
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 calculate standard deviation from a list of sample data.
Students will understand the Empirical Rule and what each section on the normal curve represents.
Students will construct a statistical normal curve from the data and interpret what each standard deviation interval on the normal curve represents.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students must know:
 How to create and read a histogram.
 How to find measures of center including mean, median.
 How to find mean absolute deviation.

Guiding Questions: What are the guiding questions for this lesson?
1. What type of data gives us a normal curve?
2. If we replicate this activity, what would we observe?
3. When might you come across a normal data when you are looking at current events?

Teaching Phase: How will the teacher present the concept or skill to students?
This lesson is taught using one of the two attached PowerPoints, either the technology version if the class can take the Kahoot! quiz or the paper version if the class must use a given data set.
Day 1
Warm up: review of mean, histogram, and absolute deviation (slides 48; see formative assessment day 1)
Lesson:
 Define standard deviation for the first time and show examples of reallife information that is standardized. (slide 9)
 List steps for calculating the standard deviation. (slides 1011)
 As a class, practice how to calculate your students' first standard deviation. (slides 1011)
 Discuss similarities and differences between mean absolute deviation and standard deviation. (slide 12)
 Students will be given a homework assignment that will be reviewed on day 2. (slide 15)
 Students will complete an exit ticket out the door will be reviewed day 2. (slide 16; see formative assessment day 2)
Day 2:
Warm up: review the steps for calculating standard deviation and go over the homework from day 1. (slides 1618; see formative assessment day 2)
Lesson:
 Define standard normal curve. (slide 19)
 Discuss categories of data that are best displayed on a normal curve. (slide 20)
 Define and explain the 321 empirical rule. (Refer to PowerPoint slide 21)
 Calculate the points needed in order to plot and graph a statistical normal curve. Remember the mean from the sample will be the maximum point of the graph. (slide 2223)
 Explain the upcoming activity and where the data was collected from. Distribute the hand out titled student sample data sheet. (slide 24)
 Calculate the standard deviation for the sample data (slide 2526)
 Calculate the empirical 321 rule (slide 2728)
 Now analyze the graph and decide if the sample data is a good representation of the data. In other words, does the normal curve seem to be a correct distribution for the list of student reaction times? Take student opinions and discuss what the information shows also note what types of predictions can be made. (slides 2930)
Day 3
Formative assessment: Warm up by reviewing the empirical 321 rule. (slide 32)
Lesson:
 Review what categories of data can be displayed using a normal curve. (slide 33)
 Summative assessment project—either the technology or paper and pencil version (slides 3436)

Guided Practice: What activities or exercises will the students complete with teacher guidance?
Day 1:
 As a class, practice how to calculate the students' first standard deviation (refer to slide 1011)
 Discuss similarities and differences between mean absolute deviation and standard deviation (refer to slide 14)
Day 2:
 Calculate the points needed in order to plot and graph a statistical normal curve. Remember the mean from the sample will be the maximum point of the graph. (slide 2223)
 Explain the upcoming activity and where the data was collected from. Distribute the hand out titled student sample data sheet. (slide 24)
 Calculate the standard deviation for the sample data. (slide 2526)
 Calculate the empirical 321 rule and plot the normal curve. (slide 2728)
 Now analyze the graph and decide if the sample data is a good representation of the data. In other words, does the normal curve seem to be a correct distribution for the list of student reaction times? Take student opinions and discuss what the information shows also note what types of predictions can be made. (slide 2930)
Day 3:

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Day 1
 Homework assignment to be reviewed for understanding on day 2. (slide 15)
Day 3
 Summative assessment project, either the technology version or paper and pencil version (slide 2930)

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students can present their group created normal curve and the way a normal curve can be used in current events from the newspaper, news, or the Internet. The teacher can present the question, "Can you think of any time when this type of data collection should be used?" The teacher should also reiterate the questions from the beginning of class, which were, "How is this normal curve display similar to other data collection displays?" and, "Do the students think understanding this type of data display would benefit them as adults, and why?"

Summative Assessment
On day three, your students will calculate standard deviation and create a normal curve independently. This will be the summative assessment (PowerPoint slides 3436) and will be assessed with a rubric.
Here are the steps you should follow in order to introduce the assessment. There are 2 attachments, one for students that play the Kahoot! game and an alternate attachment with a given data set if students cannot play the Kahoot! game (requires smart phones).
If technology is available, the teacher will have the students play the free kahoot.it quiz Brain Game: reaction time a study of the normal curve created by amy14321. An info sheet with directions is attached. This data will be used by the class groups to independently create and analyze their normal curve. Students should be divided into groups of three.
The teacher should go through each of the following points explaining what is expected for each of the 5 sections of the summative assessment.
Group Project: (100 points)
 Design: Get creative and colorful! (10 points)
 Find the standard deviations. Attach all mathematical calculations; this includes finding the mean, difference from the mean, those numbers squared, mean of the squared numbers, and the square root of the squared mean which is the Standard deviation. Refer to worksheet completed in class on day two for assistance. (50 points)
 Compare your data to the empirical 321 rule. Then choose a statistical graph that will best show the distribution of students. (10 points)
 Tell how many of the actual student scores fall within each standard deviation. Give calculated percents and state what each one means. (10 points)
 Give a one paragraph summary explaining why you chose the statistical graph that your group decided. (10 points)
Individual Project: (50 Points)
Each student must go home and decide on one current event involving data that you feel might best be represented with a normal curve. Print the data and write a one paragraph summary of this current event and how the statistical normal curve might be used.

Formative Assessment
Note: All formative assessments are presented in the attached PowerPoints.
Day 1
Warm up: Review of mean, histogram, and absolute deviation (PowerPoint slides 48)
This will be used to review the prior knowledge skills of finding measures of central tendency and how to create visual representations for these values.
Day 2:
Warm up; review the steps for calculating standard deviation and go over the standard deviation homework from day 1 (PowerPoint slides 1618).
Day 3
Warm up by reviewing the empirical 321 rule; review what categories of data can be displayed using a normal curve. (PowerPoint slides 3233)

Feedback to Students
Teachers will be giving students feedback each day of the three day lesson after the review or formative assessments at the beginning of each day.
Feedback is also given for homework the next day.
Students will receive grade feedback on their summative assignment on day three.