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Lesson Plan Design

Subject: Integrated Math 1 College Prep Grade: 9 Lesson Topic: Data Distribution
Candidate’s Name: Danielle May ID # 024019705
Site Supervisor: Robert (Bob) Sisler NU Supervisor: Kathy McLaren
Date: ___05/17/2018___
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
Content Standards: Rationale:

• The purpose for this lesson is to
• S.ID.2 Use statistics appropriate to the shape of the
have the students describe data
data distribution to compare center (median, mean)
such that they can compare the
and spread (interquartile range, standard deviation)
shape, center, and spread of sets
of two or more different data sets.
of data.
• 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).
• Focus learner: One of the students in this class has
an IEP for being on the autism spectrum due to his
difficulty with social interaction and performing
daily tasks. This student is given extra time to
complete homework assignments and assessments.
In addition, he has an academic support class that
assists with helping him complete work.
• The students will use their understanding of box-
and-whisker plots and histograms from the previous
class to describe the shape, center, and spread of the
data.
• Behaviorally, I expect the students to avoid talking
to their peers about unrelated topics during
instructional time and to participate during group
discussions. We have had many behavioral issues
among certain students in this class, so we have
been practicing a safe and respectful learning
 environment.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Rationale:
• Students will be able to describe the shape, center, • I will assess their mastery of these
and spread of a data set. outcomes through the class
• Students will be able to utilize new vocabulary discussion and questioning
related to data distribution given a histogram or box strategies throughout the lesson.
plot. • The students will also be assessed
on their understanding of the
objectives through their
homework and future
assessments.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

Rationale:
• The students will begin the class with a warm-up
that assesses their knowledge of the previous lesson
involving creating a box plot.
• I will model the first problem with student input,
then have the students work to complete the second
problem on their own.
• The warm up involves a real world application of to
college archers’ scores.
• During this pre-assessment, I will assess student
understanding of creating a box-and whiskers plot
and also beginning to introduce the students to the
new concept of determining the shape, center, and
spread of the data.
• I have added a fill-in section for the students to
determine the necessary aspects of a box-and-
whiskers plot.
• The warm-up activity is a great
opportunity for me to assess
individual students progress on
the content.
• Students struggle to get started on
tasks without direct instruction, so
modeling the first problem gives
the students an example to refer to
and time for me to determine any
common student misconceptions
before individual work.
• This data distribution may gain
the interest of certain students
whom are interested in archery or
similar sports.
• Providing a fill-in section for the
 • The time spent on the warm-up also allows me to
assess students’ physical and emotional health
status.
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify
Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
• The class task will begin with an introduction to the
new vocabulary associated with describing data
distribution, which the students can provide input as
we dissect each word into it’s core meaning. For
instance, unimodal, is the combination of uni
meaning one and modal meaning most common or
maximum.
• Utilizing fill-in areas for the task will assist ELL
and students with special needs to understand what
concepts are needed or areas that need to be
completed.
• Utilizing visual examples for each new vocabulary
word will also assist with ELL, students with
special needs, and visual learners to grasp the new
vocabulary words.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
• Students will be provided with pre-printed
“main points” allows students
with language difficulties an
organizational tool that is easier to
complete and less open-ended.
• As students work on the warm up,
this gives valuable time for me to
assess students’ physical and
emotional health and
development.
Rationale:
• It is critical to break down new
vocabulary words in the contexts
of words the students may already
know to assist with developing
new understanding. This is
especially important for ELL and
students with special needs.
• Providing visual models for the
different vocabulary words will
help students grasp the new
vocabulary word through a
graphical representation.
Rationale:
 worksheets for the warm up, class activity, and the
homework.
• Additional pencils and scratch paper are available
for students as needed.
6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
1. Warm Up
a. I will model the first example with student
feedback.
b. I will give context of the second problem and
ensure students know what is expected of
them to be successful on this problem.
c. Depending on student participation, I will
have a student come up to the board to model
the problem or provide direct modeling.
2. 8.2 Task – Data Distribution
a. I will provide definitions for the new
vocabulary words, along with a graphical
representation.
b. With student input, we will describe the shape,
spread, and center of the data from the
previous class activity.
c. Then, I will again model with student input the
first two examples of the Part II task (one
histogram and one box-and whiskers plot)
3. Homework – RSG 8.2 + supplemental worksheet
a. The Go aspect of the homework reviews
concepts regarding percent problems, which
many students have not seen this year or
• The worksheets give the students
an easy to fill in organization tool
for notes and examples to refer to.
• Pre-printing the homework allows
students who struggle with
completing assignments or
students who lack access to a
computer and printer the
necessary materials in order to
complete the assignment.
Rationale:
1. Modeling the first problem on the warm
up prompts the students to begin the task
and allows students the opportunity to self
assess their understanding of concepts
introduced the previous class.
2. Students fill in the new vocabulary
definitions prompting student participation
in taking notes. Additionally, providing a
graphical representation for each word will
assist with students who prefer visual
learning strategies.
3. Modeling the challenging problems from
the homework that review concepts from
student’s previous courses will help them
remember or provide re-learning
opportunities for some students.
Additionally, homework time will allow
me to check for student understanding of
the material.
 possibly have ever seen. So, I want to work
through a few examples from the homework to
ensure the students understand how to
approach these types of problems.
b. As time permits, I will model specific
problems from the homework that struggling
students will find too challenging to approach
on their own.

Check for Understanding:

• I will be assessing student understanding through
questioning strategies throughout the lesson.
• During the examples, I will be assessing student
understanding through participation of possible
answers.
• During homework time, I will be able to check for
student understanding through questioning
strategies and by assessing student progress during
individual time.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Rationale:
• We will work through the introductory problems of
• Class productivity has been best
the warm up, classroom task, and the homework
when students are seated in
together as a class.
individual rows, but students know
• The students work individually, with the help of
they can utilize their peers around
their peers as needed throughout classwork time.
them as need for peer tutoring
This class has struggled tremendously with staying
opportunities during classwork time.
on task when in small groups, so the seating
• Depending on time at the end of
arrangement has been mostly composed of
class, students will have time to
individual work as behavior permits.
work on the homework with the help
• During the 8.2 Task Part II students work to
of their peers or direct instruction.
complete the descriptions of the shape, spread, and
This also provides valuable time to
center for various test score data representations on
check for student understanding and
their own or with the help of their peers around
 them. This also provides and opportunity to walk to provide re-teaching as needed.
around the room and assess student understanding
of the material, and to provide direct instruction or
more modeling of examples as needed.
• After majority of the students finish writing
descriptions for the last four class data sets, we will
have a class discussion of their results and compare
the different classes based on their descriptions.
• Depending on how time permits, students will have
time to work on the homework with guided practice
as needed.
Check for Understanding:

• While the students work on their own or with their

peers on the data descriptions based on the new
vocabulary, I can assess their progress or ask further
questions for high-achieving students. In addition, if
many students are struggling or asking for direct
instruction, then I will re-teach and model another
example.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)

Rationale:
• The students work individually on the second
problem of the warm up, reviewing key ideas of
creating a box-and –whiskers plot.
• After modeling the first four data distribution
examples, the students work individually to write
descriptions of the following four examples.
Check for Understanding:
• This individual time allows me to assess student
progress of understanding the new material based
on the learning goals. In addition, I can determine if
more instruction/modeling is needed.
• The second problem of the warm
up gives students the opportunity
to assess their understanding of
the content from the previous
class and to ask questions as
needed.
• After modeling four examples of
describing data based on the new
vocabulary words, I expect
students to be able to come up
with their own descriptions based
on the definitions and visual
representations we created at the

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
• The completion of the class data descriptions based
on the students understanding of the new
vocabulary words will indicate if the students are
grasping the new concept. In addition, I will be
walking around assessing any common student
misconceptions that should be addressed to the
whole class. Additionally, I can assess what
differentiated teaching strategies will be best for
low-achieving students, ELL, and special needs
students who are struggling. Also, I will be utilizing
questioning strategies to assess high-achieving
students knowledge of the topic and provide more
challenging conceptual ideas.
• The students’ ability to complete the homework
problems on their own will also be an opportunity
for me to check for student understanding.
• The completion of the additional worksheet added
to the homework evaluates the students
understanding of the new concept in regards to the
learning goal.
10. Closure: (Describe how students will reflect on what they have learned.)
• The homework assignment expectations will be
addressed.
• In addition, I will overview, with student input, the
content learned so far in this module. In addition, I
will address the importance of not losing the task
handout with the definitions, as that will be an
important resource and study tool in the future.
start of the task.
Rationale:
• While the students work on the last
four data descriptions, I will be
walking around the room assessing
the students understanding and
progress.
• Continually assessing student
understanding and providing
differentiated teaching strategies is
critical for the success of all types of
learners.
• The homework is an important task
that will assist in assessing student
understanding of the material and the
learning goals.
Rationale:
• Reflecting on the content learned
and the goals for the day will help
students assess what they should
know moving forward.
• The new vocabulary definitions
are an important aspect of being
able to describe data, so it is
important to ensure the students
 understand the importance of their
notes. The responsibility of
completing and utilizing
classwork has been a struggle in
this class, so repeating class
expectations in regards to
materials is valuable.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

TBD