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# Lesson Plan (Direct Instruction)

## Karla Gonzalez Algebra 1-2 (10.5b) March 6, 2017

Standard:

A1.S-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (mean,
median) and spread (IQR, standard dev) of two or more different data sets.
Objective (Explicit):

Students will be able to construct a back-to-back stem and leaf plot and use it to compare data sets.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to use prior knowledge of stem and leaf plots to create two separate stem and leaf
plots.
Students will be able to describe the distribution of two separate stem and leaf plots and compare their
results.
Students will be able to take two separate stem and leaf plots (with the same variables being measured)
and create a back-to-back stem and leaf by putting data on the right and left of the tens column.
Students will be able to describe the distribution of a back-to-back stem and leaf plot being able to
compare their results as two distributions.
Students will be able to analyze how making back-to-back stem and leaf plots helps with analyzing and
comparing their distributions.
Students will be able to calculate the mean and standard deviation of one data set at a time using their
calculator.
Students will use mean, median, standard deviation, min, max, and quartiles to compare back-to-back
stem and leaf plot data and conclude:
1. Which measure of the center is appropriate.
2. How this measure is used to compare the center of the two distributions.
Students will use mean, median, standard deviation, min, max, and quartiles to compare back-to-back
dot plot data and conclude:
1. Which measure of the center is appropriate.
2. How this measure is used to compare the center of the two distributions.

## Evidence of Mastery (Measurable):

3. Students will complete exit ticket with a problem (worth 10 points) in which they are asked to find the
5-numner summary (Min, max, median, quartiles) and compare the results of the distribution using
this summary with 80% accuracy (8/10pts)

## Stem-and-Leaf plot Smart Board

Back-to-back stem-and-leaf plot Lesson Notes
Distribution Paper
2 Lesson Plan (Direct Instruction)

Center Pencil
Mean
Median
Quartiles
Minimum
Maximum

Opening/Anticipatory Set:(state objectives, connect to previous learning, and make relevant to real
life)

Teacher will go over warm up and relate to prior knowledge by stating how the students could use what they
know about stem-and-leaf plots to more easily compare data and talk about its center and spread. (Slide 1).
Teacher will state how today they will learn how to construct a back-to-back stem and leaf plot and use this
to compare data sets. Teacher will state objective and standards to students to let them know what they will
be learning that day (Slide 2). Also, teacher will have an agenda on the board explaining the tasks for the
day and will state the expectations before the lesson.

## Instruction Teacher Will: Student Will:

al Input
Teacher will go over how stem and leaf Students will take note on their guided notes
plots are created. You have the tens section.
column as your stem and the leafs will
be the ones place. Students will answer the questions like:

Teacher will show students how to What is the distribution of the snow bowl stem-
create stem and leaf plots using two and-leaf plot?
data sets. (Slide 3) What is the distribution of the sunrise stem-and-
leaf plot?
Teacher will pose the following Why is this helpful?
questions: Why would someone want to create a back to
back stem and leaf plot when talking about data
What is the distribution of the snow sets that are in the same units?
bowl stem-and-leaf plot?
What is the distribution of the sunrise Students will follow along as teacher solves
stem-and-leaf plot? examples and record them on their notes.

Teacher will introduce back to back Students will ask questions when confused or when
stem-and-leaf plots and how they are they need help.
really just two distributions. (Slide 4).

## Teacher will show students how to

combine the stem and leaf plot plotted
before into a back to back stem and leaf
plot. (Slide 5)

## Teacher will pose the following

questions:

Why would someone want to create a
back to back stem and leaf plot when
talking about data sets that are in the
same units?

## Teacher will show students how they

can find their mean and standard
deviation using their calculator. (Slide 6).

Co-Teaching Strategy/Differentiation

During this time the co-teachers will be observing the lesson and the students to identify any
sections they felt the students were not fully comprehensive of.

If the students are having a hard time understanding that back to back stem and leaf plots
represent two distributions the teacher can have them create two separate plots. Then flip one
so the stem columns are adjacent and then ask them to merge those identical stem columns.

For those gifted students, the teacher will ask them to describe a situation in which a back to
back dot plot would not be beneficial and explain why.

## Guided Teacher Will: Student Will:

Practice
Teacher will with the help of students Students will identify the mean, median, standard
identify the mean, median, standard deviation, min, max, and quartiles of the two
deviation, min, max, and quartiles of the distributions they discussed earlier
two distributions they discussed earlier
(Slide 7). Students will (with the help of peers and their
teacher) be able to: Identify whether the mean or
Teacher will use popsicle sticks and the median is a better representation of the center;
thumbs up, thumbs down method to state the average temperature at snow bowl and
get students to do the following: sunrise ski; decide which is warmer than the other
typically and by how much; identify whether the
1. Identify whether the mean or standard deviation or IQR is a better representation
median is a better representation of the spread; state the typical temperatures for
of the center. (Slide 7) each of the ski resorts; and state which one has a
2. State the average temperature at higher variation and by how much.
snow bowl and sunrise ski. (Slide
7) Student will identify center and estimate variance
3. Decide which is warmer than the for a dot blot back to back representation.
other typically and by how much.
(Slide 7) Students will ask questions when they are
4. Identify whether the standard confused and will as a class or individually answer
deviation or IQR is a better any questions their teacher might have.
(Slide 8)
5. State the typical temperatures for
each of the ski resorts. (Slide 8)
6. State which one has a higher
variation and by how much.
(Slide 8)

## Teacher will ask students if they think

4 Lesson Plan (Direct Instruction)

## Teacher will show two distributions of

dot plots and with the help of students
(Slide 9-10)

## 1. What is the center of each

distribution?
2. Estimate which of the
distributions has a greater
variance.

Co-Teaching Strategy/Differentiation

Co-teachers will walk around classroom during the guided practice to aid the teacher in
looking-over student work and helping them when needed.

For the students that are having a hard time understanding following through the problems, the
co-teachers will work next to them to provide a more 1-1 experience and help them catch up.

For advanced students who are finding the guided practice problems too easy teacher will ask
them to analyze for which graphical statistical representation a back-to-back graph would work
and be beneficial and for which ones it would not be.

## Independe Teacher Will: Student Will:

nt Practice
Teacher will ask students to complete a Students will complete the following problems
try it out activity by themselves which individually to show evidence of mastery:
will be the following questions:
1. Find the five-number summary for the dot
1. Find the five-number summary plots discussed in guided practice.
for the dot plots discussed in 2. Compare the distributions by their center
2. Compare the distributions by
their center and spread. Students will raise their hand when finished to turn
in their work and receive their homework.
This will be their exit ticket and will be
used as an evidence of mastery.

## Teacher will walk around and monitor

students and analyze from their work
what additional help some may need.

## When students are done with their

problems the teachers will pick up their
evidence of mastery and hand them
their homework.
Co-Teaching Strategy/Differentiation

Co-teachers will walk around classroom and monitor students as well and aid with passing of
the homework.

For those students who got the answer wrong or still dont understand the concept very
strongly, teachers will ask probing questions like What is a way that I can arrange these dots
to make it easier to see what values they represent? By looking at the shape are they skewed
or normal and which would be a good way to describe their middle value? Can you see the
spread of each using the dot plot? Which one is spread out more or has a higher spread? to
get students to complete the problems on their own.

For those students who are done with the problems, they may begin their homework problems
to get more practice while in class and can ask any questions before leaving if needed.

Closure/Lesson Summary

Before students begin their independent practice, teacher will go over what they learned today and will talk to
students about how this can be relevant in their lives when they are looking at: