Sample Lesson Plan
I.            Overview of the Lesson

A.   12 September 2012

B.    60 minutes

C.    Martha Giesler

D.   Grade Level: Eighth Grade

 

II.             Big Idea

1. Studying sets of data to help us understand what it says about the specific situation.

III.       Essential Questions

1.     What conclusions can we make about sets of data based on the double line/bar graphs and its mean, median, mode, range, and quartiles?

IV.           Pennsylvania State Standards

1.     PA State Standard 2.6.8.D: Compare data sets graphically using double-bar and double-line graphs and numerically using mean, median, mode, range, and quartiles.  

V.             General Objectives

1.     Students will learn how to find mean, median, mode, range, and quartiles of data.

2.     Students will learn how to compare sets of data using double-bar and double-line graphs.

VI.           Behavioral Objectives

1.     Students will research daily temperatures of a city of their choice (for one month’s time, from the year 2012 and 2011) and calculate the mean, median, mode, range, and quartiles.

2.     Students will draw double-bar graphs or double-line graphs comparing the temperatures from each month.

VII.         Instructional Materials

1.     Graph paper for students to make their graphs.

2.     Calculators for students to calculate mean, median, mode, range, and quartiles.

3.     Markers and rulers to make graphs.

VIII.       Vocabulary

1.     Mean

2.     Median

3.     Mode

4.     Range

5.     Quartiles

6.     Double Bar Graph

7.     Double Line Graph

IX.           Instructional Procedures

1.     Introduction

a.     Students will learn how to calculate mean, median, mode, range, and quartiles and how to create a double bar and double line graphs.

b.     Students will receive graph paper, markers and a calculator to make their calculations.

2.     Motivation

a.     Students will be told that they will work in pairs to research temperatures for a city and draw conclusions based on the mean, median, mode, range, and quartiles.

3.     Development

a.     Students will be paired up with each other and collectively pick a city they would like to research.

b.     Students will look at that city’s temperatures for one month for two different years. (For example, Pittsburgh, July, 2011 & 2012)

c.     Students will calculate mean, median, mode, range, and quartiles for the city’s recorded daily temperatures.

d.     Students will draw a double line/double bar graph showing the comparison between each year.

e.     Students will write a brief explanation of their findings under their graph.

f.      Each pair will find another pair to discuss their findings and if they saw commonalities with each other

g.     Each pair will turn in their findings for a grade.

4.     Strategies for Diverse Learners

a.     Students will be paired up by teacher so students who may need more help will be able to receive it from their partner.

5.     Summary and Closure

a.     Class will have a discussion talking about what they found in their research.

b.     Students will discuss what conclusions they came to about the month’s temperatures using the mean, median, mode, range, quartiles, and graphs.

6.     Assignment

a.     None.

X.             Assessment

1.     The teacher will examine the projects each team submits and evaluate if all calculations are done correctly and if the conclusions they drew about the graphs were correct.

2.     Summative

a.     Students will eventually be given a test finding means, medians, modes, ranges, and quartiles and be able to draw conclusions about a set of data given its graph.

XI.           Reflection and Self-Evaluation

 

 

 

 

 

 

 

 

XII.         Suggested Instructional Strategies

W: How will you help your students to know where they are headed, why they are going there and what ways will they be evaluated alone the way?

The explanation by the teacher at the beginning of the class about how to make the calculations will set students up for making calculations on their own set of data. Students will be told that they will have to hand this in for a grade and have to discuss it with other students.

H: How will you hook and hold students’ interests and enthusiasm through thought-provoking experiences at the beginning of each instructional episode?

Students’ interests will be maintained because they are able to pick a city of their choice which they may have some sort of attachment to and are interested in.

E: What experiences will you provide to help students make their understandings real and equip all learners for success throughout your course or unit?

I will provide a brief example of what city I would choose and what month since I have a personal connection to it. Students will analyze a set of data and using mathematical calculations to come to larger conclusions about the weather that time of year in a certain city.

            R: How will you cause the students to reflect, revisit, revise, and rethink?

Students will have to write about what conclusions they can make based on the calculations they made previously and then discuss it with other students.

E: How will students express their understandings and engage in meaningful self-evaluation?

Students will express their understandings in a short paragraph along with the rest of their information and a graph. They will engage in self-evaluation by seeing what grade they receive and how they can improve in the future.

            T: How will you tailor your instruction to address the unique strengths and needs of every learner?

Students will be set up in pairs by the teacher and discuss their findings (verbal) as well as draw a graph and make calculations (logicomathematical, visual).

O: How will you organize learning experiences so that students move from teacher-guided and concrete activities to independent applications that emphasize growing conceptual understandings as opposed to superficial coverage?

This activity allows students to learn a skill (calculating mean, mean, median, mode, quartiles) and do their own activity with it. This teaches students how to make broader conclusions using a set of data which they can use in other facets of their life.

 

Anderson/Krathwohl Taxonomy: In this lesson students are given factual knowledge (A2) (definitions of mean, median, mode, range, quartiles) and are asked to apply that to their own set of data (C3). Students are also asked to analyze their set of data based on what they found in regards to mean, median, mode, range, and quartiles (C4).



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