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Bridgewater College Teacher Education Program Lesson Plan

The lesson plan teaches students about different types of graphs including stem-and-leaf plots, pie charts, dot plots, bar graphs, scatter plots, and time series charts. The teacher will lead students through examples of each graph using class survey data and have students construct dot plots and bar graphs in the stairwell. Formative assessment includes checking homework and asking follow-up questions, with summative assessment being a quiz and students creating their own graph.

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83 views

Bridgewater College Teacher Education Program Lesson Plan

The lesson plan teaches students about different types of graphs including stem-and-leaf plots, pie charts, dot plots, bar graphs, scatter plots, and time series charts. The teacher will lead students through examples of each graph using class survey data and have students construct dot plots and bar graphs in the stairwell. Formative assessment includes checking homework and asking follow-up questions, with summative assessment being a quiz and students creating their own graph.

Uploaded by

api-316874360
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Bridgewater College Teacher Education Program Lesson Plan

Name: Shelley Weachter


Subject/Grade
Level:

Lesson Title:

Unit:

Graphing

Ch 2

Statistics

Date or Lesson
#:
2/23/16

Virginia SOL/National Standard:


PS.1

The student will analyze graphical displays of univariate data, including dotplots, stemplots, and histograms, to
identify and describe patterns and departures from patterns, using central tendency, spread, clusters, gaps, and
outliers. Appropriate technology will be used to create graphical displays.
Measurable Lesson Objective(s):
The student will be able to create and distinguish between stem and leaf, pie charts, dot plots,
pareto charts, scatter plots, and time series charts
Materials/Technologies/Resources Needed:
Post-it Notes, empty stairwell, Document Camera, Print-out of notes, class survey data,
blackboard, and markers
Assessment (Formative and/or Summative):
I will formally assess students by asking follow-up questions during the notes and looking at the
homework.
They will be summatively assessed with a quiz in a few days and their ability to create a graph
with the data they collect.
Anticipatory Set (Hook & Agenda):
Collect Project plans
Teacher will:

Students will:

Upon entering the room I will ask


them to get out their homework
and project proposal. I will ask
them to pass the proposals to the
front of their rows.

Get out materials and turn in


proposal

Access /Review Prior Knowledge:


Go over Homework

Accommodatio
ns/Differentiati
on:

Anticipated
Time:
2 minutes

Teacher will:

Students will:

I will go over the graphs


previously learned (Relative
Frequency Histogram and
Cumulative Frequency Polygon). I
will ask them for definitions and
how to find each piece for the
table as we go and point out
important differences between
the graphs. Before completely
revealing the table and graphs
under the document camera, I
will call on individual students to
provide the answers.

Check their work and ask


questions as needed.

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:

10

Teaching Process & Modeling (Content is presented, accessed or built)


Guided Practice & Checking for Understanding
Independent Practice
Teacher will:

Students will:

I will pass out the notes packet.


While I do so I will ask the
students what their favorite kind
of tree is.

Tell me which trees they like.

I will have a blank copy of the


notes under the document
camera that I will fill in as they
do.
Today we will be going through a
bunch of different types of
graphs, many of which you have
used before so we will not spent
too long on any one graph. The
type of data we have will
determine which graph we will
use.
I asked you about your favorite
tree as a connection to our first
graph is a stem and leave plot.
The stems go on the left and the
leaves on the right. Trees have
more leaves than branches,
similarly these plot do too. (Draw

Listen to directions.

Take notes and volunteer


answers when requested. Make
sure I have all my data entries in
numerical order and dont miss
any entries. Provide a title for
my graph.

13
Minutes

a t-table and explain how to put


the number on it.) You must have
a key, this is one of the most
important pieces of this graph!
As students are copying give
some more details about the
graph. Ask students to answers
the 3 questions on the notes
packet. Allow them to volunteer
answers.
Skip Example 2 on the notes,
guide students through example
3.
Flip over to the pie chart section.
Ask a student in the front to read
out the results of a student
survey about favorite color.
(information previously collected
from class) Make a list up on the
board and tally the results. Figure
out the percent and degree of
each category. Have students
help calculate. Make Pie chart
under doc camera. Call a student
to give the graph a title.

One student will help me create


a tally of favorite colors. The
class will calculate the numerical
answers and tell me what they
get for each category.

11
minutes

Go to the stairwell and follow


directions when they get there.
Participate in the graph making
process. Be quiet so they dont
interrupt other classrooms.

15
minutes

Once every one is done copying


instruct them to quietly move to
the stairwell closest to the room
where we will construct more
graphs. As students file into the
stairwell I will put down post-it
notes numbered 1-10 on the floor
to represent an axis. I will explain
dot plots and ask them to
construct one based on the
number of people in their
families. Each person will
represent a dot on the graph.
Once aligned, I will take a picture
of the graph. As the follow-up
questions in the notes packet.
Get everyone back onto the
stairs and briefly explain the next
graph we will make, give them a
post-it note to place on a bar
graph. Instruct them to put their

11
minutes

Return to classroom and be


ready to take notes again. Copy
down recap of graphs.

post-it above the labels of how


they get to school; car, bus, walk,
other. Make the distinction
between bar graphs and pareto
charts.

Volunteer answers to my
questions. Copy down both
graphs. Analyze graph to see
what conclusions can be made
from it.

12
minutes

Bring the students back to class


and briefly go over both graphs
again so they can copy it into
their notes,
Flip over to the last page and
show them a scatter plot and
time series chart. Make
distinctions between the two. Ask
students whether these graphs
would be used with quantitative
or qualitative data. Why? Also
have students title both graphs.
What conclusions can we make
from these graphs?

Closure:
Assign Homework
Teacher will:

Students will:

I will draw their attention to


the board and read the
Homework assignment.
Tonight you will have a couple
problems from the textbook on
page number 68. Complete
numbers 1-8 and 13-16.

Write down or take picture of


the homework assignment

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:

1 minute

Declarative Summary Statement:


Activity If Extra Time Remains or Technology Fails:

Teacher will:

Students will:

If extra time I will ask students


ask students to compare which
graphs are quantitative or
qualitative.

Answer questions

If tech fails I will draw graphs on


the black board.

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.

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