Sellers Lesson Plan –English 1 (HS English)



Clark’s Lesson Plan –Algebra 1

|Teachers: |Period(s): |Start date: |End date: |

|Clark/Glenn |4th / 2nd Block |1/28/13 |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, |

|standard deviation) 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 Project 1)  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**

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download