Lesson Plan

Stage 1 Desired Results

Content Standard(s):

CCSS.Math.7.SP.3 Draw informal comparative inferences about two populations. Informally assess the
degree of visual overlap of two numerical data distributions with similar variability, measuring the difference
between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of
players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice
the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two
distributions of heights is noticeable. (Common Core State Standards Initiative, 2016)
CCSS.Math.7.SP.4 Draw informal comparative inferences about two populations. Use measures of center
and measures of variability for numerical data from random samples to draw informal comparative inferences
about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are
generally longer than the words in a chapter of a fourth-grade science book. (Common Core State Standards
Initiative, 2016)

Unpacked Standard(s): I can statements

Students need to be able to calculate the

mean, median, mode, and range of a set of
data.
Students need to be able to represent data
sets in a dot plot and use a dot plot to
calculate measures of central tendency.
Students need to be able to use dot plots to
compare data sets.
Students need to be able to use boxplots to
compare data sets.

Essential Questions:

How would you explain to someone the method for

finding the mean, median, mode and range of the
homeruns during a Rockies vs. Dodgers game?
Would the process change based on the set of
numbers? Why or why not?

Students will set their own personal goals by.

Completing the SMART goal template, using their pre-assessment feedback as well as the rubric.

Progress on students' personalized goals will be monitored by

Students will use the rubric to check how they are doing and how close they are to meeting their weekly
goal. They will have conversations with their teacher as often as needed to ensure they are on the right path
to meeting their goal.

Rules and Procedures

1. Entering the classroom:

Enter the math lab space silently, take your seat and begin the daily Do Now. The Do Now is
located in the same space on the whiteboard every day.

2. Restroom Breaks:
If you have an emergency tell your teacher, your teacher will call an escort to take you to the
restroom.
3. Dismissal:
You are to remain in your seat until the bell rings.
Stage 2 Assessment Evidence Directly Aligned to Content Standard
Pre-Assessment, including analysis of the pre-assessment results.

Creating pre-assessments is something I do on a regular basis since I support my teachers with lesson plans and
assessments. Observing students complete the pre-assessment was informational. Many of them had blank stares on their
faces and many questions, which made it clear that they were struggling. Both their teachers and I made it clear to them
that it would not affect their grade, and we would only use it to better support them. After evaluating each pre-assessment
it became evident that our students will need many scaffolds during this unit. As evident by the graph, only 2 students are
on the approaching level based on the rubric. Creating the rubric was beneficial since I dont create them very often.

16
14
12
10
8
6
4
2
0

4 Exceeds
3 Meets
Show Find Using
Work Mean, dot
Median, plots
Mode &
Range

2 Approaching
1 Needs
Development

Rubric:

Learning
Targets

4
Exceeds

Students show Shows in

their work.
detail all of
the steps
taken to arrive
to the answer.
I can find the Calculates
mean,
correctly to
median, mode find the mean,
and range of
median, mode
a data set.
and range of
a data set.
I can use dot
plots to
compare data
sets and can
represent data
sets in a dot
plot.

Problems
numerically
represent data
sets and
compares
data sets
using dot
plots.

3
Meets

2
Approaching

1
Needs
Development
5 or more of
At least 3 of
Less than 3 of
the problems
the problems
the problems
have detailed have detailed show detailed
steps on how
steps on how
steps on how
to solve.
to solve.
to solve.
Calculates
Calculates
Calculates
correctly to
correctly to
correctly to
find three out find two out
find one out of
of the four
of the four
the four
expectations
expectations
expectations
(mean,
(mean,
(mean,
median, mode median, mode median, mode
and range.)
and range.)
and range.)
Problems
Problems
Problems do
reflect both
reflect only
not reflect
steps but only one of the two understanding
one of the two expectations
of comparing
expectations
and it is done data sets or
is done
correctly.
representing
correctly.
(Numerically
data sets using
(Numerically
represents
dot plots.
represents
data sets
data sets
using dot
using dot
plots or
plots or
comparing
comparing
data sets).
data sets).

Formative Assessments, Summative Assessments, etc.

This assessment included ways to find mean, median and mode as well as range. Students had to show their
understanding of the method they used to find these. Some of these questions will be used as a formative assessment
during the first week of the unit, to see if they have made growth.
Other formative assessments that will be used during these lessons are, small dry-erase whiteboards (Dodge, 2009) as
well as Think Pair Share (Kagan & Kagan, 2009) and Exit Tickets. Below is an insert of the pre-assessment.
A summative assessment will be given at the end of the unit.
________________________________________________________________________________________
Keeping students Engaged
1. Connect what youre teaching to real life
2. Use students interests and fascinations
3. Give students choices
4. Present information in multiple formats
5. Teach students self-monitoring skills.
________________________________________________________________________________________
Offering Choices
One of those choices will be around what they want their box plot to display, their preference for making a dot plot, and
what information they will use to gather a data set, to find mean, median, mode and range.
________________________________________________________________________________________
Real-World Relevancy
One way that we will explicitly align the skills to real-world is by creating a survey asking students the number of pets
they have and another survey asking the number of siblings. Students can then create a dot plot and use it to find the
mean, median, mode, and range of the data set. This will be directly connected to all students allowing it to be relevant
and inclusive.
________________________________________________________________________________________
Interaction
By setting individual student goals all students will have interaction with their teacher and all students will be working
towards something, giving the teacher an opportunity to interact with all students when addressing goals and checking for
progress. Another way to ensure teachers interact with students is by making sure teachers greet them at the door every
day. At the beginning of class the teacher stands at the door and greets students as well as asks them a math question
using flashcards. This is to support a positive start and bring their focus to math as they enter math class. Two other
opportunities for interaction that Goodwin and Hubbell (2013) mention is making time for interaction and not forgetting
nonverbal communication. The power of a smile or a high five can go a long way. Since I dont teach students directly, I
conduct walks to all of my classes every period and simply smile at the students and give them thumbs up (sometimes
asking if theyre ok). Daily interaction with students is crucial to relationship building, which supports the lesson
delivery.
Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments
Learning Activities:

Essential Question- Do Now- (5 minutes) quick question to engage students on what the lesson will be
about. (Curiosity, Connection, Coherence)
Pre-Assessment (10 minutes) Finding measures of central tendency (Connection)
Mini- Lesson (10 minutes) Review the three measures (note that students learned these in 6th grade; this is
a review of what each one is) Depending on how much students remember about how to do these, they
should take the lead on the calculations. (Coherence)
I can statements/standards (5 minutes) self assess, before, during, and after the lesson. (Coherence,
Connection, Context)
Main-Lesson (15 minutes) students will work on finding the mean, median, mode and range of a data set.
They will also use box plots and dot plots for data sets. (Coherence, Concentration, Context)
Feedback - (5 minutes) through out the lesson teachers will provide up to 5 minutes of specific feedback
for each student. (Coaching)
Process - (10 minutes) throughout the lesson students will have opportunities to process what they are
learning. They will do so by writing a reflection, reading their notes, or talking with a partner.
(Concentration, Connection, Coherence, Coaching)

Exit Ticket (5 minutes) students answer questions independently to show understanding of content. This
is used by teacher to plan the Do Now for the next day as well as to guide her instruction the following
day. (Context)
Stage 4 Feedback Strategies, including Timeliness

Feedback
-Provide immediate feedback to students
-Provide feedback throughout the lesson every day
-Teachers are able to immediately follow through with a student who isnt being receptive to the feedback they are
receiving
-Link all feedback directly to the students specific SMART goal the student wrote
-All feedback that is given during the lesson will be for guidance purposes not for grading or evaluation.