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University of Arkansas Fort Smith

School of Education
Lesson Plan 4
Name: Krystal Barnett

Grade Level:

Date:

Subject Area: Math

11/02/15

7th

Blooms Taxonomy: My lesson provides opportunities for: __Creating __ Evaluating __ Analyzing


__ Applying __ Understanding __ Remembering
Types of Activities: __ Co-op Learning __ Independent Work __ Small Group __ Teacher-assisted
__ Hands-on

Pre-assessment:
(What will I use for pre-assessment, and how will I use the results of the
pre-assessment?)
Students will have looked at the population of Africa in present times. Students will engage in
discussion about random sampling to understand that a random sample is representative of a
population.
Standard(s):
(Include specific state standards.)
CCSS.Math.Content.7.SP.A.1: Understand that statistics can be used to gain information about a
population by examining a sample of the population

Objectives:
(What should students be able to do at the end of the lesson?)
SWBAT use random sampling to make generalizations about a population, specifically in Africa.

Anticipatory Set, Hook or Engaging the Learner:


(How will I gain students attention?)
Show beans in jar and have students make predictions about the number of black and total beans in
jar. Ask what mathematical justifications were used in making their predictions. How can we get a
good estimate?

Instruction:
(How will I present new material and make learning relevant? Bullet the order and
content you plan to teach in the lesson. Include proposed questions and anticipated responses from
students.)
The class will be divided into groups of 4 students. Each group will get a copy of the student
worksheet to record results and a jar full of beans.
Students will conduct 8 trials for this activity. For each of the 8 trials, one student will reach
into the jar and draw out a small handful of beans.
On the worksheet, students will record how many white, black, and total beans are drawn out
of the jar. Students will then return the beans to the jar.
Students will record results in a worksheet.
After the data is recorded on the student worksheet, students will create an excel
spreadsheet.
Students will name this worksheet Population Sampling. B2 through I2 will be labeled 1-8
for each of the eight trials. J2 will be labeled for the mean (average), A3 will be labeled for the
white beans, A4 will be labeled for the black beans, and A5 will be labeled for the total beans.
Students will transfer the data from their worksheet to the spreadsheet.
Students will make a bar graph to display results.
To make the bar graph, highlight the boxes that contain the data for the black beans and the
total beans (B4 to I4 and B5 to I5).
How do I make a bar graph?
Click on insert, then charts or click on the charts tab. Select the 2-D clustered column
chart. After you select the type of chart you want, it should appear.
Students should format the table by adding a title and labeling the axes.
How do I do all of that?
Do this by clicking on the chart layout tab and using the chart titles and axes titles
tabs.
Add formulas to the spreadsheet. The formula to calculate percentage is =part/total. For this
table, in cell b6, type =b4/b5. This will calculate the percentage of black beans in that sample.
Drag the corner of B6 to I6 and the formula will continue in those cells and calculate the
percentage for all samples. You can format the percentage by going to format cells, and under
the number tab, selecting percentage and how many decimal places you desire.
To find the mathematical mean, use the formula =cell:cell. For this spreadsheet, in cell J3, type
the formula =b3:i3, and the average will appear in the cell. Drag the corner of J3 down to J6
and it will calculate the mean for all data.

Guided and Independent Practice:


(How will I get students to practice/apply what has just been
taught?)

Students will work together as a group for this activity. However, there will be homework to be
completed individually that relates to random sampling.

Closure:
(How can I bring closure to summarize learning and enhance retention of the material?)
After examining the data on the spreadsheet, make appropriate assumptions on the student
worksheet. We can estimate that _______% in the jarare black beans. So if there are 200 black beans,
how many total beans are in the jar? How many white beans? What if there were 100 black beans in
the jar, how would the number of total beans change? What if you didnt know how many black beans
were in the jar, but I told you that there were 2000 total beans. How would we find the number of
black beans?

Alternate Plan B:
(What will I do if students do not understand the material? What will I do if
technology doesnt work?)
If students do not understand the material, I would start from the beginning and have the students
engage in teacher-led discussion about what population sampling is and how the jar full of beans can
help make assumptions. Students may need guided instruction throughout entire lesson to
understand and reach the objective before moving on to group or independent work.

Post-Assessment:
(What data will give me information about students understanding of the lesson,
and how will this assessment be used?)
The student will print their excel spreadsheets with the graph and turn in their results.

Accommodations: __ Extended Time __ Preferential Seating __ Segmented Assignments __


Assignment Length __ Communication Methods __ Peer Tutors __ Instructional Assistance __
Other
For accommodations, students with dyslexia (for example) will receive extended time to complete the
worksheet and excel spreadsheet. The spreadsheet may need to be completed by the teacher before
the activity begins and the cells in the excel spreadsheet may need to be different colors to benefit
the student. Instructional assistance will be offered to students that need assistance from the teacher.

Remediation

Students may need to practice random sampling using another technique other than beans in a jar.
Enrichment

Instead of putting an easily calculated number of beans in a jar (200), the teacher could put 211 beans
(for example) in jars for those who need enrichment, such as gifted and talented, to offer more of a
challenge.

Resources/Materials/Equipment:
(Technology, Visuals, Supplies, Professional References)
1 pint jar full of beans (amount of beans representative/proportional to that of the population of
Africa) per group, computer with access to Excel, student worksheet