STEPP Lesson Plan Form

Teacher: Mitchell Tandy

School: Thompson Valley High School
Content Area: Math

Date: 8 Oct 2015

Grade Level: 11-12

Title: Best Fit Lines with Class Heights and Wingspans

Lesson #:1 of 2

Content Standard(s) addressed by this lesson:

directly from the standard)

(Write Content Standards

CCSS.MATH.CONTENT.HSS.ID.B.6.C
Fit a linear function for a scatter plot that suggests a linear association
Understandings: (Big Ideas)
The big ideas that students will learn are:

The parts and features of linear functions

How linear functions are applied to real-world problems
Effective graphing calculator use for statistics

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

How do I know if data suggests a linear association?

How do I find a linear model for a set of data?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Students will be able to collect data, determine
linearity, find the line of best fit for that data, and make predictions given a
measurement tool and graphing calculator with high accuracy and logical reasoning.
This means: Students can look at a set of data and make reasonable predictions
using a linear model.
List of Assessments: (Write the number of the learning target associated with
each assessment)

Collecting data: questions 1 and 2

Find the line of best fit: question 3a

Determine if data suggests linearity: question 3b and 4c

Make predictions using linear model: questions 5, 6, 7

In addition, there will be a summative assessment the following week using 3

variations of a quiz that is similar to the activity in its required tasks.

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STEPP Lesson Plan Form

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.

Best Fit Lines with Class Heights and Wingspans

Approx. Time and Materials

How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:

Time: Approximately 30min.

Materials: classroom set of graphing calculators and yardsticks/tapemeasures
Hook: Showing a picture of The Vitruvian Man by Leonardo Da Vinci, I
will explain that the man in the image has a wingspan equal to his
height. So what were going to do in this activity is figure out whether
that is reasonable or not by comparing that to our class data. The
combination of the famous image and historic question is intended to
spark some curiosity to get the activity started.

This lesson is designed to deepen students understanding on the

construction of a best fit line for data, which has been the topic of discussion
for the past 2 days. The physical application of the technique to data that
students collect is designed to engage different learning styles than past
lessons.

After instructions are given:

- First, students measure heights and wingspans with partners,
then write their findings on the board WITH NO NAMES.
- After all the data is collected on the board, students will begin
working on the rest of the activity with their partner.
I will help groups individually. Expected areas of difficulty include:
- Calculator list making/clearing, window setting, and scatterplot 1
enabling.

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-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of

Unit conversion mistakes

R-value interpretation
Algebraic manipulation in making predictions

Back to The Vitruvian Man, I will ask students whether or not they think
that Da Vinci was close, and why they think so. This should lead to a
discussion on the data that was collected and whether the model that
was constructed is accurate.

Some students in the back of the classroom tend to work slower with
calculators, so I will allow them to use less points for their model so the
list-making doesnt interfere with the more important parts of the
activity: model construction and prediction.
On the other hand, a couple students in the front always complete
assignments early, so I will give them a heads-up on the closure
question to keep them thinking about the activity after its done. This
will also help spark the discussion later.
The activity sheet will be collected the next day for me to make sure
that I didnt miss a point of confusion while helping out students during
the activity. I want to make sure that students can:

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STEPP Lesson Plan Form

what you were looking for in each
assessment.

1. Perform the calculator skills to enter data and construct a best fit
line (1,2,3)
2. Interpret the values that their calculator gives them (3,4)
3. Plug numbers into their model in order to solve problems and
make predictions (5,6,7)

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

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