Sellers Lesson Plan English 1 (HS English)
Clark’s Lesson Plan –Algebra 1
Teachers:Clark/Glenn / Period(s):
4th/ 2ndBlock / Start date:
1/28/13 / End date:
2/1/13
Standards:
S-ID.1 REPRESENT data with plots on the real number line (dot plots, histograms, and box plots).
S-ID.2 USE statistics appropriate to the shape of the data distribution to COMPARE center (median, mean) and spread (interquartile range, standarddeviation) of two or more different data sets.
S-ID.3 INTERPRET differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
E.Q—
What types of patterns do different graphical displays reveal about data sets?
How do we interpret those patterns within the context of the data?
How do you decide which measure of center to use when summarizing a set of data?
What effect do transformations have on the shape, center, and spread of distributions?
Materials: Core Plus Contemporary Mathematics in Context Course 1(1st ed.) Mathematics Assessment Project (MARS Lessons) Inside Mathematics National Council of Teachers of Mathematics
NCSM, Leadership in Mathematics Education National Science Digital Library
Illuminations, resources for teaching math:Illuminations National Library of Virtual Manipulatives
Live Binder CPMP-Tools Software Math Assessment Project1)Representing Data Using Box Plots
SAS Curriculum Pathways
QL#139: Measures of Central Tendency
QL#123: The Meaning of the Standard Deviation
QL#122: The Pros and Cons of the Measures of Central Tendency
QL#121: Analyzing Box and Whiskers Plots
notebook paper, pencil, graphic organizer,computer, television, calculator, algebra student textbooks on cd
Literacy enhancements:
independent, dependent, cause and effect, histograms, data, dot plots, box plots, statistics, median, mean, mode, interquartile range, spread, standard deviation, shape, center, distribution, outliers, range, variability, categorical data, interval, bimodal, percentile, five-number summary, quartiles, frequency table, skewed, tail, approximately normal
Adaptations:
Lesson steps:
1.Start the lesson
M-F: Unit 19: Working with Statistics Exercises # 3,4,5,6,11 ( Applied Mathematics: A contextual approach to integrated mathematics cord)
Th.- Warm up ( Plato activity) pg. 2.
2. Presentation
M-**Extremes/ Outliers/ Range - Effects on data
T- **Graphing frequency distribution/ Shape of a normal curve
W- **Standard Deviation
Th.-**Box plots/ Five Number Summary
F- Review/ Assessment
3. Guided practice
Study activities in unit 19 book: pg.
M- Extremes/ Outliers/ Range - Affects on data pg. 14, 15, 16, 17
T- Graphing frequency distribution/ Shape of a normal curve pg. 19 (2), 20
W- Standard Deviation pg. 25, 27, and 30.
Th.-Box plots- Plato independent practice A and B handout
F-Review and Assessment
4. Independent practice
M-SAS lesson 1 Practice Problems #1-7
T-Quiz 1
W-Study activities in unit 19 book: Exercises #7 & 8
Th.- SAS lesson 1 Practice Problems #8- 12
F- Assessment
5. Evaluation
M-T.O.D.
T- Quiz 1
W- Check your understandings (student text)/ Representing Data Using Box Plots
Th.- Wrap up ( plato activity) pg. 10 /SAS lesson 2 Practice Problems (homework)
F- Assessment
6. Closure
M-Th.- Q & A/ Answering the essential questions/ student summarizing
F- Assessment
**Italicized activities = co-teaching/ differentiated instruction**