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Statistics Lesson Plan

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202 views

Statistics Lesson Plan

Uploaded by

api-240153916
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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UW-Platteville SoE Lesson Planning Template

Name: Nelson Brownell Lesson Title: Statistics Grade level(s)/Course: 9-12 / Principles of Engineering Date taught: 11/12/13 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Project Lead the Way Publisher: Date of Publication: District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Starting to take over the POE class for Mr. Julius. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 1 40 minute class. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. I will have them work on a homework assignment to see if they understand what was taught. List any other special features of your school or classroom that will affect the teaching of this lesson. I will have a substitute teacher in the room with me to help teach this lesson. INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students____24_____ Males____22_____ Females______2____ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students Students with IEPs 0 English Language Learners Gifted 504 Students with autism or other special needs Students with Behavioral Disorders 0

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UW-Platteville SoE Lesson Planning Template


INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards 4C2.a IMT1.a IMT1.d ICT1.a ICT1.g ICT1.k Enduring Understanding and/or Essential Question Understanding how some prices are determined and also how quality products are calculated. GLE(s) or EOC and Symbolic Notation DOK By the end of the year the students will take a test to possibly get college credit for the class. Outcome(s) Students will Calculate the theoretical probability that an event will occur. Calculate the experimental frequency distribution of an event occurring. Apply AND, OR, and NOT logic to probability. Apply Bayes theorem to calculate the probability of multiple events occurring. Create a histogram to illustrate frequency distribution. Calculate the central tendency of a data array, including mean, median and mode. Calculate data variation, including range, standard deviation, and variance. Academic Language related to the lesson Accuracy, Bar Char, Data, Bayes Theorem, Deviation, Event, Frequency, Histogram, Outcome, Probability, Sample Space, Statistics, Tolerance, Mean, Median, Mode, and Average. Prior Learning/Prior Thinking For the most part most of the students will have had past knowledge of most of the terms used in this lesson because of math classes. This is also used a lot in everyday life to find grades, using money and just day-to-day actives. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge The students have the resources to go onto the PLTW website and look at what this lesson could possibly cover. A couple of students may have looked at this. Also, the students were told what unit we would be covering at the beginning of the year. Focus/Purpose Statement Why is it crucial for designers and engineers to utilize statistics throughout the design process? Why is process control a necessary statistical process for ensuring product success? Why is theory-based data interpretation valuable in decision making? Why is experiment-based data interpretation valuable in decision making? Procedures 1) I will ask students to get out their engineers note book and take notes on the lecture. 2) I will ask students about what they know about statistics. 3) I will present the PowerPoint to the class. 4) I will take any questions that students have on lecture. 5) I will pass out the worksheet.

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UW-Platteville SoE Lesson Planning Template


Differentiation Teacher will provide feedback to any questions that students have about any terms or equations. Closure At the end of the class I will hand out a worksheet for them to start working on. This worksheet will cover what was just taught. Materials and Resources I used the PLTW workbook, PowerPoint, and their worksheet. Classroom Management/Democratic Practices In order for the students to stay focused and attentive to the PowerPoint I will ask them to take notes in the back of their Engineering Notebooks so that they can go back and look at anything they may have questions about later on, while working on the worksheet. I will also ask probing questions to students that I may think are not paying attention. Keeping my student actively doing something during the lecture should make this lecture go by without a hitch. ASSESSMENT Before the lesson Gathering information about student knowledge I will ask the students who knows about mean, median, and mode. Also, what do they mean? Does anyone know anything else about statistics and how we use it everyday in our lives? Pre-assessment that may be used None During the lesson Informal Formative Assessment I will ask students questions about what they know about the terms and how they have used them in the past. Formal Formative Assessment I will have equations that the students will first have to do on their own. Then we will go through how they got to the answer they did as a whole class. At the end of the lesson Formative I will have the students work on the homework about everything we have covered in class. I will grade this worksheet and see if there is something we need to go over once collected and graded. Summative At the end of the year the students will have to take a test on everything they have learned and this unit will be on that test.

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