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Intern Name: Anysa Basher

Lesson Title (Subject/Topic): Probability and Statistics


Grade: 6th Grade
Length of Lesson: 30 minutes
Date Taught: 03/24

LESSON PLAN TEMPLATE


In this lesson…
Overview Student's will be taught how to compare and contrast different graphs
SOL 6.10 The student, given practical situation, will
a) represent data in a circle graph;
Standards of b) make observations & inferences about data represented in a circle graph;
Learning c) compare circle graphs with the same data represented in bar graph,
pictographs, and line plots.
Represent the mean of a set of data graphically as the balance point represented
in the line plot.
Essential Questions Describe the three measures of center and a situation in which each would
represent a set of data.

Students will be able to…


Objectives read and decipher which measure of center is appropriate for a given purpose.

I can represent data in a circle graph


Learning Target I can compare circle graphs with the same data represented in bar graphs,
pictographs and line plots.
Necessary Prior Students must be able to…
● identify different usage of different types of graphs
Knowledge
5 large sheets of white paper -one for each group
5 different color papers for each group
Materials Promethean board
scissors, glue, pencil, ruler
Introduction/Hook Discuss graphs and take a poll on favorite different types of social media
Instructional 1. Have students in groups create a circle and bar graph
2. Have students answer problems about the graph independently
Activities &
Strategies
Key Vocabulary or Students must understand the differences in circle, line and bar graphs.
Concepts
Students will answer questions about mean, balance and mode regarding the
Assessments graph.
Students will explain how they calculated their answers and which graphs they
Closure Activity need more help constructing.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
This is an activity for an inclusion class who struggles to visualize how graphs
are represented. Promethean board will be used for those who needs to see it
Accommodations ona bigger screen.

Resources N/A

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Anysa Basher
Lesson Title (Subject/Topic): Probability and Statistics
Grade: 6th Grade
Length of Lesson: 30
Date Taught: 03/24
Time of Day: 11.00 - 12.10

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your
lesson?
a. I talked to my cooperating teacher about what was being taught and what the students needed
the most help on.
b. I created my lesson from the teacher math textbook.

2. How did the SOLs and Objectives help focus your instruction?
a. SOLs and Objectives did not help me entirely because every student had trouble with points that
were not listed in the Objectives.
3. What parts of the instructional plan worked as you anticipated?
a. The graphing and worksheet worked well. The student's were active and engaging.

4. What, if any, adjustments needed to be made once you began?


a. The adjustment that needed to be made was slowing down and explaining the directions very
slow and thoroughly

5. How well did you anticipate the materials needed?


a. I anticipated the materials needed well. Glue started to run out so the substitute used was tape
which worked okay.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
a. My assessment was used well

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success
of the lesson? (Hint: Student learning is the key to a lesson’s success!)
a. This lesson was a great success. The students were able to visualize how each graph connected
to the other.

8. How did the time spent preparing for your lesson contribute to its success?
a. I spent several hours on this assignment deciding how I was going to administer it, all of which
contributed to its success.
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
a. Yes; I was engaging with the students more to encourage participation.

10. Any last comments/reflections about your lesson?


a. No.

Lesson Plan Assignment: Grade Sheet


Virginia Teachers for Tomorrow I

Intern Name: Anysa Basher


Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives (10) 10
Introduction/hook & closure (10) 10
Instructional activities (20) 10
Accommodations (10) 10
Assessment (5) 10
Vocab, materials, resources (5) 10
Supplemental materials, if applicable (5) 10
Total (65) 65

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)