Lesson Plan Template

Teacher: Gordon Witt

Subject: Algebra 1
Lesson Title: How does a change in the data affect its characteristics?

Classroom Details Content Details

Time: 55 minutes
Equipment: projector, white board
Resources: textbooks, graphing calculators, table
white boards and markers
Grade: 9 - 10
Standard(s): HSS-ID.A.3
Interpret differences in shape, center,
and spread in the context of the data sets,
accounting for possible effects of
extreme data points (outliers).

Objective:

Time Lesson Element What is the What are the Notes / Tips
in teacher doing? students doing?
mins.
5 Student Friendly Tell students: Students will work
mins. Objective By the end of the together with their
lesson, students partners for the
should be able to opening, so that they
describe how the can discuss their
statistical reasoning, and
measures of a data critique each other’s
set might be reasoning process.
affected by an
additional data
point, or how the
data might be
affected by
knowing about
changes to the
primary statistical
measurement, i.e.
a change in the
mean, median, or
range
20 Link to prior The teacher begins Students will describe Students have been
minu knowledge by providing a as much data as they gaining familiarity
tes (pre-assessment) slide representing can about the data; with the ability to
the household students will then work with data on
incomes in the compare observations a graphing
U.S. This will be with their partners as calculator. The
 followed by a the teacher walks third slide does not
slide that about the room provide the data
describes the observing the student set, so students
statistical discussions. Next, must respond
measures of a data they will discuss their abstractly to the
set but does not thoughts on the third questions.
provide any data. slide; how does
adding a data element
affect central
tendency, mode, and
range, without
knowing other
specifics. As a class,
we will discuss the
students’ thoughts.
Input / Modeling

1 Transition
min.
Guided Practice The teacher will Students will discuss
5 (checking for guide students approaches to an
min understanding) through an example problem.
example problem. The variety of ideas
being developed will
help guide students
on the process of
solving math
problems. The
worksheet includes
questions, as well as
visual models for a
couple problems.
1 Transition
min
Independent The teacher will Students will work in The worksheet will
Practice move around the small groups of three include data that
25 (ongoing classroom to or four students to has been used in
min. assessment) observe student solve several the past. It will
discussions, and problems on a now ask questions
support students, worksheet. that include the
as necessary. addition of a data
element, or the
removal of an
element.
1 Transition
min

2
2 Closure The teacher will The class will once
min (post-assessment) direct students to again think about the
the third slide third slide from the
from the opening opening, and how one
and ask a guiding additional element
question. could affect a data set
of limited size.

An exit ticket was

used to assess how
well students could
answer two short
conceptual questions.