)? While they have roles if working in
Jenna: Jenna will begin
lecture with the introduction
to frequency tables.
Instructions for the white-
board task will be on the last
slide of the PowerPoint and
will stay up for the duration
of the task.
The Lead Teacher (Jenna)
will be at the back of the
room with the students
watching them go through
the activity individually.
Students will need to pay
attention to their particular
data set and the frequency of
their numbers.
working with the online kids during
this time and taking them through
the whiteboard activity online,
asking them to share their work
frequently.
Lauren will also be checking
students’ work as they share their
screens and defeating any
misconceptions, such as those that
may arise with the frequency count
of different types of data (as
reviewed in the warm-up).
Link to powerpoint for online as
well:
https://docs.google.com/presentati
on/d/1KhCiLxrIfUm2Vje8iooZ29__R
qb9KiBDuKqJALxxQa8/edit?
usp=sharing
small groups?
How much time will they work
independently, together, etc?
In-person: Students will be using their
resources and peers to complete their
activity individually on the whiteboard.
While they are allowed to use their peers as a
resource, they must produce their own work.
Their work will be checked by a teacher
before they continue to the next activity.
Online: Students will be engaged in an online
activity with the Co-Teacher and be expected
to answer questions.

White Board Activity

Explained: each student will
be given a unique data set
and asked to provide the
information in the form of a
frequency table on the
board.

Good questions to ask:

Does your table have as
many values as your data set
does?
What is this data telling us?
Can you find the mean,
median, mode, and range
from this table?

Goal of the lesson: Make the

connection between the data
set and reading the
frequency table. They are
the same thing just in
different formats.
Worksheet A: complete
worksheet individually for
remainder of class
The Lead Teacher (Lauren)
will take them through the
first problem to give them a
guide for the rest of the
worksheet.
https://www.easyteacherw
orksheets.com/pages/pdf/m
ath/graphing/frequencytabl
es/6.html
Assessment/Ticket Out
the Door
Guided Practice—remainder of class (40 min)
What do you want your co-teacher What are your expectations for students
to be doing while students work on during guided practice? What/How
practice problems? (worksheet, own paper, board problems) will
they be expected to work through the
Co-Teacher (Jenna) will be helping problems?
students in-person and online with Will a few share solutions? Who will share?
their questions on Worksheet A
while Lead Teacher helps students Students will be working on Worksheet A
finish the Whiteboard Activity. individually and referring to their notes and
teachers for help. Students will be asked to
share their thinking for problems that several
other students are stuck on.
Worksheet A is to be turned in on their way out of the room as a Ticket-Out-the-Door.
Planned Differentiation & Supports
Extensions: Analytic questions based on their data and tables will be asked and related to real life reasoning as an
extension.
Hints/Supports: Guided notes will and can be provided, as well as smaller data sets. Hints will be provided
throughout the lesson as students work through their individual frequency tables and worksheets.
Tiered Levels: Level 1- Small Data set with recall questions based on table and data
Level 2- Medium sized data set with questions that analyze the information given from a frequency table and the
purpose of the data.
Level 3- Larger data set with questions that require students to apply the results from the frequency table into a real-
world scenario.