Lesson Plan #1 (Monday 3/11/2013)

Goals -Provide context for the unit on graphs and data analysis. -Show how data can be manipulated to serve the purpose of its presenters. Objectives -SWBAT describe and compare data using mean, median, mode, range, outlier, and choose an appropriate measure of central tendency to describe a given set of data (these concepts were also taught in 7th grade). -SWBAT explain the effect outliers have on those measures of central tendency. -SWBAT read, comprehend, and discuss an article about the relevance of data in our world. Standards (and Assessment Anchors, if applicable) 2.6.7.D. Use measures of central tendency and spread to compare data sets. 2.6.8.D. Compare data sets graphically using double-bar and double line graphs and numerically using mean, median, mode, range, and quartiles. Materials and preparation Checklist of skills (for teacher) Math textbook: Prentice Hall Mathematics Poster Paper/Markers Laptop Smartboard Article handouts: Edited version (one per student): http://www.nytimes.com/2013/02/05/opinion/brooks-the-philosophy-ofdata.html?src=rechp&_r=0 Data for a basketball players points scored in the last 10 games. Exit ticket handouts

Classroom arrangement and management issues Vartys classroom: -Classroom expectations will be made clear to students as I start the unit in both classes. This will not be too challenging, since I have been already teaching both classes (807 and 803/805) and have communicated to them multiple times about my expectations of them in the classroom. -Students will sit in groups of 4-5 based on their performance level and will be provided will all the necessary materials. -Students are to take notes on all examples completed on the board. -Popsicle stick method will be used to ensure participation from all students.

-Slight adjustments may be made during instruction to monitor some chatter that goes on within groups. This may be particularly challenging with 803/805 since they are more easily distracted during lessons. Disruptions will be immediately addressed in class and through one-on-one conferences. -A City Year staff member and my classroom mentor will help give PBS (Positive Behavior Support) tickets to those students who demonstrate exemplary behavior throughout the lesson. (Students can use the tickets to redeem passes for various activities throughout the school). -Think-Pair-Share will be modeled during the weeks leading up to the unit, since this is a new activity for them. All students will be expected to share with an assigned neighbor. Merediths classroom: - All materials are provided for them. - Classroom is arranged in rows with desk in set apart in pairs and students are in assigned seats to minimize conflict between them. They also have teams they can quickly form based on their seating. - The behavior expectations are the same as for my CM (students are working the entire class, need to ask permission to leave their seats, etc.). -Students are to take notes on all examples completed on the board. -PBS tickets are given to students who demonstrate exemplary behavior. - A timer is used for transitions and work time to keep them on task. -My 802/806 class will be more challenging than the 801/ 806 class because there are 4 more students (32 as opposed 28), that class has been identified as a problem class, and that class has 11 ELL students. I plan on asking the ESOL teacher present in that class for suggestions on accommodations to make the article accessible to all my students (she is busy with access testing right now so she doesnt have time to talk). - I plan to model what the think-pair-share looks like in the weeks leading up to my takeover, and before the activity, since this is a new activity for them. students will be expected to share with an assigned neighbor. - There are many students in both of my classrooms who have anger management issues and I need to be even more mindful of how I redirect them. Plan 1. Introduction (35 mins) As the students walk in they follow the instructions posted on the smartboard (what materials to gather, what homework to have ready for grading, and the Do now they are to be working on). Assessment #3: Check Skills Youll Need exercise on page 412. Students have 5 minutes to complete the exercise as they are entering the classroom. Students write answers on the board for the class to see. Class uses thumbs up/ thumbs down to review answers. If there are any thumbs down, the class will discuss the problem.

 The teacher will start the lesson by sharing with the class the objective(s) for the unit and that particular day (written on the board). Teacher will give a brief description of what students will be learning and doing on that day. Lesson will start by asking the class two questions (written on the board) 1. Is there such a thing as a hot streak in sports? Why or why not? and 2. Did TV advertisements influence who won the last presidential election? Why or Why not? Students will brainstorm responses to these questions as a class until there are 5 responses for each. Then have students read an edited version of a recent article (activity #2) about data with the goal of answering the two questions they brainstormed about as a class (See classroom management section for think-pair-share activity expectation). Teacher will walk around as they read to answer any clarifying questions about the article. Teacher will then bring class together and ask the groups if there is anything theyd like to change about their original responses to the brainstorming. Teacher explains that data is useful in helping to explain the world around us. Data is also extremely useful in informing our decisions once we have interpreted it (when to bench a player or what is the most effective way to spend money for a campaign). 2. Instruction (40 minutes) Teacher will start the lesson by introducing the three measures of central tendency. Teacher will give reasons as to why it is important to learn about these measures (for example in sports and science) to make sense of data. Teacher will define each term and talk about its use in the real world. Range and outliers will also be discussed as part of the data analysis process and how they can have a great effect on the mean of a set of data. Teacher will have an example on the board of a basketball players stats for the season (teacher asks students who their favorite players are the week before and chooses a player who had a few really bad games and a few really good games if possible). Teacher asks students to find/ identify the mean, median, mode, range, and outliers from the set of data. Teacher will walk around to assess how students are doing and individually address any major concerns. Teacher will review answers with entire class and pose a question about how such a set of data may be deceiving to its audience. Students will be encouraged to pick the measure of central tendency that would a. show the player as an excellent athlete or b. show the player as a mediocre athlete. Check your understanding 1-6 on page 414 and 13-15 on page 415. Students complete problems at their desks with their neighbors if desired. Teacher goes around checking off the skills from a rubric of what the students are successful with and what they appear to be struggling with. The class will review the answers after it is clear to the teacher that most students had a chance to answer them. 3. Debrief and Wrap up (15 minutes) Assessment #4: Students are individually given data about grades on tests and asked to provide the mean, median, mode, range, and outliers for that set of numbers. Additionally, they are asked to choose and explain the measure of central tendency that

best represents the data and which measure of central tendency they would want their report card to show. They also need to explain why they made that decision. Teacher will briefly review what was covered in that lesson and encourage students to share one thing that they learned. Homework will be assigned at the end of class: Individually students will be given data surrounding a natural disaster in Puerto Rico over the last ten years. Students then decide with their group members how to manipulate the data (i.e. use mode instead of mean, cut out the outliers, etc.) to make the numbers look good-- how to convince people to move there despite the high frequency of natural disaster.

Anticipating students responses and your possible responses 1. What students are likely to be confused by or find difficult -The idea of reading an article in math class will throw off most of our students since they never read in math class; even in English class, they are never pushed to read academic writing. We are depending on our opening hook and enthusiasm to get the students to buy into our activity. If that completely backfires we will call the class together and complete the activity as a whole class. -Additionally, the idea of looking beyond what the actual answer is to describe which measure of central tendency is best and how the outlier affects the mean will be challenging for many students. Our students are so used to getting an answer and moving on; we anticipate it to be like pulling teeth in some of our classes because they have not been exposed to actually looking at what their answer actually tells us. 2. What students are likely to find especially engaging -Many of our students watch and/or play basketball (boys and girls) so the use of basketball statistics for the examples and the hook in the article will engage them -The students already know how to find mean, median, and mode and will be excited to share that knowledge (they get excited when they know how to do something). -Very rarely are the students encouraged to talk in class so the opportunity to talk with their classmates will be welcomed. 3. What aspects of the lesson might present particular managerial challenges: -The think pair is a new activity for our students. To prevent difficulties with it when we take over, we will have our CM introduce the activity in class and then we will practice with the class two times before this lesson. Additionally, we will quickly model what we expect the think pair to look like before we set them to the task. -Often our classroom mentors have difficulty getting the students to use the independent work time most effectively and stay on task. This is where the timer helps and constant reminders of how much time the students have left are extremely helpful. If we notice that the

students needed more time to try the problems first as we are reviewing them, we will pause and tell them You have exactly 2 minutes to work on problem # blank, now go! Assessment of the goals/objectives listed above Informal: Students give thumbs up/ thumbs down when teacher asks about general understanding of the topic. Teacher will be asking questions about the notes depending on the feedback given from the students (body language and verbal). Examples from notes. These examples will be part of the notes allowing students to work on them and then review them as a class. Formal: Do now (see above) Check your understanding 1-6 on page 414 and 13-15 on page 415 (see above) Exit ticket (see above) Homework Accommodations 1. Accommodations for students who may find the material too challenging There are at least two adults in the classroom who can provide individualized attention (city year members and teachers). In some instances there are 4 adults present. Students are seated next to classmates of varying levels of proficiency. Students are allowed to receive help from classmates on everything except for the exit ticket (students have been taught how to give and receive help from classmates) 2. Accommodations for students who may need greater challenge and/or finish early Students who finish the Check Your Understanding early will be enthusiastically encouraged to answer questions 19-21 on page 416 (finding a missing number to make the mean 8) since it not only requires understanding of the lesson, but the idea of balance. If students are finished with the exit ticket early, they may start their homework (lesson 9-1 in workbook)