Lesson Plans Alan Shurling

Lesson Plan One: Representing Data by Graphs CCGPS Standard(s): MCC9-12.S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). Choose appropriate graphs to be consistent with numerical data: dot plots, histograms, and box plots. Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s): Students will be able to create the following plots: dot plots, histograms, and box plots.

Lesson Plan One: Representing Data by Graphs Essential Question(s) EQ1: How do I summarize, represent, and interpret data on a single count or measurement variable? EQ2: When making decisions or comparisons, what factors are important for me to consider in determining which statistics to compare, which graphical representation to use, and how to interpret the data? Central Focus/Lesson Objective(s): Students will be able to create dot plots, histograms, and box plots.

Lesson Plan One: Representing Data by Graphs Essential Question(s)   EQ1: How do I summarize, represent, and interpret data on a single count or measurement variable? EQ2: When making decisions or comparisons, what factors are important for me to consider in determining which statistics to compare, which graphical representation to use, and how to interpret the data? Central Focus/Lesson Objective(s) Students will be able to create dot plots, histograms, and box plots.

Lesson Plan One: Representing Data by Graphs Academic Language   Academic Language Demand) Students will demonstrate the academic language. Language Functions Student will demonstrate what box plot, histogram, and dot plot is. Language Vocabulary Interquartile Range, mean, mode, median, Quartile 1, Quartile 3, box plot, histogram, dot plot, independent variable, dependent variable. Students will practice creating the various graphs by using the prober symbols for various vocabulary terms. Assessment/ Students will complete a quiz as a formative assessment. On the quiz students will be given a set of data, and will be asked to create a box plot, histogram, and dot plot. Students will be given Who does the show fit as a formative assessment to test their knowledge of various information.

Lesson Plan One: Representing Data by Graphs Materials   Interactive whiteboard, and student response system clickers. Introduction to Lesson/ Activating Thinking I will present the students with data from a NBA game. The data will include all the points scored and who scored them. I will then ask the students what are various ways we could compare the players’ total points. When students say graphs, I will ask them what type of graphs? This will be a lead way into histograms, dot plots, and box plots.

Lesson Plan One: Representing Data by Graphs Body of Lesson/ Teaching Strategies   After the students are hooked, I will briefly show various examples of what a dot plot, histogram, and box plot look like. I will then ask the students for their shoe size. Students will respond by using their clickers. The data will be displayed on the board. Students will then take notes as I show them how to create a dot plot, histogram, and box plot of the material. Closure/ Summarizing Strategies: In closing, students will then be asked to create a dot plot, histogram, and box plot based on the data for m the basketball game presented earlier. After that I will briefly review what they learned and when to use the various type of data display. Then students will be asked to write down the various definitions from the lesson, and will be asked to leave a comment on what they are struggle with. Students will turn this end when the bell rings to dismiss the class.

Lesson Plan One: Representing Data by Graphs Modifications/ Differentiations for Students’ Individual Needs   Differentiation Category: Why does the student need modifications/accommodations? Student struggle with determining the mean, median, independent variable and dependent variable. Modification(s)/Accommodation(s): Student will be provided graphs with the independent and dependent variable axis labeled. Also provide them with unifix cubes with which they can make a kinesthetic model of the data on the graph Rationale: Why is this modification/accommodation appropriate? This will allow those students to be able to display the data correctly while still having to do their own calculations. The accommodation is to help them get started with the graphs.

Lesson Plan Two: Translation of Geometric Figures in a Plane CCGPS Standard(s): MCC9-12.G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s): Students will be able to perform multiple transformations of geometric figures by hand and on computer software.

Lesson Plan Two: Translation of Geometric Figures in a Plane Essential Question(s)   1. How do we translate geometric figures in the coordinate plane? 2. How can we describe / represent a transformation (or series of transformations) that take place in the coordinate plane? 3. How can the coordinate plane help me understand properties of reflections, translations and rotations? The focus of my instruction will be answering these questions. Central Focus/Lesson Objective(s) Students will perform reflections, rotations, and translations of geometric figures. They will also preform a combination of all three.

Lesson Plan Two: Translation of Geometric Figures in a Plane Academic Language   Academic Language Demand Demonstrating/performing Language Functions I will demonstrate how to perform the various transformations. Students will then perform them as practice. Language Vocabulary Translation Reflection Rotation Coordinate Plane Geometric figures: Triangles and polygons Remember to pay particular attention to when planning: Language Discourse Students will read transformations and create them. Also they will have to write transformation, by using sentences, from graphs. Assessment/ Evaluation Student will exhibit understanding of the subject matter by completing there in-class formative assessment. I will monitor the students while they complete the task by walking around the room and answering questions. The in-class formative assessment will be turned in and graded by the teacher. The teacher will give appropriate feedback on each assignment and return it to the students.

Lesson Plan Two: Translation of Geometric Figures in a Plane Materials   Computers, Geometer’s Sketchpad, interactive board, projector. Introduction to Lesson/ Activating Thinking Show a quick clip from a computer-animated movie. Then ask students how they think the movie is created. I will explain that transformations are the very basic idea behind how artiest create these types of movies.

Lesson Plan Two: Translation of Geometric Figures in a Plane Body of Lesson/ Teaching Strategies   After I show students how to perform the various transformations, students will be broken into groups. Half of the groups will practice transformations using graph paper and pencil. The other half will use Geometer’s Sketchpad on computers to complete problems. After a predetermined number of minutes, the groups will switch. Closure/ Summarizing Strategies: I will stand at the front of the class and ask the rules for the transformations that were covered in class. Students will then copy a geometric figure that is displayed on the interactive board. Students will then perform all three transformations listed and turn in as they walk out the door. Students will also turn in their assessment done during class.

Lesson Plan Two: Translation of Geometric Figures in a Plane Modifications/ Differentiations for Students’ Individual Needs   Differentiation Category: Why does the student need modifications/accommodations? Students who struggle with processing multiple information at once and struggle with reading Modification(s)/Accommodation(s): Students are placed in appropriate groups with students that will help them. Also, assignments will be listed in step-by-step directions. Rationale: Why is this modification/accommodation appropriate? Students will receive help from their classmates and teacher while in groups. Also, by making instruction step-by-step, the students will not fell overwhelmed by trying to process all the information at once.

Lesson Plan 3: Graphing Linear Functions CCGPS Standard(s): MGSE9-12.F.IF.7 Graph functions expressed algebraically and show key features of the graph both by hand and by using technology. Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s): Graph linear functions and identify slope, x-and y- intercept.

Lesson Plan 3: Graphing Linear Functions Essential Question(s)   How do I graph a linear function? How do I find the slope of a linear function from the graph? How do I find the x-and y-intercepts from the graph. These questions are what the students will be learning to do. Therefore I will be teaching the students how to find them. Central Focus/Lesson Objective(s) Students will be able to graph a linear function by hand and using a calculator. Also they will be able to find the slope, x-and y- intercepts by hand and using a calculator.

Lesson Plan 3: Graphing Linear Functions Academic Language   Academic Language Demand Demonstrating/performing Language Functions The purpose of demonstrating is to allow the students to see how to graph and calculate the necessary values. Then students will perform the task to make sure they have an understanding of the material. Language Vocabulary Coordinate plane Slope x-intercept y-intercept Remember to pay particular attention to when planning: Language Discourse: Students will write the various symbols needed. They will need to be able to speak and write using mathematical terms to identify slope, x-and y- intercepts. Assessment/ Evaluation Students will complete a graphing linear function assessment sheet at home. The students will complete the sheet and return it the following day. This sheet will ask students to show they can identify the necessary terms and graph linear functions properly. Teacher will grade the sheet and provide the needed comments on students’ work. Also, teacher will provide feedback during the lesson while students work independently.

Lesson Plan 3: Graphing Linear Functions Materials   Interactive Board, TI-84 Calculator, students’ cell phones Introduction to Lesson/ Activating Thinking Students will solve linear equations, i.e. change them from standard form to y-intercept form. Then I will ask the students what is f(5). Then I will ask what f(-2) is. Then I will propose the question, what if I just wanted to look at a picture to get the value of all possible points, what would I do?

Lesson Plan 3: Graphing Linear Functions Body of Lesson/ Teaching Strategies   Students will watch and fill out guided notes as I demonstrate how to graph linear functions and identify the key terms from the graph. Students will then do problems by themselves. Volunteers will use the interactive whiteboard to graph their solutions. Students then will watch and take notes as I show them to graph and identify key terms of a linear function using a TI-84 calculator. Then students will use TI-84 calculators and solve problems. Then students will use their cell phones, which have a graphing calculator app, to solve problems as well. Closure/ Summarizing Strategies: As a class we will work one more problem together. Then students will complete one graph and identify the key terms of the graph during the last five minutes of class. They will turn this in. Also students will receive graphing linear function assessment sheet to complete for homework.

Lesson Plan 3: Graphing Linear Functions Modifications/ Differentiations for Students’ Individual Needs   Differentiation Category: Why does the student need modifications/accommodations? Student lacks basic writing skills to take notes, and has problems comprehending math concepts. Students struggle with applying their notes to their work. Modification(s)/Accommodation(s): Guided notes allows students to have most of then notes already done for them. They just have to fill out the appropriate blanks. Also, they learn how to graph and find the terms using a calculator. Rationale: Why is this modification/accommodation appropriate? Since students struggle with writing, they can focus on the concepts being taught instead of worrying about writing notes. Also, if they struggle with graphing by hand, they will learn to graph by a calculator.