Lesson Plan

Date: ​May 3rd, 2019 Teacher’s Name: ​Ms.

Salvatore
Subject: ​Mathematics Grade level: ​7th
Class Setting: ​7th grade general mathematics classroom
Length of lesson: ​47 minutes

Central Focus: ​In this two day learning segment, students will construct and make inferences
about a set of data from box and whisker plots. On day 1, students will construct box and
whisker plots to order to develop conceptual understanding of box and whisker plots. On day
2, students will draw inferences from box and whisker plots about populations.

Length of Learning Segment: ​1 out of 2

Lesson Title​: Box and Whisker Plots
Essential Question​: How do we construct box and whisker plots?
Learning Standards:
CCSS.MATH.CONTENT.7.SP.B.4
Use measures of center and measures of variability for numerical data from random samples to
draw informal comparative inferences about two populations.

Learning Objectives​: Assessments​:

Students will be able to construct box and Group Activity - Students will be
whisker plots in order to represent data constructing a box and whisker plot within
from a population. groups of 2 and 3 on poster paper.

Homework - Students will complete a

worksheet where they have to construct
three box and whisker plots.

Academic Language: ​Vocabulary- median, 1st quartile, 3rd quartile, minimum, maximum,
language functions- students will identify measures of central tendency in order to construct
box and whisker plots, syntax- constructing graphs, and discourse- students will be discussing
and completing the group work activity together

Procedure:
Anticipatory Set
1. Students will receive the do now worksheet below. Students will glue this worksheet
into their math notebooks and complete it.
 Initial Phase
1. We will go over the definition of each vocabulary word: minimum, maximum, 1st
quartile, median, and 3rd quartile.
2. We will go over the do now activity which included constructing a box and whisker plot
on a number line provided to students.
3. Students will each receive a bag of skittles. Students will be directed not to eat the
skittles, but to count how many are in the bag that they received.
4. Each student in the class will share the number of skittles that were in the bag that they
received one by one and I will write each number on the board in a frequency table.

Middle Phase
1. In groups of 2 or 3, students will create the box and whisker plot from the data on
poster paper.
2. Groups will share and present graphs.

Concluding Phase
1. Homework will be distributed.

Follow up: ​Homework - worksheet which includes 3 questions where students will create the
box and whisker plots from provided data sets
Materials: ​poster paper, do now activity, homework, skittles, glue, math notebooks

Resources:
Homework received from: math-aids.com