Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)

Template with guiding questions

Teacher(s)
Name Christina Nixon

Position Teacher

School/District Armuchee Middle School/Floyd County Schools

E-mail cnixon8@students.kennesaw.edu

Phone 706-506-3507

Grade Level(s) 7th Grade

Content Area Mathematics

Time line 3-5 days

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content Standards:
MGSE7.SP.4 Use measures of center and measures of variability for numerical data from random samples to
draw informal comparative inferences about two populations.
S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following sci-
entific explanations.
b. Use the mean, median, and mode to analyze a set of scientific data.
S7CS6. Students will communicate scientific ideas and activities clearly.
c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify rela-
tionships they reveal.

NETS Standards:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative arti-
facts and make meaningful learning experiences for themselves and others. Students communicate clearly and
express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital me-
dia appropriate to their goals. Students use digital tools to broaden their perspectives and enrich their learning
by collaborating with others and working effectively in teams locally and globally.

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

Students will be completing a pre-check assessment using Google forms, which will include embedded YouTube
videos demonstrating how to calculate mean, median, and mode. Students must answer questions that demonstrate
their comprehension of each type of calculation. Students who successfully complete the form will advance to the
activity. Students who have trouble with the assessment will be redirected to a remediation tutorials and questions.
After introducing the lesson, students will be given fun sized packs of M&Ms. Each student will be asked to
count the number of times each color appeared in his or her pack. Students must record their individual data in a
Google Sheet template provided via Google Classroom. Students will be asked to calculate mean, median, and
mode for various samples sizes (individual data, small group data (their data with three peers data), and whole
group data. Student will have to prepare graphs using Google Sheets that accurately depict the relationships be-
tween the calculated mean, median, and mode across the three sample sizes. They will have to record calculations
and final graphs in Google Docs. The final product will be turned in on a template that identifies the appropriate
graphs and formats. As the students are working I will serve as a facilitator and provide support as needed. Guided
questions that I will ask students while serving as the facilitator would be, Which sample do you think is most
accurate? and What type of graph do you think shows best comparison? Students who finish early will work on
the extension activity using Google Research to find the mean, median, and mode for M&M Distribution by
MARS Company. They will then compare their own calculations to the companys average production, answering
questions such as, Is their a discrepancy in the data? Why? What do you think causes the discrepancy? Does
the sample size make a difference?. They will add the extension questions to their Google Doc. Students will then
present their finding to the class. Students will are able to present using any tool they would like. They will be
provided with a rubric to know what is expected in their presentation.

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 in-
terest 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.

What is and how do we find the mean, median, and mode?

Why should we learn these math concepts?
In what aspects in a real-world situation do you use mean, median, and mode?

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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.

The first assessment is a pre-check on Google Forms. Students will record individual data, small group data (their
data with three other peers data) and whole group data that will assess their knowledge of the measures of center.
They will then take the data to create charts in Google Sheets. The final assessment will be the post-check on
Google Forms. Students will answer questions that demonstrate their comprehension of each type of calculation.
Based what they students answer, the Google Form will be differentiated based on correct and incorrect responses.
Students who successfully complete the form will advance to the activity. Student who have trouble with the as-
sessment will be redirected to a remediation tutorials and questions. I will work in small groups with these stu-
dents for more support in the next lesson.

Google Forms (Mean, Median, Mode):

https://goo.gl/forms/27QHeVR9G24YRFoX2
https://goo.gl/forms/5zj79PYXGoTk6QCV2
https://goo.gl/forms/rDhig3GDZvt0i5Lt2

Google Docs:
https://docs.google.com/document/d/1RSR807u-cyzdv-QoCAZ1x8Zt7ynB5VSgJK9F49dZXl0/edit?usp=sharing

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 ex-
plain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

I will use Google Forms to administer a 15 question pre-check assessment along with YouTube videos. Students
will integrate the use of technology in their calculations by presenting their data and chart production on Google
tools. Google Classroom will allow access to documents, whole group data, and extension questions for students
working throughout the lesson. Student will have previous technology skills of how to use Google Tools, putting
in data they have, and how to answer questions on a Google Forms.

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?)

The pre-check assessment will determine if students have a foundation for this lesson in order to take their prior
knowledge of mean, median, and mode to apply it. I will use data collected from pre-check assessment to deter-
mine which students need additional help with the calculations before progressing to the M&M activity to where I
need to provide additional support.

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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 oc-
curred as you implemented and even after the lesson was completed.

Students will be working individually, small groups, and as a whole. I will work with students to make sure they
completing the assignment in the correct order. This will help to make sure there is not any confusion on what is
expected and students will be on task. I will also monitor student work in groups and individually by continuously
walking around the room to check they are working correctly and on task. Our school is 1:1 with Chromebooks so
students will come into class with their appropriate Chromebook. Students will access Google Classroom and fol-
low directions for the activity. Access to the internet should not be a problem. Each classroom has a wireless mo-
dem. During implementation if the internet were to not work, I have a paper version on the assessments and we
will use a poster to record their whole class data. This will take longer to look at and assess but this is be the alter-
nate if internet access is denied.

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 crea-
tivity 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?

As the students are working I will serve as a facilitator and provide support as needed. Guided questions that I will
ask students while serving as the facilitator would be, Which sample do you think is most accurate? and What
type of graph do you think shows best comparison? Students will also be asked to identify a real-world scenario
where it would be beneficial to calculate mean, median, and mode. Student will be asked to explain how these
measures of center are use in the identified scenario. This is will allow students to make the connection to a real-
world situation. Also, using the M&Ms to calculate mean, median, and mode will be authentic, relevant, and
meaningful for the students because they will be able to make the connection to an item that they all know and
like. The technology will allow me to provide immediate feedback on all parts of this activity and allows me to
quickly see how the students are doing on the pre-assessment and post-assessment. This allows me to provide sup-
port when needed.

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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?)

The assessments are a pre-check and post-check on Google Forms. Students will answer questions that demon-
strate their comprehension of each type of calculation. Based what they students answer, the Google Form will be
differentiated based on correct and incorrect responses. Students who successfully complete the form will advance
to the activity. Student who have trouble with the assessment will be redirected to a remediation tutorials and ques-
tions. I will also work with small groups to provide support to students who are struggling with the concept. The
extension activity is using Google Research to find the mean, median, and mode for M&M Distribution by MARS
Company. They will then compare their own calculations to the companys average production, answering ques-
tions such as, Is their a discrepancy in the data? Why? What do you think causes the discrepancy? Does the
sample size make a difference? They will add the extension questions to their Google Doc. Students will then
present their findings. Students will are able to present using any tool they would like such as Google Slides,
screencast, Prezi, or poster. They will be provided with a rubric to know what is expected on their presentation.
Students who need assistive technologies based on their IEPs, 504s, etc. will have access to Google Read and
Write.

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 ques-
tions?
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?)

In the closing event students will work on a TOD question in Google Classroom to identify a real work scenario
where it would be beneficial to calculate mean, median, and mode. Students will be asked to explain how these
measures of center are used in the identified scenario. Student will then be required to discuss on what they like
and disliked about the activity and if the activity could be changed or something added to improve it. I will also
note what worked and what did not work, if there were any problems with the tools being used or other issues that
could be resolved to make the activity more beneficial for the students.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with im-
plementing this lesson. What advice would you give others if they were to implement the lesson? Please provide
a quality reflection on your experience with this lesson and its implementation.

This lesson went well. Students were accustomed to using the technology tools associated with the lesson so there
was not a lot of time spent teaching how to use the tools. Using many tools within one lesson/activity can be
overwhelming but is very beneficial to the students. I felt that it kept the students engaged in the lesson because
they were not bored and off task. Advice I would give is to implement the tools that work for you and your class-
room through the school year and use them regularly. It might be more work on your end at the beginning but
eventually the students will catch on it will make the technology integration in your class more that more effective.
The use of technology in the classroom not only provides an engaging environment but also provides support to all
the learning needs and styles of all of our students.

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