General Information

Lesson Title: Lesson 7.2 – Box-and-Whisker Plots

Subject(s): Algebra 2

Grade/Level/Setting: High School Algebra 2 class (10th, 11th, & 12th) / Class Length is 45 min

Prerequisite Skills/Prior Knowledge:

Students will rely on prior knowledge of Mean, Median, and Mode taught in lesson 7.1

Standards and Objectives

State/National Academic Standard(s):

A2.S.ID.A.1 – Use statistics appropriate to the shape of the data distribution to compare center (median,
mean, and/or mode) and spread (range, standard deviation) of two or more different data sets

A2.N.Q.A.1 – Use units as a way to understand real-world problems

A2.N.Q.A.1.a – Choose and interpret the scale and the origin in data displays

Scope & Clarification – Students will be given a visual and/or verbal description of a density curve.
Shapes of distribution are limited to: uniform, symmetric, right skewed, and left skewed. Student will
not have to calculate standard deviation manually.

Learning Objective(s):
Condition: Given a TI-84 Plus CE Calculator, guided notes, reteach remedial notes, digital and hard copy text book
materials.

Behavior: Students will take notes on their guided note packets including example problems and adding contextual
information for deeper understanding. Students will define and provide context to key vocabulary terms and phrases
related to the use and interpretation of box-and-whisker plots. Students will make observations and interpretations of
mean, median, standard deviation, and range in context of a box-and-whisker.

Success: Students will demonstrate success by accomplishing the following

- Use box-and-whisker plots to represent data sets (formative & summative)

- Interpret box-and-whisker plots (formative & summative)
- Use box-and-whisker plots to compare data sets (formative & summative)
- Explain how to identify outliers in a data set (formative & summative)

Students will be evaluated using exit tickets, observed work from daily lessons, independent practice work, and must
score a 60% or higher on their unit quiz.

Materials Technology
Students are provided with guided notes & textbook reteach Students will utilize their laptops & TI-84 CE Plus calculators
notes in hard copy. Additional practice and note material is during the lesson. Instruction will include use of the
provided in the text book (hard copy & digital) and Google ClearTouch smart board for presentation of the dynamic
Classroom. Students will need to bring a writing utensil to classroom.
class.

Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s):
Students will be able to interpret a box-and-whisker plot to determine mean and median, and make inference about
data sets given a box-and-whisker plot.

Vocabulary:
Box-and-whisker plot, quartile, five-number summary, interquartile range, mean, median, mode, standard deviation

Discourse and/or Syntax: Students must be able to read and interpret a box-and-whisker plot and make
inferences about the data the box-and-whisker plot represents. Students also need to be able to read and
understand what the shape and spread of the box-and-whisker plot represents. Students must be able to apply the
information that the box-and-whisker plot represents to perform data comparisons.

Planned Language Supports:

Students will be given guided notes where they will fill in the key terms as directed by the instructor. Students will be
led through guided practice during whole group instruction in the model of “I do, we do, you do” instruction. The
teacher will model several examples in both constructing and interpreting box-and-whisker plots. Students will be
shown how the structure of box-and-whisker plots relates to and represents the data set associate with the plot.
Students will also be shown and perform comparisons of box-and-whisker plots with other data representations.

Instructional Strategies and Learning Tasks

Anticipatory Set:

Activity Description/Teacher Student Actions

Teacher will display the bellringer/warm-up set of Students will complete a bellringer/warm-up set of
problems on the smartboard. These correspond to problems to activate prior learning. They will complete
the students’ workbooks in section 7.2. this work in their Algebra 2 Practice Workbook. Students
without a workbook will complete the work on paper.
 Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions

Teacher Will – Students will –

- Provide explicit direct instruction in the - Follow along and fill in the guided notes as
construction of a box-and-whisker plot by provided by the teacher.
leading students through the guided notes
- Actively engage in the learning by asking
- Model how to construct a box-and-whisker questions for clarification or additional
plot using technology understanding when needed.

- Provide instruction on comparing box-and- - Copy examples and vocabulary definitions from
whisker plots with other forms of data their text and/or those modeled in class.
representations
- Follow along with the dynamic classroom from
their digital textbooks

Guided Practice:

Activity Description/Teacher Student Actions

Teacher Will – Students Will –

- Guide students through practice/example - Respond to and interact with the teacher as they
problems provided in their guided notes are guided through working on problems.

- Remind students to ask the question, “what - Take additional notes for clarification & in their
does the data mean” own words to ensure understanding when used
for reference at a later time.
- Ensure students are correctly interpreting the
box-and-whisker plot. - Ensure that they reconcile their work with that of
the teacher prior to moving on
- Ensure that students are understanding the
implications of the mean, median, and - Record steps for & utilize their TI-84 Plus CE to
spread of the box-and-whisker plot assist them in analyzing the data

- Use their box-and-whisker plots to analyze given

data sets

Independent Student Practice:

Activity Description/Teacher Student Actions

Teacher Will – Students Will –

- Aggressively monitor students while they are - Work independently or with partners to complete
given the opportunity to work sample designated sample problems within the guided
 problems notes.
- Provide clarification when asked for or when
- Ask for additional clarification as needed while
a misconception is found within student
working through practice problems dealing with
work. This reteaching can be individual or if
box-and-whisker plots and their interpretations
needed, whole group
- Refer back to the notes and examples completed
during the primary instruction.

Culminating or Closing Procedure/Activity:

Activity Description/Teacher Student Actions

Teacher Will – Students Will –

- Review key highlights from the lesson - Identify the five numbers that make up a box-and-
whisker plot and describe how an outlier affects a
- Ask students to identify the five numbers that plot
make up a box-and-whisker plot and
describe how an outlier affects a plot

Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.

Gifted and Talented:

Students that are capable will be provided with additional practice and increased rigor via independent practice using
the enrichment and extension work via their text book.

EL: Use of anchor charts for visual references and coordination with the ESL coordinator to provide supplemental
instruction if required to assist the English Language learners. Any students that require material to be provided in
their native language will receive those IAW their ILP, or upon request.

Students with Other Special Needs:

Students that have IEPs or 504 plans will be provided all support and/or accommodation in accordance with their
specific documented plan. Examples would be additional time, read aloud accommodations, chunking, scaffolded
instruction, and simplified note material.

Assessment
Formative
Formative assessment will be on-going during class in the form of questioning students on specific steps and/or actions while
solving for the conditional probabilities. Further assessment will be made through aggressive monitoring of student work as
they complete sample & self-assessment problems during the “you do” portion of the lesson. Students that show lack of
understanding will immediately be provided redirection, clarification, or additional instruction as required.
Summative
Summative assessment will be in the form of a unit quiz as per the pacing guide and Algebra 2 team collaborative calendar. The
quiz will be between 12 to 15 questions and address each of the unit standards. Rigor will vary between level 2 to 3 and contain
questions that assess procedural fluency and comprehension of overarching concepts and real-world application.