Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Lisa Pizzuto
Position

Mathematics teacher

School/District

Roswell High School/Fulton County

E-mail

pizzutoL@fultonschools.org

Phone

678-713-4727

Grade Level(s)

9-12 grades

Content Area

mathematics

Time line

4 days

Content Standards:
MAMDMD2. Students will build the skills and vocabulary necessary to analyze and critique
reported statistical information, summaries, and graphical displays.
MAMDMD3. Students will apply statistical methods to design, conduct, and analyze statistical
studies.
NETS*S Standards:
ISTE-S Standards:
1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology. a. Apply existing knowledge to
generate new ideas, products, or processes, b. Create original works as a means of personal or
group expression, c. Use models and simulations to explore complex systems and issues
2. Communication and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts,
or others employing a variety of digital environments and media
3. Research and information fluency: Students apply digital tools to gather, evaluate, and use
information. a. Plan strategies to guide inquiry, d. Process data and report results.
4. Critical thinking, problem solving, and decision making: Students use critical thinking
skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources. a. Identify and define authentic problems
and significant questions for investigation, c. Collect and analyze data to identify solutions
5. Digital citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and
responsible use of information and technology, b. Exhibit a positive attitude toward using
technology that supports collaboration, learning, and productivity, c. Demonstrate personal

responsibility for lifelong learning d. Exhibit leadership for digital citizenship and/or make
informed decisions
6. Technology operations and concepts: Students demonstrate a sound understanding of
technology concepts, systems, and operations. a. Understand and use technology systems, b.
Select and use applications effectively and productively, c. Troubleshoot systems and
applications, d. Transfer current knowledge to learning of new technologies
Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will work in pairs to create a mini-stats project. Students will create a Google sheet on their
shared Google Folder. The sheet will contain 3 tabs, the first 2 will be data sets that students will
collect only 15 pieces of data by researching a topic they have chosen from a list of topics. The
students will use a random number generator to determine which pieces of data they will use from
their chosen set. The 3rd tab will contain data on all 50 states that also is based on a topic they have
chosen. To facilitate the project the following PowerPoint will be placed in their shared folder. Students
can refer back to the presentation at any given time for more information. Students can move at their
own pace working only in class or also at home if necessary. For each data set students will find the
necessary information; 5-number summary, mean, standard deviation, range. They will create a
histogram using the functions of the Google sheets and will use Demos to create a box-plot with their
information. For students who need additional resources or remediation on any of the concepts they
are working on a series of videos have been make available to them on the class website.
Students will then create a presentation of their last data set. They are encouraged to use Google
Slides but can chose from a variety of platforms including Prezi or Powtoons.
Students will receive continuous feedback from myself over the 4-day period both in person and
through comments on their Google sheets to guide them in the right direction. Students will also be
assessed individually by completing a Google form to ensure their understanding of the standards as
they process through the project. Their final assessment will be on the Google Sheet and presentation
that they have created. In addition to presenting the mathematics they will be asked to reflect on the
information that the data represents.
Essential Questions (What essential question or learning are you addressing? What would students
care or want to know about the topic? What are some questions to get students thinking about the topic
or generate interest about the topic? Additionally, what questions can you ask students to help them
focus on important aspects of the topic? (Guiding questions) What background or prior knowledge will
you expect students to bring to this topic and build on?) Remember, essential questions are meant to
guide the lesson by provoking inquiry. They should not be answered with a simple yes or no and
should have many acceptable answers.
How do we gather data from different sources? What does a histogram tell us about a data set? How do
we use the 5-number summary to create a box-plot? How do we analyze graphical displays of data?
How do we use electronic devices and software to analyze data? What is the best way to present
statistical information?

Assessment (What will students do or produce to illustrate their learning? What can students do to
generate new knowledge? How will you assess how students are progressing (formative assessment)?
How will you assess what they produce or do? How will you differentiate products?) You must attach
copies of your assessment and/or rubrics. Include these in your presentation as well.
Students will produce a Google Sheet with 3 set data containing the following information:
Data set 1 and 2 will have a 5-number summary, mean, range, standard deviation, histogram and box-plot.
Data set 3 will have a 5-number summary, mean, range, standard deviation, histogram OR box-plot.
They will also create an electronic presentation of their last data set.
Students will share their folder with me and I will be able to monitor their progress throughout the project. I will
be able to leave comments and give ongoing feedback. Students will also complete a Google form that will
show their understanding of the standards being assessed.
The presentation will be assessed with a rubric. Differentiation will occur in a variety of ways the PowerPoint
and other reference will be available to the students at all times to lead them through the activity. Students will
be partner based on ability levels (low-med, med-high) to ensure that they can work toward meeting the
standards. If students need additional structure a graphic organizer is also provide to facilitate their
understanding.
Resources (How does technology support student learning? What digital tools, and resourcesonline
student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp
elucidate or explain the content or allow students to interact with the content? What previous technology
skills should students have to complete this project?)
Students will need to use Google drive to share folder and information to collaborate with both their partner
and myself. They will research their data sets on the internet given links that are provide in the PowerPoint.
They will use Demos to create their box-plot. They will create a Google sheet to collect and analyze their
data. The students will also be given access to a variety of video resources over the concepts they are
working with as well as graphic organizers to help organize information as needed.
As a class we have been practicing how to work on the Google drive and share information. This is their first
experience with Google sheets so we practiced the skills on a small data set before beginning the project.
Many of the students have next made a Google Slides presentation before so if they wanted to use
something else they could chose another format.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson?
How can you find out if students have this foundation? What difficulties might students have?)
Students in the AMDM class have all taken Advanced Algebra prior to this class, which gave them a basic
foundation of the statistical information we are looking for in each data set. We administrated a preassessment, which evaluated each of these standards. Students had difficulty understanding how to
analyze the data. Therefore the objective of this mini-project is to give the students a deeper
understanding of that concept.

Management Describe the classroom management strategies will you use to manage your students and
the use of digital tools and resources. How and where will your students work? (Small groups, whole
group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the
Internet while completing this lesson? Describe what technical issues might arise during the Internet
lesson and explain how you will resolve or trouble-shoot them? Please note: Trouble-shooting should
occur prior to implementing the lesson as well as throughout the process. Be sure to indicate how you
prepared for problems and work through the issues that occurred as you implemented and even after the
lesson was completed.
Classroom management is one of my strengths so I do not have many issues with students being off
task. Students will work during class or at home. The Google drive allows for the flexible to still access
the information outside of classroom. Students will work on a class set of laptops when they in the
classroom and use the device of their choosing outside of class. Several students also used their
mobile device for the collection of data. The students will work in pairs based on 2 criteria, the first is a
Google form they fill out requesting to work with 1 of 3 different students and the second is ability level.
In order to ensure that the lessons would go well I have been introducing them to small processes on
the Google drive like, sharing folding, editing a document at the same time, creating and using a
Google sheet. I also created a detailed PowerPoint that would lead them through the process but also
give room for creativity. Since the students were working on a shared document I was able to monitor
who was actually working, editing the materials and creating the product.
Instructional Strategies and Learning Activities Describe the research-based instructional strategies
you will use with this lesson. How will your learning environment support these activities? What is your
role? What are the students' roles in the lesson? How can you ensure higher order thinking at the
analysis, evaluation, or creativity levels of Blooms Taxonomy? How can the technology support
your teaching? What authentic, relevant, and meaningful learning activities and tasks will your students
complete? How will they build knowledge and skills? How will students use digital tools and resources to
communicate and collaborate with each other and others? How will you facilitate the collaboration?
This mini-project is intended to create a deeper understanding of how you analysis data. Students will be
the researcher and will present their findings to the class. Students will be asked to evaluate their data
sets and make conclusions based on both their numerical and graphical representations of the data sets.
Students will use the shared Google folder to communicate and collaborate with their partner and myself.
Students knowledge and skills will be build based on creating and analyzing data they are interested in.

Differentiation (How will you differentiate content and process to accommodate various learning styles
and abilities? How will you help students learn independently and with others? How will you provide
extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
Differentiate will occur in a variety of ways the PowerPoint and other references will be available to the
students who need support through the activity. Students will be partner based on ability levels (low-med,
med-high) to ensure that they can work toward meeting the standards. If students need additional
structure a graphic organizer is also provide to facilitate their understanding. The extension for this miniproject is collecting their own data through a survey the student would create in Google Forms and then
analyze it.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students
be asked to provide feedback on the assignment itself? What will be your process for answering the
following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
rd

The closing event for this lesson will be the students presenting their 3 data set to the class. Students
were given the option of making a video presentation rather then present in front of class if they would
prefer. The lesson will be effective if on the post-test students have a stronger understanding of the how to
analyze the data sets. The best part of this lesson was the positive response I had from students about the
feedback. They like that I was looking at their work and enjoyed getting comments. The PowerPoint I
created needs to be scaffold even further for some students and we are in the process of making those
changes before next year. We did the same mini-project last year with the only technology being internet
research and the presentations were no where near as good as they were this year.