FrequencyTables&VennDiagrams

4/7/2016

TableofContents

TableofContents

Overview

LearningObjectivesandAssessments

Standards

PrerequisiteKnowledge

MathSkills

Vocabulary

Differentiation

IntegrationofOtherContentAreas

InstructionalStrategiestoDifferentiateInstruction

Modifications/Accommodations/Extensions

Materials,Resources,andTechnology

RequiredItems

TechnologyIntegration

SourcesforLessonPlanandResources

TeachingandLearningSequence

Agenda

Sequence

CommonCoreTeachingStandardsandRationales

10

Reflection

13

Overview

TeachersName:NicholasLacasseDateofLesson:4/7/2016

LearningObjectivesandAssessments

Objective:Studentswilllearnaboutmutualexclusivity.
Assessment:Formativeassessmentatendofclass.
PreAssessment()Formative(X)Summative()

Objective:Studentswilllearnhowtointerprettwowayfrequencytables.
Assessment:Formativeassessmentatendofclass.
PreAssessment()Formative(X)Summative()

Standards
CommonCoreStateStandards

CCSS.MATH.CONTENT.HSS.CP.B.7
ApplytheAdditionRule,P(AorB)=P(A)+P(B)P(AandB),andinterprettheanswerintermsof
themodel.

Rationale:Datacomesinmanyforms,andstudentsabilitytoapplytheadditionruleisonlyas
goodastheirabilitytointerpretthevariousformsthatdataisrepresented.Theywilllearntouse
theadditionruleonthetwowayfrequencytable.

PrerequisiteKnowledge

MathSkills
Basicprobabilityformula
Theadditionrule

Vocabulary

MutuallyExclusive
1.

Twoeventsaremutuallyexclusiveiftheycannotbothhappenatthesametime.

Frequency(source:dictionary.com)
1. Rateofoccurrence.

Differentiation

IntegrationofOtherContentAreas

InstructionalStrategiestoDifferentiateInstruction

Content
1.

GeometricProbability

2.

TheBasicCountingPrinciple
a.

3.

Permutations
i.
Combinations
1. CombinatoricsProblemSolving
InclusionExclusionPrincipleExtensionoftheAdditionRule

4.

ConditionalProbability
a.
b.

TheFullMultiplicationRule
TestingforIndependence

Allextensionscanbefoundattheclassroomwikispace.
TheInclusionExclusionPrincipleextensionismostapplicabletothislesson.

Process
MultipleIntelligences:
Verbal:Studentswillbeproblemsolvingingroupsmakingcommunicationaboutcontenta
centralcomponentofthelesson.
Logical:Twowayfrequencytablesarealogicalorganizationofdatathatwillappealtothe
organizedlogicallearners.
Visual/Spatial:Gettingupandmovingandphysicallybeingthetwowayfrequencytableand
seeingithappenandhowwesplitpeopleup.
Interpersonal:StudentswillbecollaboratingduringBetheTableactivity.
Kinesthetic:Gettingupandmoving.Connectingwiththelayoutofatwowayfrequencytableby
gettingupandpersonallyrepresentingdatainthetableandseeingotherstudentsmovetoalso
representthetable.

Product
N/A

Modifications/Accommodations/Extensions

FromIEPs(IndividualEducationPlan),504s,ELLIDEP(EnglishLanguageLearning
InstructionalDeliveryEducationPlan)IwillreviewstudentsIEP,504orELLIDEPand
makeappropriatemodificationsandaccommodations.
4


PlanforStudentswhoareMissingPrerequisiteSkills:
Studentswhoaremissingprerequisiteskillswillbecontactedduringacademicsupport.

Extensions
1.

GeometricProbability

2.

TheBasicCountingPrinciple
a.

3.

Permutations
i.
Combinations
1. CombinatoricsProblemSolving
InclusionExclusionPrincipleExtensionoftheAdditionRule

4.

ConditionalProbability
a.
b.

TheFullMultiplicationRule
TestingforIndependence

Allextensionscanbefoundattheclassroomwikispace.
TheFullMultiplicationRuleismostapplicabletothislesson.

PlanforAccommodatingAbsentStudents
AbsentstudentscanfindmeintheiracademicsupportblockorworkwiththestaffinThe
Center.Iftheseaccommodationsareinsufficient,furtherarrangementswillbemade.

Materials,Resources,andTechnology

RequiredItems

Handouts
FormativeAssessment

Technology
TeacherLaptoporiPad
Projector
StudentiPad

Other

TechnologyIntegration
Technology:StudentiPad
SAMRLevel:Augmentation
Rationale:StudentiPadsareusedtoviewthedailywarmupinasharedgoogledoc.Thereason
thisisastepupfromsubstitutionisbecauseeachstudentcanadjusttheviewofthedocumentto
fittheirneeds.Somestudentshavepooreyesightandneedtexttobebigger.Otherstudentsmove
morequicklyandneedtoscrolltothenextsectionsooner.

SourcesforLessonPlanandResources

TeachingandLearningSequence

Agenda
(theagendatobewrittenonthewhiteboardforthestudents)
1. HWTurnIn
2. Magic!
3. BetheTable.
4. VennDiagrams
5. FormativeAssessment

Sequence
SequenceLength:~75Minutes
1. Collectanylatehomework.
2. WarmUp(10minutes)
a. Experiment:Yourolltwo4sideddiceandrecordtheirsum.Createaprobability
distributiontablefortheoutcomesofthisexperiment.(Hint:mapitusingatree
diagram).
3. Kinestheticactivitywherewegroupstudentsasatwowayfrequencytable.(10minutes)
a. Askallstudentstostandup.
b. IfyouwereborninSpringorSummergototheleftsideoftheroom,ifyouwere
borninFallorWinter,gototherightsideoftheroom.
c. FrequencyTable
i.
Say:So,doyoumindifwejustsummarizethisontheboard?
ii.
Drawthisontheboard:
Spring/Summer

Fall/Winter

[frequency]

[frequency]

iii.

Wecallthisafrequencytable.(Makesuretheyunderstandwhat
frequencymeansandcanreadthetable.)
iv.
Stayonthesideoftheroomthatyouarealreadyatbut.
v. Ifyouprefericecreamgotothefrontoftheroomandifyoupreferpizza
gotothebackoftheroom.
d. Expandtableonboardassuch:

Spring/Summer

Fall/Winter

IceCream

[frequency]

[frequency]

Pizza

[frequency]

[frequency]

e. Butwhenwesplitpeopleupintothesegroups,nowIcantimmediatelyseehow
manypeople(total)wereborninSpring/Summer!Well,everybodyinthiscolumn
herewasborninSpring/Summer(gesturetothatcolumn).Soifwewantthetotal
numberofpeoplewhowereborninSpring/Summer,letsjustaddaboxbeneath
itthatshowsthattotal.

Spring/Summer

Fall/Winter

IceCream

[frequency]

[frequency]

Pizza

[frequency]

[frequency]

[frequencycolumntotal]

f. Addeachtotalboxoneatatime.
g. Oncetheentiretableisthere,tellthemthatthisisatwowayfrequencytable.
h. LetsaddthistabletoyourToolkitasanexample.(3minutes)
4. Letsanswersomequestionsaboutourfrequencytable.(Addthesetotoolkit)(12
minutes)
a. AsaclasswewilldoquestionsA,B,G,andH,thenIwillletthemworkintheir
tablegroupstocompletetheotherquestions.AftertheyhavehadtimetodothatI
willconfirmwhatthecorrectanswerswere.
5. TwoWayFrequencyTablescanbeConstructedfromwhatSeemslikeIncompleteData
a. Inthetableontheboard,erasetheentriesmarkedE.Thenshowthemhowto
reconstructthetable.

Spring/Summer

Fall/Winter

Totals

IceCream

Pizza

Totals

6. VennDiagrams(15minutes)
a. Example:100Freshman.45likebasketball.30likebaseball.And25likeboth.
Whatstheprobability,ifsomeoneispickedatrandom,thattheylikebasketball

orbaseball?AddexampletoToolkit.
Note:Dontforgetaboutthe50peoplewhoarentineitherofthecircles.
i.
CommonMisconception:Somestudentsmaythink45goontheleft,30
goontheright,and25goesinthemiddle.Ifthiswerethecasethenwed
reallybereportingthat55likebaseball,butthatisnotwhatwereported.
b. TheyTry:Inasurveyof100adults,70hadamortgage(basicallyahouseloan),
and40hadacarloan.30hadbothamortgageandacarloan.Whatisthe
probabilitythatapersonchosenatrandomwillhaveamortgageoracarloan?
c. Doacoupleclasspolls:
i.
WholikesIronMan?WholikesCaptainAmerica?
ii.
WholikesHockey?WholikesNASCAR?
iii.
WholikesHumanities?WhoLikesScience?
7. FormativeAssessment(10minutes)
8. Homework
a. Page543#5

CommonCoreTeachingStandardsandRationales

LearnerDevelopment
Standard#1LearnerDevelopment
Theteacherunderstandshowstudentslearnanddevelop,recognizingthatpatternsoflearning
anddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,
andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenging
learningexperiences.
Rationale:Mystudentsdifferinregardstocontentmastery.ForthisreasonIhaveadded
differentiationforcontent.Thereareseveralextensionsavailableforthislessonthatstudentswill
haveaccesstoandtheywillhavechoiceinwhichextensionismoreinterestingtothem.

Standard#2LearningDifferences
Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunities
toensureinclusivelearningenvironmentsthatalloweachlearnertoreachhisorherfull
potential.
Rationale:Ihaveintegratedothercontentareastoassistinthelearningprocessaswellas
motivationforparticipation.Multiplemethodsofprocess(teacherled,groupwork,individual
work,puzzles)showsanunderstandingoflearnerdifferencesaimedatfosteringstudentlearning.

Standard#3LearningEnvironments
Theteacherworkswithlearnerstocreateenvironmentsthatsupportindividualandcollaborative
learning,encouragingpositivesocialinteraction,activeengagementinlearning,andself
motivation.
Rationale:Ihaveincludedactivitiesthatplacestudentsinindividual,andgroupactivitiesto
encouragecollaborationandpeersupport.

Content
Standard#4ContentKnowledge
Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)
heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthediscipline
accessibleandmeaningfulforlearners.
Rationale:Understandingthecontenthasallowedmetoidentifyprerequisiteskills,scaffold
content,andmakerecreationalconnectionstothecorecontent.

Standard#5InnovativeApplicationsofContent
Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengage
learnersincritical/creativethinking,andcollaborativeproblemsolvingrelatedtoauthenticlocal
andglobalissues.
Rationale:Fillinginapartiallycompletedtwowayfrequencytablecanseemlikeadaunting
tasktoastudent.Bymakingtheconnectiontorecreationalmathematicsitscaffolds,calms,and
reinforcesnewunderstandingsthroughafamiliar,fun,andengagingactivity.

10

InstructionalPractice
Standard#6Assessment
Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirown
growth,todocumentlearnerprogress,andtoguidetheteachersongoingplanningand
instruction.
Rationale:Answeringhomeworkquestionsatthebeginningofthelessonprovidesagood
overviewofstudentsunderstandingofthepreviousclassscontentwhichwillbeused
throughoutthislesson.Withtheformativeassessmentattheendofclass,Igettoseetheirability
tointerprettwowayfrequencytables.

Standard#7PlanningforInstruction
Theteacherdrawsuponknowledgeofcontentareas,crossdisciplinaryskills,learners,the
communityandpedagogytoplaninstructionthatsupportseverystudentinmeetingrigorous
learninggoals.
Rationale:Theimplementationofdifferentiationintermsofprocessandcontentis
demonstrationofcompetencyinplanningforinstruction.

Standard#8InstructionalStrategies
Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnersto
developdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoaccess
andappropriatelyapplyinformation.
Rationale:Thislessonwillimplementavarietyofstrategies:teacherled,studentindividual,
studentgroups,classdiscussion,aswellasstrategiesthatarenotimplementedintheplanning
phasebutarepresentintheclassroomsuchascoldcallingandthenooptoutstrategyas
describedinTeachLikeaChampion2.0.

ProfessionalResponsibility
Standard#9ReflectionandContinuousGrowth
Theteacherisareflectivepractitionerwhousesevidencetocontinuallyevaluatehis/herpractice,
particularlytheeffectsofhis/herchoicesandactionsonothers(students,families,andother
professionalsinthelearningcommunity),andadaptspracticetomeettheneedsofeachlearner.
Rationale:Theformativeassessmentattheendofthelessoninformmeontheeffectivenessof
thelesson.Anoverallreflectivecomponentofthelessonisalsointegratedintothelesson
planningdocument.Thisassistsmeinanalyzingwhatwentwellandwhatdidnot.

Standard#10Collaboration
Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudent
learning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Rationale:Thislessonplanistheresultofcollaborationbetweenprofessionals,directlyand
indirectly.Indirectly,ourcollaborationhasmademeamoreawareeducator,andhasresultsina
significantincreaseinstudentunderstanding.Directly,thecollaborationinvolvedrevisingmy
originallessonplantobettermeettheneedsofstudents.

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Technology
Standard#11TechnologyStandardsforTeachers(NETST)
EffectiveteachersmodelandapplytheNationalEducationalTechnologyStandardsforStudents
(NETSS)astheydesign,implement,andassesslearningexperiencestoengagestudentsand
improvelearningenrichprofessionalpracticeandprovidepositivemodelsforstudents,
colleagues,andthecommunity.AllteacherswillmeettheNETSTstandardsandperformance
indicators.
Rationale:Thoughnotanexcessivelyovertcomponent,thetechnologyuseinthislesson
demonstratesanawarenessthattechnology,likealltools,shouldbeusedonlypurposefullywhen
itwouldhaveanexplicitpositiveimpactontheeducationalpractices.Italsodemonstratesan
abilitytoseamlesslyusetechnologyatthesubstitutionandaugmentationlevels.

12

Reflection

Thislessonwentverywell.Studentsstayedwithmethewholetime,theywerefairlygoodabout
beingontask,andbypopulatingourtwowayfrequencytableandandVenndiagramswith
informationaboutthemtheybecamesignificantlymoreinvestedintheclass.
ThingsthatWentWell:
Studentswereinvested.
Therewasabetterbalancebetweenteachertalkandstudenttalk.
Studentsweregivenmoreopportunityforindependentpracticebeforehavingaformative
assessment.

13

Name:______________________

TwoWayFrequencyFormativeAssessment

1.
Agroupofstudentstookasurveytofindoutiflowerclassmen(freshman&sophomores)
andupperclassmen(juniors&seniors)preferredwakingupearlyorsleepingin.Unfortunately,
thestudentswerentcarefulandsomeofthedataintheirtablegotruined.Fillintherestofthe
tableandanswerthetwoquestionsthatfollow.

Lowerclassmen

Upperclassmen

Total

UpEarly

200

SleepingIn

200

Total

250

600

a. Whatstheprobabilityastudentselectedatrandompreferssleepingin?

b. Whatstheprobabilityastudentselectedatrandomisanupperclassmenorprefers
gettingupearly?

2.
Asmallsurveyof250studentsfoundthat90peoplelikeDCComicsand120peoplelike
MarvelComicsand50likeboth.SummarizethisinformationinaVenndiagram.