Haines City Senior High School: Lesson Plans
|Petal Upper Elementary School: Lesson Plans |
|Teacher: Giles Grade: 5th Week of: March 25 - 28 Subject/Unit Math |
|Lesson Objectives(s) |Leveled Student “I CAN” Statements |Vocabulary Word |
|CCSS.Math.Content.5.MD.B.2 Make a line plot to display a data set of measurements in| | |
|fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to |I can read, create, and make predictions using a line plot. |Central Tendency |
|solve problems involving information presented in line plots. For example, given | |Mean |
|different measurements of liquid in identical beakers, find the amount of liquid |I can read, create, and make predictions using a box-and-whisker plot. |Median |
|each beaker would contain if the total amount in all the beakers were redistributed | |Mode |
|equally | |Range |
| | |Upper Quartile |
|5. Interpret and analyze data and make predictions. | |Lower Quartile |
| | |Interquartile Range |
|Use the mean, median, mode, and range to analyze a data set. (DOK 2) | | |
|Compare data and interpret quantities represented on tables and graphs, including | | |
|line graphs, stem-and-leaf plots, histograms, and box-and-whisker plots to make | | |
|predictions, and solve problems based on the information. (DOK 2) | | |
|Instructional Strategies |Formative Assessment Strategies |Summative Assessments |Thinking Maps & Organizers |Materials & Resources |
|X HOOK to engage student |Teacher Observation |RIT Group Customary Units | | |
|X MODELING by teacher |Questioning | | | |
|X WHOLE Group |Handouts | | | |
|(SMALL Group |PRS Voter Session | | | |
|X Individual /ONE-on-ONE |Thumbs Up / Down | | | |
|(Similarities & Differences |Comment Box | | | |
|(Reinforcing/Recognition | | | | |
|(Cooperative Learning | | | | |
|(Setting Objectives | | | | |
|(Providing Reinforcement | | | | |
|(Generating Hypotheses | | | | |
|(Testing Hypotheses | | | | |
|X QUESTIONING & Cues | | | | |
|(ORGANIZERS | | | | |
|(Increased TIME for | | | | |
|struggling learners | | | | |
|(INTERVENTION | | | | |
| |Guiding Questions |Whole Group Instruction |Small Group/Individual |Differentiation/Centers |Bell Work |
| | | |Practice | |Homework |
|Day 1 |What is the purpose |Introduce and give notes on the parts of a box-and-whisker plot. | | |MCT2 Practice |
| |of any graph? |Make sure to label all the parts. Use a data set to walk through the process of finding all | | |Coordinate grids |
| | |of the parts of a box-and-whisker plot. Start with an odd amount of data due to the fact | | | |
| | |that the medians are easier to find. | | |Problem Solving |
|Day 2 |Why would we want to| Continue working with box-and-whisker plots. |RIT Groups |RIT Groups |MCT2 Practice |
| |use a graph that |Review Monday by playing the following video: |Metric System Intro and quiz|Metric System of Length | |
| |separates data into | |on Customary Units | |Problem Solving |
| |four quartiles? |Discuss the quartiles in great detail and explain how to make predictions about the data | | | |
| | |based on the percentiles shown by the quartiles. Use questions that are similar to MCT2 | | | |
| | |format to familiarize the students with the skill. Collect small easy to use data from the | | | |
| | |students and have them create box-and-whisker plots from scratch. Use these plots to ask | | | |
| | |critical thinking questions and make predictions. | | | |
|Day 3 | | Complete MCT2 Coach Lesson 28 and MCT2 Buckle Down Pages 180 – 181 | | | |
| | |Use the internet resources listed to continue practicing these graphs. | | | |
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|Day 4 | |Continue to work with box-and-whisker plots. |RIT Groups |RIT Groups | |
| | |Use the internet resources listed to continue practicing these graphs. |Continue to work on the |Metric System of Length | |
| | | |Metric System of Length | | |
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|Day 5 | | Good Friday Vacation TGIF | | | |
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