ASU Week Two – Lesson January 24th

DIRECT INSTRUCTION LESSON PLAN – Experiments and Random Assignment

Teachers: Lanae Schulz, Sarah Harrison Subject: Honors Algebra 2

Common Core State Standards:
• A2.S-IC.A.1 Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
• A2.S-IC.A.2 Explain whether a specified model is consistent with results from a given data-generating
process.
• P.S-IC.B.3 Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
• P.S.MD.B.6 Use randomization to make fair decisions based on probabilities.
• M.P.1 Make sense of problems and persevere in solving them.
• M.P.2 Reason abstractly and quantitatively.
• M.P.3 Construct viable arguments and critique the reasoning of others.
Objective (Explicit): SWBAT identify subjects, treatments, and responses and can explain the purpose of
random selection and random assignment in an experiment.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
SW demonstrate mastery through the completion of the Exit Ticket. (See Exit Ticket questions below.)
• Mastery: Students correctly identify the subjects, the treatments, and the response variable. Students offer a
complete explanation of why the scenario is an experiment which includes the term “treatments.” Students
accurately conclude causation, and explain that this can be concluded due to random assignment.
• Proficient: Students correctly identify two of the subjects, the treatments, or the response variable. Students offer
an explanation of why the scenario is an experiment. Students accurately conclude causation, and attempt to
explain why.
• Approaching: Students correctly identify one of the subjects, the treatments, or the response variable. Students
offer an inaccurate explanation of why the scenario is an experiment. Students do not conclude causation, or fail
to explain why.
• Failing: Students do not attempt two or more problems, or students do not correctly identify the subjects, the
treatments, or the response variable. Students offer an inaccurate explanation of why the scenario is an
experiment. Students do not conclude causation, and fail to offer an explanation.

Example Exemplar Student Response:

Runners who suffered from shin splints (painful inflammation) were randomly assigned to one of two stretching routines.
One of the routines involved a series of pre-run and post-run dynamic stretches that last approximately 5 minutes before
and after the run. The other routine involved a 1-minute hamstring stretch pre-run and no stretching post-run. After a 45-
minute run, each runner will be assessed for shin splints.
a. Explain why this is an experiment.
This is an experiment because subjects are assigned to treatments.
b. Identify the subjects.
The subjects are the runners who suffer from shin splints.
c. Identify the treatments.
The treatments are the stretching routines.
d. Identify the response variable.
The response variable is the number of shin splints runners have after the 45-minute run.
e. Suppose that runners who utilized one stretching routine had less shin splints than runners who used the other
stretching routine. Can we say that the stretching routine is the cause of the reduction in shin splints? Why or
why not?
Yes, we can say that the stretching routine caused the decrease in shin splints, because runners were
randomly assigned.
Sub-Objectives, SWBAT (Sequenced from basic to complex) Formative Assessments:
How will you review past learning and make connections to previous TW gauge student understanding through the Exit Ticket at the end of the
lessons? lesson.
What skills and content are needed to ultimately master this lesson
objective?
ASU Week Two – Lesson January 24th

How is this objective relative to students, their lives, and/or the real
world?
•
SWBAT identify subjects, treatments, and responses in an experiment.
•
SWBAT explain that random selection allows the conclusion to generalize to the population.
•
SWBAT explain that random assignment allows for cause & effect conclusions in experiments.
Key vocabulary: Materials:
random selection MD#7 Worksheet
random assignment (https://docs.google.com/document/d/1cpUQLVsF4ggyTQvm3US
BsyVRrLlidG2Y2Mbsa3obHbg/edit?usp=sharing)
Student Phones or computers
Document Camera
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
SW begin by completing Bellwork reviewing the previous days’ lesson. SW answer the following questions in their
notebooks once they enter the classroom:
Suppose you drew 12 red chips from a random sample of size 50.
1) What is the sample proportion?
2) Calculate the margin of error.

During Bellwork, TW pass out the MD#7 worksheet. After 5 minutes, TW go over the Bellwork with the class.

TW put a copy of the worksheet on the DocCam. TW ask students to have the notes sheet in front of them and will state
the day’s learning goal, “I can explain the purpose of random selection and random assignment.” TW inform students that
they will be using mathematical practices 1, 2, and 3, and will read them aloud as students fill them in on their paper.

TW read aloud the two studies under “Exercises.” TW tell ask students to complete questions 1-4 in their table groups,
and will walk around to assist students as needed. (These exercises serve as a review of MD#1). After about 5 minutes,
TW call the class back together to go over the answers, and will call on groups to share their answers for each question.
How will you model/explain/demonstrate all knowledge/skills What will students be doing to actively capture and process the new
required of the objective? material?
What types of visuals will you use? How will students be engaged?
How will you address misunderstandings or common student
errors?
How will you check for understanding?
How will you explain and model behavioral expectations?
Is there enough detail in this section so that another person could
teach it?
Teacher Will: Students Will:
TW state aloud the definition of random selection and SW write the definitions on their notes sheets. SW listen as
random assignment and write them in the boxes next the teacher explains, and will write what the teacher does
to the terms. TW discuss with the class the in the correct boxes.
importance of random selection, and will write in the
right box, “Means the results generalize to the
population.” TW also discuss the importance of
random assignment, and will write, “Allows for cause
& effect conclusions.” TW ensure students have these
Instructional Input

written before moving on.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One-Teach-One-Observe: Lanae Schulz will act as the lead teacher, while Sarah Harrison observes the lesson,
specifically focusing on classroom management and lesson pacing.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Explicit vocabulary instruction was designed for the benefit of English Language Learners.
ASU Week Two – Lesson January 24th

How will you ensure that all students have multiple opportunities to How will students practice all knowledge/skills required of the objective,
practice new content and skills? with your support, such that they continue to internalize the sub-
What types of questions can you ask students as you are objectives?
observing them practice? How will students be engaged?
How/when will you check for understanding? How will you elicit student-to-student interaction?
How will you provide guidance to all students as they practice? How are students practicing in ways that align to independent practice?
How will you explain and model behavioral expectations?
Is there enough detail in this section so that another person could
facilitate this practice?
Teacher Will: Students Will:
TW read aloud question 5, asking if the results of the SW participate in the class discussion by raising their
study will generalize. TW call on students to offer hands and answering when called on. SW write what the
ideas, and if necessary will guide students to the teacher does in the correct ox on their notes sheets.
answer of random selection. TW emphasize that
random selection means the sample is representative
of the population. TW write in the box, “Yes, the
results will generalize, because the study used
random selection.” TW read loud question 6, asking if
we can conclude causation. TW call on students to
respond, and if necessary will lead them to the
answer.TW reference the example from MD#1, of the
correlation between eating ice cream and being
attacked by a shark. TW write in the box something
like, “No, observational studies do not allow us to
conclude causation.”

TW read aloud question 7 and will call on students to SW participate in the class discussion by raising their
respond. TW write in the box, “Yes, we can conclude hands and answering when called on. SW write what the
causation because the study used random teacher does in the correct ox on their notes sheets.
assignment.” TW read aloud question 8 and will stop
on asking about all dogs. TW call on students to
respond, and will discuss whether we can generalize
to all dogs. If necessary, TW point out that all dogs
was not the population studied, so we cannot
generalize to all dogs. TW write in the box, “All dogs –
no, because that was not the population studied.” TW
repeat the question for older dogs, and will call on
students to respond. TW ensure students emphasize
that older dogs was the population studied, and that
the study used random selection. TW write in the box,
“Older dogs – Yes, because random selection was
used on that population.”

TW have students to the back page of the notes

sheet, and will begin going through the chart. She will SW participate in the class discussion by answering in
ask questions such as, “Is random selection used in chorus. SW defend their decision by raising their hand and
experiments?” and await a choral response. TW do answering when called upon. SW put check marks in the
this for every box, and will put a check mark in the appropriate boxes in their notes sheets.
boxes that are answered, “yes.” In case of a
disagreement, TW call on some students to explain
their answer, and may lead the class discussion to the
correct answer.
Co-Teaching Strategy
Guided Practice

Which co-teaching approach will you use to maximize student achievement?

One-Teach-One-Observe: Lanae Schulz will act as the lead teacher, while Sarah Harrison observes the lesson,
specifically focusing on classroom management and lesson pacing.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
ASU Week Two – Lesson January 24th

How will you plan to coach and correct during this practice?
How will you provide opportunities for remediation and extension?
How will you clearly state and model academic and behavioral
expectations?
Did you provide enough detail so that another person could
facilitate the practice?
Teacher Will:
TW read aloud the investigation scenario, and indicate
the diagram. TW have students individually answer
questions a, b, and c, and then will go over them as a
class. TW instruct students to get out their phones or
computers to begin the investigation. TW instruct
students to search, “random number generator,” and
complete Steps 1 through 4 individually. TW walk
around to assist students as needed and check class
progress.
How will students independently practice the knowledge and skills
required by the objective?
How will students be engaged?
How are students practicing in ways that align to assessment?
How are students using self-assessment to guide their own learning?
How are you supporting students giving feedback to one another?
Students Will:
SW individually answer questions a, b, and c, then will
make corrections as needed. SW use their phones to
search “random number generator” and will complete Steps
1-4. SW ask groupmates or the teacher for clarification or
help as needed.

When everyone is finished, TW call the class back SW hold up their fingers to show how many boxes had
together. TW ask students to hold up their hands to fertilizer A. SW listen to the teacher’s explanation, and will
show how much of fertilizer A was on the left. TW write “half” in the blanks as the teacher does.
speak aloud the numbers she sees students holding
up, and will indicate to the class that it is mostly 3s to
5s. TW repeat for the “above” number. TW indicate
that the point of doing this was to show that the
fertilizer types are pretty evenly distributed using
random assignment. TW write in the blanks that about
“half” of the plots by the river got fertilizer A while
“half” got B, and that “half” the plots by the north got A
Independent Practice

and “half” got B.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One-Teach-One-Observe: Lanae Schulz will act as the lead teacher, while Sarah Harrison observes the lesson,
specifically focusing on classroom management and lesson pacing.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Students who need an additional challenge may help their neighbors, while students who are struggling may ask
their neighbors or the teacher for assistance.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?
TW read the summary about why random assignment is used, and then read aloud the final question. TW call on students
to respond, and will lead the class to the conclusion that “Yes, we can conclude causation, because other factors were
accounted for through random assignment.” TW write this in the space and provided students time to write it in their
notes.

TW pass out the students the Exit Ticket. TW inform students that they have the rest of the class period to finish this Exit
Ticket, and will turn it in as they leave. TW walk around to help students who have questions about the Exit Ticket.
ASU Week Two – Lesson January 24th