Standards-Aligned Lesson Plan Template

Subject(s): Mathematics Grade: 7

Teacher(s): Sharon Warden School: Mendez

Fundamental Intermediate School Date: 03/28/2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
7.SP-1: Understand that statistics can be used to gain information about a population by examining a sample of the
population; generalizations about a population from a sample are valid only if the sample is representative of
that population. Understand that random sampling tends to produce representative samples and support valid
inferences.
7.SP-2: Use data from a random sample to draw inferences about a population with an unknown characteristic of
interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in
estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words
from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far
off the estimate or prediction might be.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
MP.2: Reason abstractly and quantitatively.
MP.3: Construct viable arguments and critique the reasoning of others.
MP.7: Look for and make use of structure.

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.A.7.1.BR: Exchanging Information/IdeasContribute to class, group, and partner discussions by following turn-
taking rules, asking relevant questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback.
ELD.PI.A.7.4.BR: Adapting Language ChoiceAdjust language choices according to task (e.g., facilitating a science
experiment, providing peer feedback on a writing assignment), purpose, and audience.
ELD.PI.B.7.5.BR: Listening activelyDemonstrate active listening in oral presentation activities by asking and
answering detailed questions, with minimal prompting and support.
 4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION
Students will discover through an open sorting activity the relationship and Students will be able to
differentiation between samples and populations, and they will be able to apply differentiate between samples
this knowledge to their Symposium projects. and populations, and they must
be able to apply this knowledge
to their Symposium projects.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION
This is directly connected to Symposium, which is required for all honors students. Students need to be able to
This is the second of 4 mini-lessons, so it will build upon the previous lesson identify the population
(survey questions) and continue to lie the foundation for the following two lessons. associated with their driving
question and specify the sample
they will be using for their
survey.
6. Essential Questions (TPE1.5):
What populations and samples are you a part of?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:
a. Total number 37
b. English Learners/Standard English Learners There are a lot of redesignated ELs, and most of the
students are bilingual, speaking both Spanish and English. It is the school's goal to have all ELs be classified
as redesignated before moving on to high school. This allows them to start with college accredited English
courses.
c. Students with Special Needs 1
d. Academic language abilities, content knowledge and skills in content area This is an honors
class, so it is both accelerated and more in depth than a standard 7th grade math course. Academic
vocabulary is emphasized in every class under the Common Core State Standards, and the students are
able to pick up new concepts very quickly. These students are able to complete more than one main idea in
one class period and then apply it accurately to class work and homework.
e. Linguistic background English & Spanish; I rarely hear anything spoken besides English.
f. Cultural background (home/family) Almost the entire class is Hispanic, there are only one or two Asian
 students. This school is in Santa Ana, so it is a lower socioeconomic area; however, it is a fundamental
school so students have ample resources. Most of the parents of these students are immigrants, and they
understand that their parents moved to this country to provide a better life for them. They are almost all
bilingual, but they almost all speak English both in class and out of class.
g. Health considerations (if any) One student has a hearing aid, but does not require any special
accommodations. One student has a 504 plan, but the accommodations are very minimal.
h. Physical development factors that may influence instruction in this academic content area
Physical development is normal overall. These students are 11-13 years old so their physical development
can vary quite a bit, but there are no students that have any developmental delays or physical disabilities.
i. Social development factors that may influence instruction in this academic content area It is an
honors course, so the students are ready and willing to learn new information and participate. Just like in
any other class, some students are more outgoing and talkative while other students are shy and quiet. I
have not observed any isolation of students in this class, which I think can be attributed to the group
seating arrangement. Students get comfortable with the few students that they talk to every day.
j. Emotional development factors that may influence instruction in this academic content area It
is a 7th grade class, so emotional development varies from student to student; some students are more
mature than others, but I haven't heard any inappropriate jokes or comments that can be somewhat
expected in a junior high class.
k. Interests/Aspirations (relevant to this academic area) Students want to remain in honors math, and
they both encourage and challenge each other to get the answer correct as efficiently as possible. This
creates a high-achieving atmosphere where students push themselves to exceed expectations. I have heard
various aspirations for what they are hoping to pursue as a career. One girl, Giselle, wants to become a
doctor, a few of the boys want to be professional athletes, another boy wants to be a professional gamer,
and one of the girls wants to be fashion designer. I think that because they are in junior high, some of their
aspirations are based solely on their interests. This allows the teacher to utilize their interests in order to
keep them interested in math.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):
Although there are only redesginated English Learners in the class, I still need to focus on English literacy as well as
academic and content vocabulary. The only student with a disability does not require any special accommodations,
and she is well-liked by her classmates. Because the students are seated in groups, they often talk about things
unrelated to math; however, I think that the benefit of these groups during instruction outweighs the negative
consequences. Students may talk more than usual in this lesson because certain groups may finish faster than
others. This lesson is to help students differentiate between a sample and a population, as well as to choose their
sample and population according to their driving question and survey questions formulated in the previous lesson.
Students will probably need some refreshing about survey questions because the lesson was not taught as clearly as
necessary to fully understand the purpose and components of survey questions. By this point, all students should
have their group and topic, but they may not have their driving question or survey questions yet. This can cause a
lot of delays in the classroom because students do not want to participate in the activities if they don't have the
same foundation as the other students.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex: Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )
There are no specific modifications or accommodations that need to implemented in this mini-lesson. If there were
any emerging or expanding English Learners in this class, the teacher could assign specific tasks to the students
within each small group. Every student at each table is assigned a suite (spade, club, heart, or diamond). In order to
ensure participation from everyone in the group, assigning the tasks may be necessary. If the teacher wanted them
in heterogeneous groups, they could have all of the English Learners sit in the diamond place. Then all of the English
Learners would be responsible for the same task within their groups and the teacher could include built-in scaffolding
for those tasks. If the teacher wanted the students to be in homogeneous groups, all of the English Learners could
work together. Over 90% of this class speaks Spanish, so the teacher could allow the discussion and collaboration to
be done in Spanish. This would help the English Learners feel more comfortable within their groups.

10. 21st Century Skills Circle all that are applicable Communication Collaboration
Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
CommunicationStudents will need to effectively communicate with their tablemates in order to successfully
complete the sorting activity. They will need to formulate opinions about creating categories and be able to express
those opinions to the group. Three students will also volunteer to verbally share their driving question with the class
so that they can identify the corresponding population and sample. Students will then be responsible for writing their
own definitions of what populations and samples are.
CollaborationStudents within the table groups will need to work together in order to put their given examples into
categories. They will need to discuss the possible categories and then decide on one as a group.
CreativityWhen sorting the examples into categories, the students will need to come up with their own
connections. These connections can be superficial or complex, and they will vary widely because there are no
parameters or guidelines given.
Critical ThinkingStudents will need to analyze the examples given in the sorting activity and identify common
characteristics of each. They then need to collaborate with their tablemates to share their ideas and listen to the
ideas of everyone else in the group. The group will then agree on what characteristics they should use to base their
groups on. This process will require critical thinking from students because they will be taking a group of seemingly
unrelated examples and finding connections and relationships between them. The students will also apply their new
found knowledge to Symposium topics, and they will eventually need to apply it to their own topic.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
The students will watch a short video after the sorting activity. They will also be responsible for completing the online
document as homework.

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
The students will be arranging the pieces of paper with examples on them into categories. They will be watching a
short video on samples and populations. However, the students will not be creating any visual or performing art.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)
a. Formative:
The teacher will do an informal, formative assessment on participation by walking around the room while the
students are completing the sorting activity. All of the students should be participating in the activity. This is an
inductive lesson, and it begins with an open sort, so students do not yet know what the objective to the lesson is.
This first assessment will only be for participation. The exit slip at the end of the lesson will give the teacher a good
idea of which students understood the relationship between populations and samples and which did not. The most
important formative assessment of this lesson will be the homework document that the students need to complete
online. The students will be required to identify the population and the samples that they plan to use for their survey.
b. Summative (if applicable):
There is no summative assessment for this mini-lesson. The summative assessment will be their final Symposium
projects.
c. (Attach rubric here, if applicable):
There is no rubric for any of the formative assessments in this mini-lesson.
d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
There is not a specific self-assessment activity in this lesson, but the discuss after the sorting activity should allow
students to see all of the ideas from the other groups and realize that there are so many different ways of grouping
the examples given. After the students get closer to names the characteristics consistent with populations and
samples, they will be instructed to reorganize their pieces of paper into 2 categories: populations and samples. This
will force the students to read each example and determine whether it fits the parameters of a population or a
sample.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning
This is an inductive, student-centered lesson. Students will discover the purpose of the lesson through an open
sorting activity.

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
The students will need their notebooks and pencils for the bell work. They will be provided with envelopes filled with
examples of samples and populations needed for the group activity. They will also use their chrome books to
complete their homework assignment online through canvas. Each student will be given a note card at the end of the
class as an exit slip.

16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
0-10 min (Bell Work)
Students will immediately writing down their homework in their agendas when they sit down in their seats. They will
then do the assigned bell work in their notebooks, which is usually review questions that take about 10 minutes to
complete. It can take longer if the teacher decides to go over it, but sometimes the teacher decided to postpone
going over the answers until the following day. After everyone has finished, students will be instructed to put away
their notebooks.

BODY:
10-25 min (Open Sorting Activity)
Students will be working with their tablemates (groups of 4-5 students) for the opening activity. Each table will
receive an envelope filled with examples of samples and populations. Each group will be instructed to put their
pieces into categories, and the criteria of the categories is up to each group. The teacher will specify that the
categories will probably be different for each group and that it is acceptable and expected. This sorting activity
should take 5-8 minutes. While the students are in their groups sorting, the teacher will walk around monitoring their
progress and providing support where necessary. The teacher will only ask guiding questions in order to help
students with their sorting characteristics, but the teacher should not provide the categories. The teacher should
simply encourage students to make their own connections.

After the students are finished putting their examples in categories, the teacher will ask the class what
characteristics they used to create their categories. The teacher will write each of these characteristics down and
project them onto the Smart Board using a document camera. Once the students list characteristics that can be used
to define samples and populations, they will all be instructed to reorganize their examples using those specific
characteristics.

25-40 min (Application to Symposium)

Students will watch a short, simple video explaining what samples and populations are. After the video, the teacher
will ask for a student to share their driving question and one of their survey questions. After the student provides
their questions, the class will work together to identify that student's population and examples of possible samples
for their survey. The teacher will repeat this process with 2 more students. After the 3 examples, the teacher will ask
if anyone has any questions regarding samples and populations as they relate to their survey questions. Once the
teacher has answered all of the students' questions, they will move on to finish the lesson.

CLOSE:
40-45 min (Homework & Exit Slip)
The students will each be given a note card and they will be instructed to write in their own words what a sample is
and what a population is. This should only take about 2 minutes. The teacher will collect the cards for review

The teacher will explain the students' homework assignment, which is an online document that was intended for the
lesson on writing survey questions. The online document will include the student's name, the names of their group
members, their driving question, 6-10 possible survey questions, their intended sample, and their population. They
will have 2 days to complete this assignment, and it will be turned through canvas.

This is the second mini-lesson out of four. The master teacher will finished instruction after the completion of the
mini-lesson (there are 75 minutes in each class period).

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)

4. What would you change about the lesson and why (according to your data analysis)?

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.