Lesson Plan: Accuracy and Precision: Explicit Teaching

Teacher: Elise Morgan

Grade: 9-12 Special Education
Subject: Applied Science
Length: 50 minutes
Standards addressed:
! CCSS.MATH.CONTENT.3.NF.A.1 Understand a fraction 1/b as the quantity
formed by 1 part when a whole is partitioned into b equal parts; understand a
fraction a/b as the quantity formed by a parts of size 1/b.

Understanding(s)
Students will understand that…
“Striving for precision and accuracy” is challenging ourselves to work hard to do
something correctly.

Essential Question(s)
What is the difference between being accurate and not being accurate?

Student will know examples of accuracy and not accuracy.

Students will be able to differentiate between accuracy and not accuracy.

Assessment / evidence of learning:

! Performance Task: Students will identify whether a video or image is an
example or non-example of accuracy and precision.
! Other evidence: Teacher will observe classroom activities and interview
students to gauge their understanding of the material.

Vocabulary: accuracy, precision

1. Warm Up / Prior Knowledge (5 minutes)

a. Teacher will gather student attention by meeting them at the door and
directing them to walk into the classroom and silently begin their warm-up.
Students will answer the questions: How do I make sure my work is
correct? What does my body look like? What does my mouth sound like?
b. Teacher will review warm-up with the class. Teacher will prompt students
to mime what it looks like when they are working hard to do something
correctly.
2. Review learning objective (10 minutes)
a. Teacher will state the learning objective, pointing to each word as she
reads out loud. Teacher will then ask the students to read it together as a
group as she points. Lastly, teacher will ask individual volunteers to read
the objective. She will talk about the importance of doing things correctly in
 the real world. Why is it important in my job? Why is it important in Miss
Glenda’s job? Why is it important in Miss A’s job? Why is it important as a
student? Why is it important in our jobs at aquaponics, Rex, and
recycling?
3. Group talk: Introduction to Precision and Accuracy (20 minutes)
a. Teacher will draw a chart is IS and IS NOT. The teacher will put an
example in the IS NOT section: “guessing the number of fish in the tank.”
She will ask the students what IS an example of accuracy instead of this
undesired behavior, and will write in the IS column.
b. Teacher will repeat with other prompts, starting with teacher-given IS
NOT. She will prompt students to work in a table group and develop the IS
counterparts. (a) IS NOT spraying other people or flooding the plants (b)
IS NOT guessing and pulling out plants that are alive (C) IS NOT being
lazy
c. Teacher will review group work as a whole class, and will add student
comments to the IS / IS NOT table
d. Teacher will prompt students to create their own IS and IS NOT for taking
care of Rex and doing their classroom work. She will bring students back
together as a group to review their work, and add their thoughts to the
chart.
4. Individual Work: Tell the difference (10 minutes)
a. Teacher will show students three short videos: Elephant painting, dog
painting, and Japanese pufferfish. Students will watch the videos, and
observe whether each video was an example of IS or IS NOT. Students
will defend their position, and say why they believe it is an example or
non-example of striving for accuracy and precision. Students will compare
the videos with each other. (see google forms below)
b. Teacher and para-educators will support students as needed, prompting
with questions that lead to understanding.
5. Closing (10 minutes)
a. Teacher will gather student attention through a backwards count from 5.
Teacher will prompt students to repeat the words “precision” and
“accuracy.” Teacher will lead the class as a whole group through a
reflection on what they learned. She will ask them to identify one way they
might be precise or accurate in the rest of their day. She will ask students
to assess their own understanding of the objective on a scale of 1-5.
2/20/2018 Striving for Precision and Accuracy

Striving for Precision and Accuracy

1. 
Name

2. 
Video 1: Elephant Painting
Mark only one oval.

 Precise and accurate
 Not precise and accurate

3. 
Explain your thinking from the previous answer. How do you know?
 

4. 
Video 2: Dog Painting
Mark only one oval.

 Precise and accurate
 Not precise and accurate

5. 
Explain your thinking from the previous answer. How do you know?
 

6. 
Video 3: Japanese Pufferfish
Mark only one oval.

 Precise and accurate
 Not precise and accurate

https://docs.google.com/forms/d/1MgTw2SmuSYld5jT5lrDQpyzG3dFsslTH3vQJAETpsQk/edit 1/2
2/20/2018 Striving for Precision and Accuracy
7. Explain your thinking from the previous answer. How do you know?
 

8. 
Compare the Japanese Pufferfish to the dog. How are they different?
 

9. 
Compare the Japanese Pufferfish to the elephant. How are they similar?
 

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https://docs.google.com/forms/d/1MgTw2SmuSYld5jT5lrDQpyzG3dFsslTH3vQJAETpsQk/edit 2/2