Basic Information. Lesson Template. ISL- Lesson 1 (Mean, Median, Mode, and Range) Description

Transcription

1 asic Information ISL- Lesson 1 (Mean, Median, Mode, and Range) Describe group roles Watching, listening, and taking notes Participating in a class discussion Engaging in an individual learning activity or project Engaged in a group learning activity or project (If checked, describe group roles below.) When the students come in the room they will begin working on the problems listed on the board for the "Problem of the Day." I will check to make sure the students know how to work the problems correctly and then we will move on to the lesson. Each student will be given a "Mean, Median, Mode, and Range" handout. I will begin presenting the content to the students through a PowerPoint presentation. The students will complete the chart I have given them by filling in the definition of mean, median, mode, and range. We will also work through two examples of each kind of problem and then the students will work out the last example on their own. I will have the students talk me through how to work out the last example problem for the mean, median, mode, and range. This will allow me to see if the students have grasped the concepts. I will also have two problems that each group will work out to find the mean, median, mode, and range for two different types of data representation. t the end of the lesson I will pass out the two practice worksheets I will be assigning the students for individual practice. The students will work on them until the end of the class period; whatever they do not finish will be assigned for homework. I will remind the students that they can refer to the definition and examples of how to find mean, median, mode, and range on the chart we filled out during class. PowerPoint- Mean, Median, Mode, and Range hart: Mean, Median, Mode, and Range Practice Worksheets- Median and Mode; Range and Mean The PowerPoint will be used as the main resource of teaching students about the concepts of mean, median, mode, and range. It will contain definitions, explanations, and examples of each type of problem. The students will fill in the chart with definitions and examples that can be referred to until they are comfortable with the new concepts of mean, median, mode, and range. This resource will give students the opportunity to practice and become comfortable solving math problems over mean, median, mode, and range.

2 IV. Describe all major lesson activities, assignments, and projects. (if used) losure (if used) ctivity Second activity Students will complete the Problem of the Day to practice concepts they have learned during the school year. Problems will range from recent concepts that have been taught to those taught earlier in the year. Students will write the definition of each term as well as work through three examples to remind them how to find the mean, median, mode, and range for a set of numbers. Students will complete their Mean and Range/Median and Mode, handouts. This activity will give them more practice with these particular problems so that the feel comfortable with the concept. losure I will ask the students to explain to me what they learned about mean, median, mode, and range. asic Information ISL- Lesson 2 (ar, Line, and ircle Graphs) Watching, listening, and taking notes Participating in a class discussion Engaging in an individual learning activity or project Engaged in a group learning activity or project (If checked, describe group roles below.)

3 Describe group roles When the students come in the room they will begin working on the problems listed on the board for the "Problem of the Day." These problems will be over stem and leaf plots, along with line plots. I will check to make sure the students know how to work the problems correctly and then we will move on to the lesson. First, I will pass out one dry-erase board, one marker, a Kleenex, and scratch paper to each group. I will go through a PowerPoint about bar graphs, line graphs, and circle graphs. The PowerPoint will contain slides that highlight important information about each type of graph, as well as display practice problems related to each type of graph. The first slide for each type of graph contains two pictures of the graph. I will ask the students Does anyone know what type of graph this is? I will ask this question every time I introduce a different graph. This question will allow me to see whether the students are able to recognize the different types of graphs and how much explanation I need to do throughout the lesson. When we get to the circle graphs I will review by asking them to show me, on their dry-erase board, 25% of the circle, 50% of the circle and, one-third of the circle. We will discuss how to write these parts as a fraction, decimal, and percent. s we go through the PowerPoint students will interpret graphs and work as a group at their table to answer the questions. Everyone will work out the problem but they will display their group s answer on their dry-erase board. When everyone is finished answering the question they will hold up their dry-erase board and we will check the answers together and clarify any misconceptions they have. Every time there is a new graph and a new set of questions, a new student will write the answers so that everyone gets an opportunity to write on the dry-erase board. Once we have finished the PowerPoint I will hand out the worksheets the students will be completing for individual practice. The students will work on these problems individually until class is almost over. Five minutes before class is over I will pass out a sticky note to each student. I will hold up three different posters with information on them. The students will write whether the information is a description of a bar graph, a line graph, or a circle graph. I will have someone from each group pick up the sticky notes and put them in the center of the table. I will reveal the answers to the students to conclude our lesson. PowerPoint: ar Graphs, Line Graphs, and ircle Graphs Kleenex, Scratch Paper, 4 Dry Erase oards, and 4 Markers (one per group) Practice Worksheets: Surfing at Extreme Heights, Scuba Economics, and The Human Spider 3 Who m I? harts (bar graph, line graph, circle graph) IV. Describe all major lesson activities, assignments, and projects. (if used) losure (if used) Students will be able to identify the differences between bar graphs, line graphs, and circle graphs. They will also be able to interpret the graph to answer questions relative to the data. Students will work the problems out on their scratch paper and then use the dry-erase boards and markers to write down and display their group s answer. Students will use the worksheets to practice interpreting and answering questions about bar graphs, line graphs, and circle graphs. These charts will display information about each type of graph so that the students can practice identifying the differences between and importance of different types of graphs.

4 ctivity Second activity losure Students will complete the Problem of the Day. The problems will focus on concepts that are in relation to stem and leaf plots, as well as line plots. Students will be given information about three different types of graphs through the form of a PowerPoint. They will use this information to interpret different graphs and answer questions in groups. Students will complete their bar graph, line graph, and circle graph handouts. This activity will give them more practice with these particular problems so that the feel comfortable with the concept. Students will identify which type of graph the Who m I? posters are referring to. They will record their answers on sticky notes and turn them in to me so that I can see how well they grasped the content.,,, asic Information ISL- Lesson 3 (Stem and Leaf and Line Plots) Describe group roles Watching, listening, and taking notes Participating in a class discussion Engaging in an individual learning activity or project Engaged in a group learning activity or project (If checked, describe group roles below.) When the students come in the room they will begin working on the problems listed on the board for the "Problem of the Day." The problems will be reviewing the concepts of bar graphs, line graphs, and circle graphs. I will check to make sure the students know how to work the problems correctly and then we will move on to the lesson. I will be introducing students to the brand new concepts of using stem and leaf plots and line plots to display data. I will begin by using a PowerPoint to inform them of the different characteristics and steps you use to create these two different types of graphs with given data. The students will be given construction paper, a marker, and scratch paper at the beginning of class. s we come upon different questions the students will use their scratch paper to answer the questions. I will give them one set of data to create

5 a stem and leaf plot on their construction paper and then I will give them another set of data that they will use to create a line plot. The students will write their name at the top of the construction paper and will hand them in to me at the end of class. fter we finish with the lesson, I will pass out two handouts (one for stem and leaf plots and one for line plots) that the students will work on until the end of class. If they do not finish before the end of class, students will take these papers home for homework. few minutes before the end of class, I will ask the students to tell me what they learned about stem and leaf plots and line plots, as well as the difference between the two. PowerPoint: Stem and Leaf Plot/Line Plot onstruction paper, markers, and scratch paper (one for each person) Practice worksheets: 2-4 (p.28) and 2-5 (p.35) IV. Describe all major lesson activities, assignments, and projects. (if used) losure (if used) ctivity Second activity Students will be informed on how data can be presented using a stem and leaf plot or a line plot. Students will create a stem and leaf plot and a line plot with given data. Students will use the worksheets to practice interpreting and answering questions about bar graphs, line graphs, and circle graphs. Students will complete the Problem of the Day to practice concepts they have learned from the previous day. Problems will be over analyzing and using data from bar graphs, line graphs, and circle graphs. We will work through a PowerPoint and identify the main criteria for putting together a stem and leaf plot and a line plot. Students will analyze the graphs as well as create the two types of graphs with given data. Students will complete practice worksheets to become comfortable with analyzing and creating stem and leaf plots and line plots. losure Students will explain what stem and leaf plots and line plots are and what makes them different.,,,,

6 asic Information ISL- Lesson 4 (est Graphical Representation/ Jeopardy Review) Describe group roles Watching, listening, and taking notes Participating in a class discussion Engaging in an individual learning activity or project Engaged in a group learning activity or project (If checked, describe group roles below.) When the students come in the room they will begin working on the problems listed on the board for the "Problem of the Day." The problems will be reviewing the concepts of stem and leaf plots and line plots. I will check to make sure the students know how to work the problems correctly and then we will move on to the lesson. I will begin the lesson by asking the students what five graphs we discussed this week. I will pass out a graphic organizer to each student and a set of problems (cut into cards) to each table. They will work as a group and answer the questions about which graphs are the best to use to represetn the data they are given. We will discuss the answers as a class and clear up any misconceptions. fter we have completed this activity, the students will begin playing a game of Jeopardy to review for their test. I will call on one student at a time to come up to the computer and click on one of the questions. fter the student has selected a question he/she will return to their desk and everyone will work out the problem on scratch paper. This process will be repeated until all of the questions have been answered. The students will turn in their scratch paper at the end of class for a completion grade. efore the students leave the classroom we will discuss the different concepts we have learned over the course of the week. This will let the students know what they need to review for their test. Jeopardy Review Game Students will review concepts they have learned during the one-week unit we have completed.,,, D Set of TKS question cards (one set per group) Graphic Organizers IV. Describe all major lesson activities, assignments, and projects. Students will practice identifying the best graphical representation for a given set of data. Students will be able to refer to their graphic organizer and use it to study the different types of graphs and what information they display. D,

7 (if used) losure (if used) ctivity Students will complete the Problem of the Day to practice concepts they have learned from the previous day. Problems will be over analyzing and using data to answer questions about stem and leaf plots and line plots. Students will practice recognizing and selecting the appropriate graphical representation of a set of data. D Second activity Students will play Jeopardy to review everything they have learned during the unit.,,, D losure We will review the different concepts we have gone over this week, and those they need to practice or look over for the test.,,, D,,, D