MGE Unit Plan Template

+EDMG 4401 – Lesson Segment (i.e. Unit Plan)

The purpose of this assignment is for students to bring together the ideas and content of the EDMG 4401 class
and other courses in their teacher preparation program in order to create a unit of mathematical study focused on
developing both conceptual understanding and procedural fluency through engagement in mathematical reasoning
and/or problem solving for one core topic in their field placement.
Keep the responses to the first section, “Lesson Segment Design,” focused on the how and what—the basics. You
will discuss each topic further in the next section, “Lesson Segment Reflection.” Provide citations throughout your
responses, and include a reference list at the end.
Type directly in this document. Submit to Chalk & Wire.

Teacher Candidate Name(s) Elizabeth Dillard/Michele Anderson Grade & GSE Unit 6th .
Title of Lesson Segment Statistics Number of Days 3 (90 minute classes).
LESSON SEGMENT DESIGN
Context for Learning
1. Context for Learning
Provide a description of your school, class, & student contexts. School information should include:
● basic community information;
● school type and grade levels;
● the special features of your school or classroom setting (e.g., charter, co-teaching, themed
magnet, remedial course, honors course) that will affect your teaching in this learning
segment; and
● district, school, or cooperating teacher requirements, or expectations that might affect your
planning or delivery of instruction, such as required curricula, pacing plan, use of specific
instructional strategies, interdisciplinary teaming, or standardized tests.
Class information should include:
● name and length of the course, class schedule (e.g. 50 minutes every day);
● describe how ability grouping and/or tracking affects your class;
● name of textbook or instructional program you primarily use for mathematics instruction;
and
● list of other resources regularly used for mathematics instruction.
Student information should include:
● grade level and student ages;
● number of students, including broken out by gender identities;
● what you’ve learned about student funds of knowledge that may be drawn upon in this
lesson or lesson segment; and
● required or needed supports, accommodations, and modifications for students that impact
this lesson or lesson segment. You should consider students with IEPs, 504 Plans, language
needs, and others such as students identified as gifted, struggling readers, underperforming,
or with gaps in academic knowledge.
The middle school (grades 6-8) was built in 1972 and renovated in 2005, and is on 24.40
partially-wooded acres in a diverse, constantly changing suburban area in the Southeast United
States. It has 1,534 students, with a student/teacher ratio of 17.8. Half of sixth grade is outside in
portable classrooms. The school serves students in grades 6th, 7th, and 8th. The Student

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Ethnicity is, 49.3% Hispanic, 31% Black, 14.5% White, 1.8% Asian, and 3.2% two or more
races. The Student Gender Distribution is 51% Female and 49% Male = 49%. The Student
Mobility Rate is 16.2%. Economically Disadvantaged = 68.3%; Students with Disabilities =
14.1%; English Language Learners = 36%. The school’s overall performance is higher than 46%
of schools in the state, but slightly lower than the county average. The school’s academic growth
is higher than 28% of schools in the state and lower than the county average, with a CCRPI
Score of 78.5, which is a 7.5 point increase from last year. (GADOE) There are 859 students
eligible for free lunch and 93 students eligible for reduced-price lunch. (School Search, 2017-
2018). The school requires teachers to teach the Georgia Standards of Excellence, follow the
county pacing guide, and give a formal county-devised assessments at the end of every unit.
The fourth period class for this lesson consists of students in 6th Grade, 11-12 years of
age, 7 males and 15 females. The class meets yearlong, three days a week for 90 minutes. Out of
22 students, there is one identified as gifted, nine multilingual students and 5 students are EL
Learners (M2 Access), 3 students are being monitored after exiting EL services, and 1 student
waived ELservices. No students have a 504 or IEP; Seven of the students are white; seven are
Hispanic, six are black; one is Indian, one is multiracial; and none have disabilities. No students
have gaps in academic knowledge. MY CT does not use a textbook for this class, however she
sometimes uses IXL online for students who need additional practice or missed a day in class..
The school does track students based on performance in previous math classes, and the MI test
(mathematics inventory). This tracking for math starts in upper elementary school and puts
students on a “track” in middle school to be ready to take 9th grade Algebra 1 in 8th grade and
be able to test for the IB high school program during their 8th grade year. This can place a lot of
stress on students, especially students who are recommend to “drop down” a level of math during
any given school year. Students who do not get accepted for the IB program can feel they aren't
good enough and are going to be separated from their friends who did get into the program.

Desired Results

2. Central Focus: Name the core concept(s), sometimes called enduring understandings, that you
want students to grasp for the lesson segment in which this lesson is embedded. Discuss the
purpose for the content you are introducing. Describe what you want students to know once they
have completed the lesson segment, including specific discussion of conceptual understanding and
procedural fluency.
This lesson contributes to student development of understanding statistical variability. Students
have already learned about data and how to make a line plot with data in 5th grade. (MGSE5.
MD.2) Students will discover that statistics is the study of numerical information, called data,
through engaging their background knowledge and through classroom discussion of examples.
Students will learn that a statistical question is one that has variability in the data and will
therefore have multiple answers. Students will see that they can draw conclusions from a
statistical question. Students will realize that, in order for data to be described, they will need to
use a statistical question. In the second lesson, students will learn that data collected from a
statistical question has a distribution that can be described by its center, spread and overall
shape. Students will discover the different ways to measure center and that these variant ways
produce different values. They will also discover that interpreting measures of center for the
same data develops the understanding of how each measure can change the way in which the
data gets interpreted.

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3. State Standards: List one content standard most central to this lesson segment. List one practice
standard you will emphasize developing in this lesson segment. List one additional standard from a
second content area your lesson contributes toward.
Day 1
MGSE6.SP.1 Recognize a statistical question as one that anticipates variability in
the data related to the question and accounts for it in the answers. For example,
“How old am I?” is not a statistical question,but “How old are the students in my
school?” is a statistical question because one anticipates variability in students’
ages.

Practice Standard 3: Construct viable arguments and critique the reasoning of

others.

Day 2 MGSE6.SP.2. Understand that a set of data collected to answer a statistical

question has a distribution which can be described by its center, spread, and overall
shape.
Practice Standard 6: Attend to Precision

Day 3 MGSE6.SP.2. Understand that a set of data collected to answer a statistical

question has a distribution which can be described by its center, spread, and overall
shape.
Practice Standard 6: Attend to Precision
Interdisciplinary/Integrated Objectives
Content area: Science
S6E5. Obtain, evaluate, and communicate information
Students will write a statistical question in order to collect data that can be analyzed.
Then students will obtain a data set to be analyzed. After analysis, the students will be
able to evaluate the data and write a summary or fill in a lab analysis form evaluating the
data.
Statistics is normally Unit 6 for 6th grade math. However, to pair with the Science Fair
projects, the math teachers moved the statistics unit to unit 3 in the sequence for the
year. In this math statistics unit, students will learn to formulate a statistical question in
order to collect data, how data can be distributed, and how to describe data by its center,
spread, and overall shape. Students will also build dot plots, histograms, and box plots.
Students will learn how to graph data and summarize numerical data sets in relation to
their context. Both of these skills will be needed when students start working with data
from their individual science fair projects.

4. Objectives: Learning objectives are brief statements that describe what students will be expected
to learn by the end of the lesson; they are the interim academic goals that teachers establish for
students as they work toward understanding the central focus. A well-written learning objective
includes a measurable verb (language function), content stem, and support. Number these
objectives so they can be correlated with assessments in the table in “Learning Plan.”

Day 1 State Standard: Students will be able to identify statistical and non-statistical
questions by engaging in a class discussion of warm-up survey questions, creating a

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class definition, playing a review game, and completing a statistical/non statistical

cart sort activity.
Math Practice Standard: Students will write their own statistical questions on their
notes, card sort activity, and exit ticket. Students will explain their thinking and
respond to others’ thinking when different answers are reached about if a question is
statistical or nonstatistical.

Day 2 State Standard: Students will be able to draw conclusions on a set of data by
calculating measures of center on a class-given worksheet and by generating their
own data with a class push-up challenge.
Practice Standard: Students will communicate orally with others and use precise
language when describing different representations of data sets.

Day 3 State Standard: Students will be able to draw conclusions on a set of data by
calculating measures of center and variability in a class candy collection data activity
and a Whodunnit? clue activity.
Practice Standard: Students will communicate orally with others and use precise
language when describing different representations of data sets.

5. Academic Language: The language demands of a learning task include any of the receptive
language skills (e.g., listening, reading) or the productive language skills (e.g., speaking, writing)
needed by the student in order to engage in and complete the task successfully. You will discuss
this in item 19.
a. Language Functions: These are the measurable verbs embedded in your objectives, i.e.
analyze, determine, compare, etc. List the language functions for your lesson segment here.

Day 1 Identify - Students will identify if a question is statistical (and why) in a

class discussion with student-provided questions, in a partner card sort
(speaking, listening, and writing), and on a Quizizz (reading), and then
finally an exit ticket (writing).

Day 2 Draw Conclusions - Students will be able to draw conclusions on the average
number of hours slept in Ms. Johnson’s class, the number of hours of sleep that
occurs most often in the collected data, and the middle of the data set. Students
will do this by calculating mean,mode, and median (measures of center) using the
data on the class note sheet Measures of Center and Measures of Variability
(reading, writing). Students will also be able to draw conclusions on how spread
out this data is by calculating the range. Furthermore, when students finish the
push-up challenge, (speaking, listening) students will be able to draw conclusions
from this data. Students will be able to find the average number of push-ups the
boys in Ms. Walker’s class completed by finding the mean of the boys’ push-up
challenge data. Students will be able to see if any students got the same number
of push-ups by finding the mode. Student will be able to find the center of the
data. Last, students will be able to draw conclusions from how spread out the
number of push-ups are by calculating range (reading, writing). Once mean,
median, mode, and range have been calculated, students will be introduced to an

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outlier and be able to conclude if there is a significantly high or significantly low

number affecting the rest of the data set. (speaking, reading, listening, writing).

Day 3 Draw Conclusions: Students will be able to draw conclusions on a data set by
describing the data set with one singular number. Students will be able to describe
the center of a data set by finding mean, median, and mode. Additionally, students
will be able to describe the spread of data by calculating the range. Students will
discuss (speaking, listening) with each other these terms while working on the
warm-up, Candy Data Activity, and Clue activity. Students will listen, read, and
write when these activities are discussed as a whole class. Students will be able
to draw conclusions on the average number of guesses for how many M&M’s and
Skittles are in their respective snack-size bags (Mean), the middle number of
guesses (Median), and the most frequent guess made, if any (Mode). Students
will also be able to draw conclusions on how spread apart all the guesses were in
the class by calculating a measure of variability, the Range. When calculating the
range, students will also be able to see what the highest and lowest number
guessed was After analyzing the data and drawing conclusions, students will see
if there is any outlier that is throwing off the mean, potentially skewing the
representation of conclusions for the data (speaking,listening, speaking, and
writing).

b. Vocabulary: List vocabulary that you will use in the lesson that has different meanings
across subject areas; briefly identify these multiple meanings. Then list subject-specific
vocabulary for your lesson; include the definition you want students to know.

Day 1 ● Data - is a collection of facts, such as numbers, words, measurements,

observations or even just descriptions of things.
Students already have heard the term “data” from elementary school. However,
this term will need to be reviewed since students will be working with data this
entire unit. This term will be reviewed when students are asked about the dot plot
based on “How many siblings do you have?”

2) Subject-Specific Vocabulary
● Dot Plot – A statistical chart consisting of data points on a number line, typically
using circles.
Students will discuss the information for the question “How many siblings do you
have?”. By the teacher asking, “What does each dot represent?” and then asking,
“Does anyone know what this graph is called?”, students will realize they created a
dot plot by drawing dots for how many siblings they have. The teacher will need to
provide the name of the graph to students if a student does not volunteer the exact
term “dot plot.” The teacher will then write the exact term and definition on the
white board. “Dot plots” will be covered more in-depth in a future lesson.

● Statistical Questions - A statistical question is one for which you don't expect
to get a single answer. Instead, you expect to get a variety of different answers,
and you are interested in the distribution of those answers. For example, "How tall
are you?" is not a statistical question, however "How tall are the students in your
school?" is a statistical question.

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Students will be introduced to the term “Statistical Question” once they discover
that the question “What math period are you in?” only produced one answer, while
“What is your favorite restaurant?” and “How many siblings do you have?” both
produce multiple answers. After students are introduced to the term “Statistical
Question,” they will be asked to create a class definition. Students will write this
definition on the top of their note sheet; in addition, the definition will be displayed
on the Word Wall. Students will use this term and determine if a question is
statistical or nonstatistical when working with a partner to complete a game on
Kahoot and when completing a statistical-question card sort.

Day 2 1) Different Meaning Across Subject Areas

Median - The value for which half the numbers are larger and half are smaller. If
there are two middle numbers, the median is the arithmetic mean of the two middle
numbers. Note: The median is a good choice to represent the center of a
distribution when the distribution is skewed or outliers are present.
Note: Teacher can relate this term “median” to students background
knowledge of the median in the middle of the road/highway, especially since
these students live in an area at a big-city multiple interstate intersection. A
median in the road is in the center/middle of the road.

Average - The "mean" is the average of the data set, where students add up all
the numbers and then divide by the number of numbers (data values).
Note: The teacher can relate this to students’ background knowledge of
their averages in their classes at school or sports averages. For example,one
female student plays softball and she can relate this to batting averages.

2) Subject- Specific Vocabulary

Measures of Center - The mean and the median are both ways to measure the
center for a set of data.
Mode - The number that occurs most often in a list. There can be more than one
mode, or no mode.
Mean - The “average” or “fair share” value for the data
Measures of Spread- The range and interquartile range are both common ways
to measure the spread for a set of data.
Variability – Describes how spread out or closely clustered a set of data is.
Variability includes range and interquartile range.
Range - A measure of spread for a set of data. To find the range, subtract the
smallest value from the largest value in a set of data.
Outlier - An outlier is an observation that is numerically distant from the
rest of the data.
Students will learn these vocabulary terms when completing the note sheet
Measures of Center and Measures of Variability as the teacher is going over the
note sheet on the whiteboard and explaining each term as it comes up in the
notes. Students will be asked what they think about when they hear each term
before it is introduced formally. The terms will also be related to their background
knowledge where appropriate. Students will also practice how to calculate these
terms for a data set using the data for the number of hours slept in Ms. Johnson’s
class at the top of the worksheet. Student volunteers will be asked to use each
term in a sentence in the context of this scenario once the value is calculated. For
example, “The mean is 7 when calculated.” Then, a student volunteer should put

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this in a sentence and say, “The average number of hours slept 7 hours.” These
vocabulary words will be used when drawing conclusions from the push-up
challenge and in the rest of the unit. Students will also be able to refer to these
words on the class Word Wall.

Day 3 Same as Day 2

Students will watch a video with a song for mean, median, mode, and range
(reading and listening). Students have notes with the definitions with these terms
from the prior class period (reading). Students also will have these terms defined
on the top of the worksheet handed to them as a warm-up for practice (reading).
Additionally, students can reference the class word wall while working on the
warm-up and class activities (reading). The teacher will use this vocabulary while
completing the Candy Data activity with students, and students will use these
terms while working on the Clue Activity (speaking, listening, writing).

c. Syntax: Identify any specific syntax, i.e. the rules, special forms, conventions, and/or
grammar associated with (academic) writing or speaking in mathematics, that is part of this
lesson. Note if no syntax is introduced during this lesson.
Michele

d. Discourse: Identify structured discourse opportunities in the lesson. Reminder: include

citations for the discourse opportunities and/or support structures you identify, then provide the
reference at the end of this template.
Day 1: Students will participate in an oral, whole-class discussion of the information they can
conclude from the information on the board which records “How many siblings do you have?”
Think-Pair-Share discourse is based on the evidence that cognitive processes and social
interdependence are positively connected to enhance learning (Brame and Biel, 2015).

Students will participate in speaking and listening when students discuss with their shoulder
partner what they notice is the difference between the two questions: “What class period do you
have math?” and “What is you favorite restaurant?”. A key benefit to students’ working in
“shoulder partners” is that this allows one student to be speaking and one student to be
listening,. That way there is at one-time 50% of the class speaking and 50% listening, instead of
one student speaking when answers are shared, and the rest of the students listening. After 1
minute of discussion, a few volunteers will be asked to share their observations of the
differences they noticed. At this point, students have already had time to get ideas from their
partners, practice sharing their ideas and getting clarification from peers. This boosts confidence
for students to share ideas and also for ELL students to have the chance to practice with
vocabulary with a native speaker before answers are shared. Students will feel more confident
sharing partner answers than their own individual ideas alone (Garderen and Whittaker, 2006,
p. 16).

Students will also use speaking and listening skills when they work with a partner for the
statistical card sort activity.

Day 2: Students will write their responses to the statistical questions on the Warmup. Then, they
will listen to other students’ responses to statistical questions from the Warmup which are
shared verbally by volunteer students. Then, students will read the Teacher-made notes on

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Measures of Center and respond by listening, then writing the appropriate information in the
blanks provided. Toward the end of class, the students will respond to listening, reading,
speaking, and writing in pairs regarding the Quizziz on Measures of Center, Range, and
Statistical Questions.

Day 3: The teacher will facilitate the students as they are able to draw conclusions on a data set
by describing the data set with one singular number. In addition, the teacher will facilitate the
students discussion as they increase their understanding by describing the center of a data set
by finding mean, median, and mode. Additionally, students will be able to increase their
understanding by describing the spread of data by calculating the range, speaking, listening with
each other using the mathematical vocabulary of the lesson while working on the warm-up,
Candy Data Activity, and Clue activity. Students will listen, read, and write when these activities
are discussed as a whole class. After analyzing the data and drawing conclusions, students will
be asked by the teacher if there is any outlier that is throwing off the mean, potentially skewing
the representation of conclusions for the data. Students might have different opinions on if there
is an outlier and which number is an outlier. Students will share if they think there is an outlier
and if so, what number by raising their hand and stating why they picked what number they did,
Through discussion the class will come to a consensus. Student answers during small group,
paired discussions, and whole group discussions will demonstrate increased understanding of
the terms and concepts within the lesson.

Assessment Evidence

6. Assessment of Prior Knowledge: How will you assess prior academic learning and prerequisite
skills related to the central focus? Identify formal or informal pre-assessment activities that will help
you determine what academic, social, or cultural resources (i.e. funds of knowledge: skills,
knowledge, experiences, and interests) students bring to the lesson.
Note: A deficit-orientation focuses on misconceptions, partial understandings, and misunderstandings. An
asset-orientation focuses on what children know and can do (their "conceptions"), as well as their
interests and wonderings. Respond with a greater emphasis on an asset- or resource-based
orientation rather than deficit-orientation. What understandings, ideas, and/or wonderings do the
students bring that you can build upon or provoke them to refine?
a. Predict mathematical assets or resources (conceptions): What are some potential
mathematical understandings related to the lesson segment’s central focus that students
may bring to the learning experience? What other student assets might the lesson draw
upon, such as their intuitive ideas, previous experiences, or curiosities?
In this lesson segment, we learn about mean and median. The mean is another word for
average. Students will draw on previous experiences with averages from their class grade
averages and, if sports averages such as batting averages. In addition, for median, students
can relate this to the median in the MIDDLE of a highway. These students live at the
intersection of 4 main interstate atterties for a big city; they are familiar with medians.
Students can draw some conclusions on a given dot plot even without knowing the formal
term for dot plot.

b. Predicted errors: Predict potential errors in student reasoning related to the central focus or
activities of the lesson. Predict potential errors in student computation related to the central
focus or activities of the lesson. You will discuss this further in item 16.

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Students often have the misconception that, when a question has the word “you” in it,
this means it is a non-statistical question because they think you are meaning they
themselves are answering it, and they will give ONE response. However, this is just how
the question is worded in the survey. (Just like when students answered the question
“How many siblings do YOU have?”). Hint cards will be written beforehand to give
groups that mix up these types of questions on the card sort activity.
Students often forget that, when finding the mode, they MUST order the data from least
to greatest. Hint cards will be provided for this misconception when students are working
by themselves. However, during this lesson, reminders of this concept will be brought up
during the notes and both push-up challenges. The fact the data must be ordered from
least to greatest will also be on the class Word Wall under Mode.

c. Assess: Describe how you will determine students’ prior knowledge of essential concepts
and skills needed to be successful in this lesson. You will discuss this further in items 12, 15.
I will give students a pre-test leading up to the lesson that asks students the following
questions:
● What do you think of when you hear the word Statistics?
● Is following a Statistical Question, and why: How many pets do you own?
● What is Ben’s average in his math class if he scored 75, 76, 82, 84, and 92 on his math
tests this quarter.
● What is a median in statistics?
● Which value occurred the most?

7. Formative Assessment: Formative assessments provide information needed to adjust teaching

and learning while they are still occurring, i.e. a checkpoint for understanding that guides future
instructional decisions. This type of assessment can take place during or at the conclusion of a
learning activity or lesson. The purpose is to monitor progress toward the learning objective(s)
and/or central focus.
In your response here, simply name the assessments and where they occur. You will discuss how they are
used in item 20.
a. Informal: Informal formative assessments monitor student progress during or after
instruction, but do not usually result in structured feedback. Informal assessments can be
used to obtain information about individuals or groups. These may include responding to
student questions and teacher observations made during student work. Name these and
identify when they occur in your lesson segment.

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Day 1 Students will give examples of statistical questions and non-statistical questions during the
opening of the whole-class discussion. During the class discussion, the teacher will be able to
monitor if students are understanding the concept of a statistical question is one that
produces more than one response.

In pairs, students will be able to complete the statistical card sort activity. This will give the
teacher time to walk around the room and listen to the mathematical discourse students are
having and be able to gauge how each student is doing in meeting the objective of being
able to identify a statistical question and non-statistical question. The students try to work
out misunderstandings, and the teacher can have input into redirecting their understanding.
As students share where they placed each question on the card sort, this will also give the
teacher insight into how students are grasping the learning outcome for the day. If there is a
discrepancy where questions where placed, students will discuss why they placed the card
where they did. The teacher will offer clarification, only if absolutely necessary.

Day 2 The teacher will be walking around answering questions and seeing how students are doing
as they work on the push-up challenge. The teacher should be listening for how to structure
the students who will be presenting (i.e. what groups to go in what order). [focused
monitoring???]

Day 3 The teacher will be walking around answering questions and monitoring how students are
doing as they work on their warm-up problems. The class will go over this warm-up as a
whole class, with student volunteers working out answers to the problems on the board.
[focused monitoring????]

Students will complete the second Candy Data dot plot, mean, median, mode, and range,
after the teacher works through the first one with the whole class. After students have had
time to work, the teacher will go over the answers with the whole class. While students are
working, the teacher will walk around and answer questions, check to see how students are
doing, look for any common misconceptions to address, either right at the moment or when
the class comes back as a whole, and for which students to ask to share their work.

When the whole class is doing a calculation, the teacher will ask students to do the
calculation on their calculator and raise their hand when they have an answer. The teacher
will wait until multiple hands are raised and ask for an answer from one student with their
hand raised. When that student shares their answer, the teacher will ask if anyone can
confirm that answer with a thumbs-up, or has a different answer by using a thumbs-down.

b. Formal: Formal assessments are designed in such a way to allow the teacher to provide
individual feedback. Students respond individually, verbally or in writing, to a question or
task. Typically, the teacher’s assessment of these responses is documented in some way.
These may include quizzes, exit tickets, journals, homework, projects, and performance
tasks. Name these and identify when they occur in your lesson segment.

Day 1 Students will complete an exit ticket individually. There, they will identify 4 questions as
statistical or nonstatistical. Then students will write one of each type of question of their

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own and state why and what the possible answer(s) could be. This will be graded and
checked off as +/- on a class roster, indicating whether or not each student understands the
learning objective. (80% or better will be a +). If there is any question that is highly missed,
this question will be on the warm-up the next day. Individual student feedback will be
written and returned to students by the next class period.

Day 2 Students will compete in pairs, a Quizizz over Measures of Center, Range, and Statistical
Questions. This will give students time to practice the new vocabulary words and new
concepts plus review material from the previous lessons. This will inform the teacher on
how students are understanding all the new vocabulary words and how to calculate each
one. This will also inform the teacher what concepts need to be re-taught, or which need to
be practiced most heavily.

Day 3 Students will complete the Whodunnit? Clue Activity and turn this in before the end of
class. Students may work together and use their notes. Students will be required to show
work on all 10 clue problems.

8. Summative Assessment: Evaluates student learning at the end of an instructional unit by

comparing it against some standard or benchmark. The purpose is to demonstrate attainment of
the objective(s). Summative assessments provide information about each individual student.
Briefly state what/how and when.
This lesson will not conclude with a summative assessment. However the objectives in this lesson
will be individually summatively assessed at the end of the unit with a performance assessment in
which students will write a statistical question, survey a population, collect data, and create at least
two of the following graphs :histogram, dot plot, or box and whisker. Then students will find
measures of center and measures of variability and analyze their data as a whole.

Learning Plan

9. Instructional Sequence: What learning experiences and instruction will enable students to achieve
the desired results? It is important that your activities clearly and logically build on each other,
following the four-step structure identified in class.
You can respond to this portion in either of two ways. Either you can attach your own description of the
flow of the lesson or use the table below. Sort your description by day, identify the objectives using
the numbers assigned in item 5, and identify the assessments named in item 7 and 8.
Describe each of your Learning Activities so that it is clear what the students will be doing and what
learning is taking place, clearly connected to the cited objective(s). The Learning Activity
description for each day will take several (possibly brief) paragraphs, most likely to include: (1) how
will the lesson open–launch; (2) what will students investigate or work on–explore; (3) how will this
be wrapped up–summarize; (4) what key strategies for differentiation will occur, and (5) what
assessment actions will you conduct.
This response should focus simply on what will occur—do not provide rationale or justification; that will
come next in items 10–20.

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See attached Instructional Sequence.

LESSON SEGMENT REFLECTION

Central Focus

10. Given the central focus, describe how the standards and learning objectives within your learning
segment address the use of mathematics concepts and the ability to apply standards for
mathematical practices. Draw upon your textbook resources about these topics.
ELIZABETH
In lesson one, students are learning to recognize that a statistical question is one that anticipates variability
in the data, therefore a statistical question will have more than one response. This alsigns to the 6th
grade standard MGSE6.SP.1. Students will learn the concept of a statistical question by using
arguments to justify if a question is a statistical question or not any during a whole class discussion,
in a partner Statistical vs. Non Statistical Card Sort, and on an exit ticket. Students will also critique
the reasoning of other students by stating why they disagree with a classmate about if a question
on the card sort is statistical or nonstatistical. This applies the standard MGSE6.SP.1. to the
mathematical practice standard 3 (Construct viable arguments and critique the reasoning of
others).
In lesson two, students are building off of lesson one and lenairng that a data set collected from a statistical
question will have a distribution which can be described by its center and spread. Students will learn
in this lesson the three measures of center (mean, median, and mode) and one measure of spread
(range). This aligns to the 6th grade math standard MGSE6.SP.2 Students will communicate
precisely using mathematical vocabulary when describing and explaining the connections between
different representations of data sets. Students will do this by putting into sentences what the
measures of center and variability mean in the context of the problem, This relates to the
mathematical practice standard 6: attend to precision.
In lesson three, students will be practicing the content learned in lesson one and two. Students will be still
using the mathematical practice standard 6 by communicating precisely with others and using clear
mathematical language when describing and explaining connections between data sets when
working on the Candy Data Activity and Glue activity.
11. Explain how your plans build on each other to help young adolescents learn mathematics in an
appropriate balance of conceptual understanding, procedural fluency, and mathematical reasoning
and/or problem solving. This is an opportunity to identify the four stages of your lesson segment.

Conceptual understanding means understanding the connections and relationships between mathematical
ideas, interpretations and representations (Van De Wall, Bay-Williams, Lovin, & Karp, 2018). This
takes place during the time that students “Mess Around” with the concepts and while I facilitate the
formalization of what they have discovered. In this lesson segment students mess around on both
Day 1 as students explore the difference between statistical and non-statistical questions, and
during Day 2 as students explore range and center. Formalization takes place on Day 1 during the
time that I summarize what they have learned. On Day 2 this takes place as we go over the notes on
center. Procedural fluency is attained as students apply their conceptual understanding and have
time to practice with different problems. Students have the opportunity to practice at the end of
Day 1 and Day 2 and during the majority of Day 3. Practice is important for students so that they
know how to apply their conceptual understanding to different problems. During the performance

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assessment for this content students will have the opportunity to apply what they have learned
during this unit. They will develop a statistical question, survey a population, develop two graphical
representations of their data and find the center and variability information.
Knowledge of Students to Inform Teaching

For each of the prompts below (12–14), describe what you know about your students with respect to
the central focus of the unit. As you respond, provide citations to content from this course and others in
your program. In the next section, Supporting Student Learning, you will state how this knowledge
impacted your instructional design.

12. Prior academic learning, prerequisite skills, and understanding of the mathematical ideas related to
the central focus (mathematical assets and resources): What do these young adolescents know,
what can they do, and what are they learning to do?
The students come to this lesson with some experiences reading graphical representations of data on bar
graphs and line plots. They will draw on their knowledge of measurement and data, performing
standard calculations, and working with ratios and proportions. They will learn to use what they
know to interpret statistical data to find the measures of center and measures of variability.

13. Personal, social, cultural, and community assets and resources related to the central focus: What do
you know about your students’ everyday experiences, cultural backgrounds and practices, and
interests relative to this unit?
ELIZABETH
The students in this class can draw on previous experiences with averages (for relating to mean) from their
class grade averages. Additionally, two students play baseball in this class, so they can relate to
sports averages such as batting averages. In addition, for median, students can relate this to the
median in the MIDDLE of a highway. These students live at the intersection of 4 main interstate
atterties for a big city; they are familiar with medians. Students also can talk about where they have
heard the term stats like in sporting games and where they have seen graphs used. The teacher can
also relate statistics to students families background knowledge. Fro examples, how marketers and
business use data. Furthermore, statistics is a unit to get every student engaged no matter their
mathematical ability by engaging them in collecting data or participating in a class acidity like the
push up challenge to help the class create data. Students will answer questions lie how many
siblings do they have, what math class period are they in, how many Tvs do they have in their
house, and how many pushups can the class do on average. At the end of the unit, students will
come up with a question that interests them to collect data on this gives students a chance to
collect data on any topic that interests them. Additionally, this unit rates math to real work
everyday data and experiences for the students.

14. Young adolescent developmental assets related to the central focus: What do you know about your
students’ cognitive, physical, and social and emotional development that impacted your planning
of this unit?
Young adolescents tend to develop more solidly in their cognitive learning if involved in a social
relationship, which is involved in the Think-Pair-Share processes of what they noticed in the data
about each class member’s number of siblings. They also work in partners____ . (Garderen and
Whittaker, 2006, p. 5-16). This not only increases the development of mathematical
concepts focused on statistical variability but also distribution of a statistical question’s data.
The students’ emotional development at this stage is centered on personal experiences and
how those experiences can be understood in terms of organizing real-life data into

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statistical understanding. Therefore, the data being discussed in the pairing has to do with
questions about their immediate family, physical movement in the push-up challenge, and
their class schedule. This relates real-life experiences to the data, and how it is organized to
make sense of their world.

ELIZABETH

Supporting Student Learning

As you respond to prompts 15–18, consider young adolescents with IEPs, English language learners,
struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted
students needing greater support or challenge.

As needed, refer to the learning tasks and instructional materials in your lesson segment to support
your explanations. Use and cite principles from research and/or theory to support your explanations,
where appropriate.

15. Describe how you identified and built upon student mathematical resources about the central
focus, their intuitive ideas, previous experiences, and curiosities.
Michele

16. Describe how your instructional plans respond to the potential reasoning or computational errors
you’ve’ predicted in item 6b.
ELIZABETH
Students often have the misconception that, when a question has the word “you” in it, this means it
is a non-statistical question because they think you are meaning they themselves are
answering it, and they will give ONE response. However, this is just how the question is
worded in the survey. (Just like when students answered the question “How many siblings
do YOU have?”). Hint cards will be written beforehand to give groups that mix up these
types of questions on the card sort activity. Students also will be taught what some
keywords for statistical questions are. For example, “each” and seeing plural words.
Students often forget that, when finding the mode, they MUST order the data from least to
greatest. Hint cards will be provided for this misconception when students are working by
themselves. Furthermore, before any practice problem is worked in class students will be
asked what the first step is and hate the teacher will write the date from least to greatest.
However, during this lesson, reminders of this concept will be brought up during the notes
and both push-up challenges. The fact the data must be ordered from least to greatest will
also be on the class Word Wall under data set and Mode. An extensive interactive word
wall will be used and created during this unit, especially since this unit is more heavily based
on vocabulary. Students will also play may vary games like, heads-up, fly swat vocab, and
fill in the blank warm-ups.

17. Explain how your understanding of your students’ prior academic learning and personal, social,
cultural, community, developmental assets (from prompts 12–14) above guided your choice or

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adaptation of learning tasks and materials and/or instructional practices.

ELIZABETH
I chose the starting questions of how many siblings do you have because every student would be able to
answer this question no matter their mathematical level or ability to fluently speak english. The
option for zero to 10 siblings was included and would be extended beyond 10 if necessary. students
themselves choose whether or not to choose half or step siblings. This related to the introduction of
statistics of real world data that students in the class personally created. This helped engage
students more, Using real world data will be a theme across this entire unit, for example with the
pushup challenge, how much candy students think are in a skittles or m&m bag, and how many Tv’s
students have or do not have in their household. Additionally, students will be given the
opportunity to get u and be active, which is needed for adolescents. This will sheen with students
coming up to the board to answer survey questions, students working a clue activity, and students
doing a push-up challenge. Additionally, students will be able to work with peers on multiple
assignments and discuss survey questions with peers, and at the end of the unit will be able to
create their own survey questions and collect data from it.

18. Describe and justify why your instructional strategies and planned supports are appropriate for the
whole class as well as young adolescents with similar or specific learning needs (identified in your
Context for Learning). We have often referred to this as differentiation of instruction.
Michele
The push-up challenge also allows adolescents to get up, be active, and get some energy out during
class. This helps them be more attentive when calculating data afterward, especially since they are
the ones who created the data. This relates this unit to the real world and gives a sense of
ownership.
19. Describe how you provided targeted support, including both receptive and productive language
skills, for use of vocabulary, syntax, and discourse throughout the Learning Plan.
Michele

Monitoring Student Learning

20. Describe how your planned formative assessments will provide evidence of young adolescents’
understanding of your learning objectives.
In your description, be specific in terms of what you want students to demonstrate (must be measurable
and connected to your listed objectives) and how you will obtain the information you are seeking
(oral, written response, etc.). As a part of what, discuss which of conceptual understanding,
procedural fluency, or reasoning and/or problem solving your assessment targets. As part of how,
state the specific questions to be posed for the assessment when appropriate.
Michele

REFERENCE LIST
You are encouraged to provide citations often in your responses above (when appropriate) and a
reference list for those citations, to develop the habit in preparation for your edTPA. Your citations
throughout the paper and reference list provided here must adhere to the guidelines defined in the APA
Publication Manual (6th Ed.).
Brame, C. and Biel, R. (2015). Setting up and facilitating group work: Using cooperative
learning groups effectively. Retrieved from
http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-

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using-cooperative-learning-groups-effectively

Leith, C., Rose, E., and King, T. (2016). Teaching Mathematics and Language to English
Learners. Mathematics Teacher, Vol. 109 (9), pp. 670-678. The National Council of
Teachers of Mathematics. Retrieved from
https://www.nctm.org/Publications/Mathematics-Teacher/2016/Vol109/Issue9/Teaching-Mathematics-and-Language-to-English-
Learners/

Van De Wall, J. A., Bay-Williams, J. M., Lovin, L. H., & Karp, K. S. (2018). Teaching Student-
Centered Mathematics: Developmentally Appropriate Instruction for Grades 6-8 (Vol.
III). Pearson Education, Inc.

Van Garederen, D. and Whittaker, C. (2006). Planning Differentiated, Multicultural Instruction

for Secondary Inclusive Classrooms. TEACHING Exceptional Children, Vol 36 (3), pp.
12-20. Council for Exceptional Children. Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/004005990603800302?journalCode=tcxa

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