Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to compare data represented in two or more box plots discussing shape, center and spread.
Prior Knowledge: What prior knowledge should students have for this lesson?
The students should be able to calculate and/or identify the measures of central tendency (mean, median, mode, outlier, quartiles one and three, minimum, maximum, inter-quartile range, etc.).
Students should be able to accurately create a box plot.
Review the vocabulary as you complete the warm-up/formative assessment (see attachments).
Guiding Questions: What are the guiding questions for this lesson?
How can sets of data be compared when displayed in box plots?
Teaching Phase: How will the teacher present the concept or skill to students?
Warm Up: Students will walk in and begin their bell ringer/warm up (formative assessment), identification of points in a box plot. Review the warm-up questions the on board after the students have completed it. (Circulate and spot check their work as they complete it.)
If needed, there are students notes handout and use it to go over the vocabulary. Complete the Instruction Worksheet together using the gradual release model which means, I'll do a couple questions, then we'll do a couple together, then you will answer the last few questions.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Pass out the Comparing Data Using Boxplots Instructional attachment. Project the boxplots on the board. The teacher will lead a discussion to complete the Instructional Worksheet (attachment) with the students. Make sure to review the vocabulary words in the chart, as well.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The students will practice by using the worksheet about Two Test scores. Have the students complete this individually at first, then allow the students to work with a partner to discuss their answers.
Be sure to circulate around the room and check the student's work. Remind the students to provide explanation and justification for their answers. Students can also check work with his or her partner. Partners need to agree on an answer before they write it down.
Have student volunteers share their answers with the class and discuss strong and weak points of each answer.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Before ending the class with the Exit ticket, take a few minutes to review the vocabulary from the day ie, parts of the box plots and what they mean. Include in this discussion positive examples as well as common misconceptions that you have noticed during the class period.
Students will complete an Exit ticket prior to leaving class. On an index card, each student should answer the question, "Describe two comparisons you can make by looking at two data sets displayed in box plots."
At the end of the lesson, the students will be given the attached Comparing Data Using Boxplots Summative Assessment. It will be based on a real world application with a box plot and interpreting the data results (see attachments). This can be given as a homework assignment or given the next day in class.
Bell ringer/Warm-up (the question can be on board when students come in and it is also included as an attachment.)
The students will complete this question to demonstrate their understanding of the five points of constructing a box plot. While the students are completing their bell ringer questions, circulate around the room and spot check their answers as you go. When they are done, make sure you review the definitions of the vocabulary terms to ensure you are reviewing with all of the students. During the warm up, the teacher can use equity sticks to call on individual students to answer questions (equity sticks are popsicle sticks with students names on them that can be used to pull student's name to answer questions.)
During the lesson be sure to ask the students to explain their answers. This monitoring of their responses will enable the teacher to dispel misconceptions as well as move the students to a higher level of understanding.
Feedback to Students
Feedback will be given throughout the lesson as the teacher monitors the student's progress on worksheets and as the student's are asked to answer questions on the board and orally. Remediate any concepts as needed as the lesson progresses.
Students may also give feedback to each other while working with a partner. Students can check their partner's work and have their partner elaborate on why they picked that answer. Partners can also help explain concepts to each other, as needed.
Exit slip and worksheet feedback should be given back on next class day. Address major misconceptions with the whole class as a discussion OR with a similar question on a future day's warm up/bell ringer.