Lessontitle:ChoosingMathematicalModels

Standardsthislessonaddresses:

Unit:WhoAreWe?

(allapplicable:state,districtscope/sequence,ELPS,CCR,national,school,and/ornetwork)

111.26B12Arepresentnumericdatagraphically,includingdotplots,stemandleafplots,histograms,andbox
plots
111.27B1Dcommunicatemathematicalideas,reasoning,andtheirimplicationsusingmultiple
representations,includingsymbols,diagrams,graphs,andlanguageasappropriate
111.43C9Ainterpretinformationfromvariousgraphs,includinglinegraphs,bargraphs,circlegraphs,
histograms,scatterplots,dotplots,stemandleafplots,andboxandwhiskerplots,todrawconclusionsfrom
thedataanddeterminethestrengthsandweaknessesofconclusions

Objective(s)forstudentlearning:
(framethisintermsoftheobservableoutcomeofwhatstudentswillbeabletodousingBloomstaxonomysameastheknow/skilledatUbDStage2
section)

Thestudentwillbeableto
Choosethemostappropriatemathematicalmodeltorepresentdata(linegraphs,bargraphs,circle
graphs,scatterplots,dotplots,andstemandleafplots)
Utilizemultiplegraphsandmodelstoaccuratelyrepresentdata
Explaindatabylookingatvariousmathematicalmodels

AssessmentEvidence:
(howwillyouknowstudentsmettheobjective?performancetask(s)and/orotherevidencesuchasquizzes,tests,academicprompts)

Exitticket:1.Whichtypeofgraphwouldbestrepresentthisdata?2.Sketch2modelstographthe
followingdataandcirclethemodelyouthinkisamoreappropriaterepresentation.
Thiswillbefurtherassessedonday3oftheunitwhencreatingmodelstorepresentdemographicdata
collectedbythestudents.

Understanding(s)&EssentialQuestion(s)thislessonaddresses(ifpartofaUbDunit):

EssentialQuestion:
Whatmathematicalmodelsbestrepresentdata?Howdowechoose?

InstructionalActivity/StudentLearningExperiences:InductiveLearning

writeoutprocess/stepsbelow
namespecificstrategiesyouareusingandwriteoutallofthestepsofthestrategy
describethecurriculum/contentANDpedagogy/process)
besureyouarecarefullythinkingabouthowtoopenthelesson,includingfollowingthestrategysstepsoriftherearenot
specificopeningstepshaveanintentionalopeningtothelesson(ex.anticipatoryset/hook,advanceorganizer,review)
howwillyoucheckingforunderstandingthroughoutthelesson?writethisoutspecificallywhenandhow

DistributeGraphs:Thestudentswillbeseatedhomogeneouslyingroupsofdesksbasedonan
informalpreassessment.Thestudentswillanswerafewquestionstoanalyzetheircomfortand
readinesswithmathematicalmodels.Theteacherwilldistributeafoldertoeachgroupwithpicturesof
variousmathematicalmodels(below).
ModeltheGroupingandLabelingProcess:Beforehavingthestudentsopenthefolder,the
teacherwillmodeltheprocessofgroupingandlabelingitems.
Theteacherwillwritethenumbers110ofsmallpiecesofpaperandscatterthemonthe
documentcameraforthestudentstosee.Theteacherwillthenaskthestudentshowtheycould
groupthesenumbersintologicalgroupsandcreatelabelsfortheirgroups.
Thefirstgroupscouldbeevenandoddnumbers.Theteachershouldthenshowthestudents

thattheiraremultiplewaystogroupthings.Theycouldrearrangethenumberstobegroupedby
multiplesnext(e.g.multiplesof3,multiplesof2,andneither).
Theteachershouldbesuretotellstudentsthattheycancreateasmanygroupsasthey
feelnecessary.
StudentsGroupandLabelItems:Thestudentswillbeinstructedtoopenthefolderontheirdesks
andfollowthesamestepstogroupthemodelstheyfindinside(below).Thiswillbethefirstroundof
groupingandthestudentsshouldcreateadescriptivelabelforeachgroup.
Thegroupswillbegiventieredfoldersbasedonthereadinessofthegroup.Thelessreadytiers
willbegivenmodelswiththekindofgraphlabeledonit.Themiddletierswillhavethesame
models,butwithnolabel.Andthemorereadytierswillbegivenmoreadvancedversionsofthe
samekindsofgraphs.
Itislikelythatthestudentswillcreategroupsbasedonthekindofgraphused.Thisisokforthe
firstroundofsorting.
Afterthefirstroundthegroupsshouldhaveachancetosharehowtheygroupedthegraphs.
Theteachershouldthenencouragestudentstothinkflexiblyandcreateasecondroundof
groups,thistimethinkingaboutthedatathegraphsrepresentratherthanthegraphs
themselves.
Thestudentsshouldlabelthesecondroundofgroupsaswell.
StudentsCreateHypotheses:Afterbothroundsofsortingandlabelingtheteachershouldinstruct
thestudentstothinkwiththeirgroupsaboutwhatthetwosetsofgroupstheycreatedcouldmeanfor
theupcominglecture.
Theteachershouldhandoutthe3columngraphicorganizer(below)forthestudentstowrite
thierhypothesesinthecentercolumn.Thestudentsshouldbeinstructedtowritedowntheir
thoughtsandhypothesesaboutmathematicalmodelsanddata.Theywilllookforevidenceto
supportorrefutetheirhypothesesduringthelecture.
Lecture:Theteacherwilllectureonwhatkindofdataisbestrepresentedbythefollowing
mathematicalmodels.Thestudentswilluseagraphicorganizer(below)totakenotesaboutthe
mathematicalmodels.Thelessreadytierscanbegivenagraphicorganizerwiththesketchesofthe
graphsalreadyfilledin(below).
LinegraphsLinegraphsarebestforshowingtrendsandandchangesindataovertime.The
datawillberelatedtoatimerangeandshowsomenegativeorpositivetrend.
BargraphsBargraphsarebestforcomparingdatathatisindifferentgroups.Thedatawillbe
sectionedandgroupedintocategories.
CirclegraphsCirclegraphsarebestforcomparingthepartstothewhole.Thedatawilloftenbe
inpercentages,orotherwisebeshownasaportionofthewhole.
ScatterplotsScatterplotsarebestforshowinghowonevariableisrelatedtotheother.Thedata
willbeindividualdatapointsthatrequiretwoaxestograph.
DotplotsDotplotsarebesttoshowhowmanytimeseachdatapointappearsinasetofdata.
Thedatawillhavemanyrepeateddatapointsandrequireadistribution.
StemandleafplotsStemandleafplotsarebestforshowinghowmanyindividualdatapoints
arewithinonetensplace.Thedataisbestwhenitismadeupofdoubledigitdatapoints.
Thestudentswillalsobeabletousethemodelsfromtheinductivefoldersasexamplesaswell.
Theteacherwillcheckforunderstandingbyusingathumbometerinwhichstudentsgivea
thumbsup,sideways,ordowntorepresenttheirunderstanding.
Reflection:BeforereflectingontheInductiveLearningprocessthestudentswillsharetheirthoughts
abouttheirhypotheses.Thestudentswillbegiventhechancetoshareanyhypothesestheymadeand
theevidencetheyfoundtosupportorrefutethem.
TheteacherwillalsoleadtheclassthroughagroupdiscussionontheInductiveLearning
process.Thistimewillalsobeallottedforanyquestionsthatthestudentshaveaboutthe
mathematicalmodelslecture.
TeachStudentsHowtousetheInductiveProcessIndependently:Theteachershouldreview
thestepsoftheInductiveLearningprocesssothatstudentscanbegintointernalizethemandusethem
independently.

Lessonclosure:

TheteacherwillleadthestudentsthroughaclassdiscussiontoreflectontheInductiveLearningprocessand
thecontentandansweranyfinalquestionstheystudentsmayhaveaboutmathematicalmodels.Thestudents
willcompleteanexittickettoturninattheendofclass.

Differentiation:
(identifythelearnerpreferencessuchasMIandLSaswellasanydifferentiationforreadinessandinterest)

MultipleIntelligences:
LogicalMathematical
Visual
Interpersonal
LearningStyles:
SelfExpressive
Mastery

Accommodation:
(howareyougoingtoaccommodatetheuniqueneedsofspecificstudents?forexample,accommodatinglanguagelearnersandmodifyingforspecial
educationstudentsbespecificlistingstudentsbynamecanhelptoensurethatyouarerecognizingandmeetingtheirindividualneeds)

Ashorterexitticketcanbeusedforstudentswhomayneedmoretime.Thegroupscanalsobeintentionalso
thatthegroupsofdeskshavestudentswithhomogeneousreadinesstousethelowertieredmaterials.

MaterialsandResources:
(studentandteachermaterials,includingtechnology,materialresources,humanresources,orcommunityresources)

Documentcamera
3columngraphicorganizers
Folderswithmathematicalmodelsinside(lowerandhighertier)
Notesgraphicorganizer(lowerandhighertier)

MathematicalModelsforInductiveLearningFolder

LineGraph

LineGraph

http://www.bbc.co.uk/bitesize/ks3/maths/handling_data/representing_data/revision/3/http://hotmath.com/hotmath_help/topics/linegraphs.html

BarGraph

BarGraph

http://www.studyzone.org/testprep/math4/d/bargraph4l.cfm

https://www.tes.com/lessons/RZI6cVMV6eTKMg/bargraphs

CircleGraph
http://www.mathatube.com/dpapiegraph.html

CircleGraph
http://math.tutorvista.com/geometry/circlegraph.html

Scatterplot

Scatterplot

https://www.superteachertools.net/jeopardyx/answerkey.php?game=1399467452

http://staff.argyll.epsb.ca/jreed/math9/strand4/4102.htm

DotPlot

DotPlot

http://www.icoachmath.com/math_dictionary/dot_plot.html
http://www.qihub.scot.nhs.uk/knowledgecentre/qualityimprovementtools/frequencyplots.aspx

StemandLeafPlot

StemandLeafPlot
http://www.studyzone.org/mtestprep/math8/e/stemandleaf6p.cfm

http://mainland.cctt.org/mathsummer/JosephBond/StemAndPlots/stemandleaf_std.htm

MathematicalModelsPredictions
EvidencetoSupport

Prediction

EvidencetoRefute

MathematicalModels

Name

Sketch

BestFor...

TypeofData

LineGraph

BarGraph

CircleGraph

Scatterplot

DotPlot

StemandleafPlot

MathematicalModels

Name

Sketch

LineGraph

BarGraph

CircleGraph

Scatterplot

DotPlot

StemandleafPlot

BestFor...

TypeofData


Name:___________________

Date:__________
MathematicalModelsExitTicket

1.Whichtypeofgraphwouldbestrepresenttheportionofeachcolorofmarblesinabag?

RedMarbles:14%,GreenMarbles:20%,BlueMarbles:38%,YellowMarbles:28%

Mostappropriatemodel:_________________________

2.Sketchandlabel2modelstographthefollowingdataandcirclethemodelyouthinkisamoreappropriate
representation.

Studentgradesonlastquiz:92,94,87,73,99,61,94,85,87,83,75,72