Teacher: Ms.

Hirsch Lesson Plan Date: 3/2/20

Period: 2,3,4,5

Unit of Study: Descriptive Statistics

Topic Topic D: Numerical Data on Two Variables

S.ID.6: Represent data on two quantitative variables on a scatter plot,

Maryland College and Career Standard(s) and describe how the variables are related
Accommodations:   S.ID.7: Interpret the slope (rate of change) and the intercept
Period 2 (constant term) of a linear model in the context of the data
JM: Frequent breaks, S.ID.8: Compute (using technology) and interpret the correlation
reduce distractions to coefficient of a linear fit
C
self, extended time
calculation device Learning Topic D:
Period 3   Target:
KB: Extended time     We will…
JR: Redirection,
graphic organizer, ● Determine correlation between two
frequent breaks, variables
calculation device, ● Create a line of best fit given a
extended time     scatter plot
NLP: Frequent ● Differentiate between linear and
breaks, extended
non-linear relationships
time, calculation
device, notes and ● Evaluate data points with line of
outlines     best fit
GW: Extended time, ● Interpret the correlation coefficient
frequent breaks      of a linear fit
RJ: Graphic organizer, ● Represent data on two quantitative
small groups, variables on a scatter plot
frequent breaks,
calculation device, ● Interpret the slope and the
extended time    
intercept of a linear model
MH: Preferential
seating, frequent Success Topic D:
check-ins, frequent
Criteria
breaks, reminders   * Identify the correlation coefficient
Period 4 and interpret it’s meaning given the
JR: Preferential graph
seating, frequent * Evaluate data points with line of best
check-ins, frequent fit
breaks
* Create a line of best fit given data
DJ: Preferential
points on a graph
seating, graphic
Represent data on two quantitative variables
orangizer, small
groups, redirection on a scatter plot
JM: Frequent check- Materials: Pencils, colored pencils, worksheets
ins, extended time  
Opening: Opening Routine (T7)

Students follow the entry routine: enter

Teacher: Ms. Hirsch Lesson Plan Date: 3/2/20
Period: 2,3,4,5

room, pick up their books in the back

and go to their assigned seats.
Students seats were assigned based
on i-ready/10-day assessment data.
Once seated, students will begin their
Do Now. (T7)

Do Now

Students will be given five (5) minutes to

complete the opener independently on
their worksheet. Teacher will circulate
and ensure students remain on-task and
focused on their learning during the time
allotted to complete the do now.
Teacher will positively narrate students
who begin the do now immediately. (T8
& T9)

HITS: Activating prior knowledge, homework and

practice, cooperative learning, reinforcing effort
and providing feedback, and non-linguistic
representation.

Explicit none
Instruction:

Guided Mervo Budget

Practice:
Students will go over the Mervo budget
priorities as determined by the school
administration.

Independent Advocacy Projects

Practice:
Students will be completing projects that
Teacher: Ms. Hirsch Lesson Plan Date: 3/2/20
Period: 2,3,4,5

have them apply their math and logic skills

to real world problems in their classrooms.
Students will be completing a project on the
current Mervo budget and allocation of
funds.
Students will complete the projects in class
where they will be able to use each other as
resources while completing the math and
reading components.
Students will also write letters to the
district explaining their stances on the
issues while citing math and information
from the projects they completed.
Students have been provided a rubric for
what the expectations are for the quality of
work.

Homework: Letters for advocacy projects

Closure /Summary: Learning Target Review

Teacher will ask a student volunteer to re-read

the learning target for the day. (T1)

. (T3) Students will be asked to

determine if they met they day’s
learning target by checking a box at the
end of the exit ticket. (T1)