Lesson
Title/Focus
Date
September 15
Subject/Gra
de Level
Math 8
Time
Duratio
n
70 minutes
Unit
Representing Data
Teacher
Robyn Volek
LEARNING OBJECTIVES
Students will:
1. Create graphs
2. Examine information and put it into graphs
3. Identify ways in which we can misrepresent data
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Discussion
Work time
How can we display this data?
How can we misrepresent data?
Math booklets
Practice Questions
Smartie worksheet
Formative Assessment
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Introduction
Bell ringer questions on creating misrepresenting data
Time
10 min
Transition to Body
Learning Activity
#1
Assessments/
Differentiation:
Body
Work periods to do posters
- If students do get all work done, they can work on their
formative or do practice questions for the next section.
Assessment: Math posters
Time
25 min
Learning Activity
#2
Assessments/
Differentiation
Learning Activity
#3
Assessments/
Differentiation
Closure
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Time
Sponge
Activity/Activities
Im wondering how effective my bell ringer activities are. I like that they get
students organized right away in class, but I dont feel that they are as
effective as I would like them to be. Im thinking I should find better
questions, or just begin class right away with examples or practice
problems.