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 tabulate the results of data via a bowling activity and use the findings to interpret the differences in center and spread of the varied bowling scores. Students will also identify the effects of an outlier in the data.
Prior Knowledge: What prior knowledge should students have for this lesson?
Prior to this lesson, students should know how to:
- Create a box plot.
- Calculate the interquatile range.
Guiding Questions: What are the guiding questions for this lesson?
Is there a relationship between gender and bowling scores?
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will begin the lesson by reviewing the steps to creating a box plot, as well has how to find the interquartile range and how to use the outlier formula to identify any outliers. The teacher will also provide a mini lesson on how to score a bowling game (see attached PowerPoint).
Guided Practice: What activities or exercises will the students complete with teacher guidance?
After the review of box plots and the mini-lesson on how to calculate bowling scores, students will compare two given sets of bowling scores by creating and analyzing a double box plot. They will answer various questions that will be projected from the PowerPoint, writing their answers on whiteboards and sharing with the class.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students in groups will bowl a mock game of bowling and write their final scores on the board (the teacher should have the board divided into boys and girls).
- Students will divide into groups of 3-4 students. Divide work tasks into bowler, cleanup, setup, and scorekeeper. Each student will bowl one game.
- Having students assigned to setup and cleanup will allow the process to move quickly.
After completing the activity, the students will complete the bowling handout independently. This handout will require them to create two box plots and analyze the attributes of each one in order to compare and decide if there is a relationship between gender and bowling scores.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will complete an exit slip that is in the PowerPoint. It will require them to analyze and compare three box plots in order to draw a conclusion about which cars weigh the most. There will be a brief discussion about the attributes of a box plot that lead to these conclusions.
The student will receive a worksheet that they will complete after gathering their data as they work in groups of 3-4 to complete the bowling activity. Upon completing the lesson, although their data (medians, interquartile ranges, outliers) will vary, students can make visual and mathematical interpretations regarding how the spread of scores affects the shape of the overall box plot.
After the review of box plots and the mini-lesson on how to calculate bowling scores, students will compare two given sets of bowling scores by creating and analyzing a double box plot. They will answer various questions that will be projected from the PowerPoint; writing their answers on whiteboards and sharing with the class.
Students in groups of 4 will bowl a mock game of bowling and write their scores on the board (the teacher should have the board divided into boys and girls). Students will then complete the Bowling Handout, which will require them to create and analyze box plots.
At the end of the lesson, students will complete an exit slip (on the PowerPoint) that will require them to analyze three box plots and draw conclusions about the data in the context of the problem.
Feedback to Students
The teacher will go over the answer to each question on the PowerPoint; making sure that the students understand how to calculate the five number summary and create a double box plot, how to calculate IQR and use the outlier formula, and how to draw conclusions based on this data.
As the students work on the handout, the teacher will walk around monitoring and answering any questions, and may need to ask questions about what each measure says about the data in order to gauge student thinking.
After the students complete the exit slip questions, the teacher will briefly discuss the attributes of the box plots that demonstrate which cars weigh the most.