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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) 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 Overview In this lesson… Student's will be taught how to compare and contrast different graphs Standards of Learning SOL 6.10 The student, given practical situation, will a) represent data in a circle graph; b) make observations & inferences about data represented in a circle graph; c) compare circle graphs with the same data represented in bar graph, pictographs, and line plots. Essential Questions Represent the mean of a set of data graphically as the balance point represented in the line plot. Describe the three measures of center and a situation in which each would represent a set of data. Objectives Students will be able to… read and decipher which measure of center is appropriate for a given purpose. Learning Target I can represent data in a circle graph I can compare circle graphs with the same data represented in bar graphs, pictographs and line plots. Necessary Prior Knowledge Students must be able to… ● identify different usage of different types of graphs Materials 5 large sheets of white paper -one for each group 5 different color papers for each group Promethean board scissors, glue, pencil, ruler Introduction/Hook Discuss graphs and take a poll on favorite different types of social media Instructional Activities & Strategies 1. Have students in groups create a circle and bar graph 2. Have students answer problems about the graph independently Key Vocabulary or Concepts Students must understand the differences in circle, line and bar graphs. Assessments Students will answer questions about mean, balance and mode regarding the graph. Closure Activity Students will explain how they calculated their answers and which graphs they 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) Accommodations 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 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 i s 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. Ready to Teach! Needs a few additions or tweaks Incomplete Your Score 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
