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Lesson: Lesson 2.

2 Capture & Release

Date: Wednesday, Sept. 24, 2014
Time: 9:55-10:50 AM
Period: 3
Standard: 3 (Data Analysis, Statistics, and Probability)
Prepared Graduate: Communicate effective logical arguments using mathematical justification and
proof. Mathematical argumentation involves making and testing conjectures, drawing valid conclusions,
and justifying thinking
Concepts and Skills Students Master: (2.) Statistical methods take variability into account supporting
informed decisions making through quantitative studies designed to answer specific questions
Evidence Outcomes:
Students can describe statistics as a process for making inferences about population parameters
based on a random sample from that population. (CCSS: S-IC.1) [2.a.i.]
Students can make inferences and justify conclusions from sample surveys, experiments, and
observational studies. (CCSS: S-IC) [2.b.]
Students can Use data from a sample survey to estimate a population mean or proportion.
(CCSS: S-IC.4) [2.b.ii.]
Students can develop a margin of error through the use of simulation models for random
sampling. (CCSS: S-IC.4) [3.b.iii]

Learning Target(s): Students can take samples of fish in the lake using red and white beans in a bag to
simulate the capture and recapture method to estimate the total number of fish in the lake.
Student-Friendly Learning Target: I can take samples of fish in the lake (red & white beans in a bag) to
simulate the capture-recapture method to estimate the total number of fish in the lake.
Differentiation: Grouping is the main differentiation tactic I am using for this lesson. These 12 eighth
graders are already placed in the class they are based on their TCAP scores and academic success in the
math classroom. I am using think-write-pair-share in the DTF (Do This First). This allows the kids who do
better in small groups to succeed in small groups. We will also have class discussion and teacher
instruction, which will benefit students who do better in large groups. Finally, I grouped the students in
four groups of three to benefit the students who succeed better in medium sized groups.
1. Students will enter room, check the board, write their learning target, and begin the DTF (Do
This First). The DTF is to define the word simulate in their logbooks using their textbook
definition. Then students will think-write-pair-share ways we can use simulations in the real
world. Students will come up with three examples among partners.
2. We will discuss the DTF as a class.
3. We will break into four groups of three to begin the Fish in the Lake investigation. Students
will follow steps 1-5 on page 103 and page 104 in their textbooks. Students will take at least
four samples.
4. Students will turn in their investigation when they are done into the Period 3 turn-in slot.
5. Students will begin their homework: 2.2 Worksheet.
Materials & Preparation:
o Lesson Plan Write-Up
o Daily Power Point
o Discovering Algebra An Investigative Approach textbook
o Logbooks
o Pencils and paper
o 4 bags of equal amounts of white beans (732)
o One bag of red beans to represent the tagged fish
Grouping Rational:
Team 1 Team 2 Team 3 Team 4
Student #12 Student #4 Student #3 Student #6
Student #1 Student #10 Student #2 Student #9
Student #5 Student #8 Student #11 Student #7

I specifically grouped the students in the above teams for the following reasons:
Student #12, Student #3, and Student #4 tend to be very talkative and off task. So, I think the class
would benefit from splitting up the group of three. All of the girls in the class are pretty strong (minded
and willed) girls that will not be afraid to speak up to tell the boys to stay on task for the sake of their
team. Student #1, Student #10, Student #6, and Student #2 are easier going than the other three boys
in the class. Therefore, by separating the talkative boys and surrounding them by hard working
individuals, I think everyone will be more productive.
Whole Class Vocabulary: This vocabulary check will be glued in the students logbooks on Tuesday,
September 23.

New vocabulary words will include: sample and simulation
Sample A part of a population selected to represent the entire population. Sampling is the process of
selecting and studying a sample from a population in order to make conjectures about the whole
Simulate To model an experiment with another experiment, called a simulations, so that the
outcomes of the simulation have the same probabilities as the corresponding outcomes of the original
experiment. For example, you can simulate tossing a coin by randomly generating a string of 0s and 1s
on your calculator.
Assessments & Products:
Fish in the Lake investigations
2.2 worksheet