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: |
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|1.Start the lesson |
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|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. |
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|2. Presentation |
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|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 |
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|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 |
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|4. Independent practice |
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|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 |
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|5. Evaluation |
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|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 |
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|6. Closure |
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|M- Th.- Q & A/ Answering the essential questions/ student summarizing |
|F- Assessment |
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**Italicized activities = co-teaching/ differentiated instruction**
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