Content Area: Mathematics

SL.7.3:

Delineate a
speakers argument
and specific claims,
evaluating the
soundness of the
reasoning and the
relevance and
sufficiency of the
evidence.

Grade Level: 7

What do students need to know?

What do students need to be able to do?

Students need to know what

delineate means

Students need to be able to delineate an

argument

Students must know what other

students arguments are

Students need to be able to respond to other

students arguments

Students must know what

soundness, reasoning, relevance,
and sufficiency mean

Students need to be able to respond to

arguments with soundness, reasoning, relevance,
and sufficiency

Students must know what

evidence is that follow the above
criteria

Students need to be able to support arguments

with evidence

Lesson Objective:
AIM: Students will be able to recognize a sample of a population

Lesson Outline and Task for the students:

DO NOW (5 min): Have students answer question written on board When cooking soup, how do you
know that the soup will taste good? look for students to answer by tasting a small spoonful. Make
sure to include an image of the soup in a large pot on board.

MINI LESSON (15 min):

Incorporate One Teacher One Observer model of Integrated Co-Teaching. This is implemented so that
observer can see which students are struggling with the concepts from an early stage so they can
address the issues over the course of the unit.

Main teacher will start lesson telling students that to answer questions, instead of simply going on the
Internet, one can conduct an experiment.

Teacher will pose several questions to the class, and the students must respond explaining to the
teacher how they would go about answer the question the teacher asked (see worksheet).

INDIVIDUALIZED WORK: (10 min):

Students will finish worksheet on their own. Based on the second teachers observations, both teachers
will attempt to attend to the needs of students who may need additional attention in order to learn the
concepts.

SHARE (10 min): Go over the worksheet with the whole class. Have students who completed problems share
with the whole class and explain their thought process.

Summative Assessment (how will you know if students hit the objective at the level of the standard?):
EXIT TICKET (5 min): Students must give two examples of a population, and a sample that relates to the
population.

Notes:

I would place this lesson at Understand Level 2. Students are basically asked to understand the
differences between a population and a sample and how they are used to gather information, as well as
explain their thinking to show they truly understand the differences.
UDL Guidelines:
o 2.1 Clarify vocabulary and structure
o 3.1 Activate or supply background knowledge
o 7.2 Optimize relevance, value and authenticity
MICHELLE: Since Michelle lacks fluency and decoding, teachers will provide pictures for many of the
questions in the worksheet. Having a visual aid to go along with the question will not only help her
visualize what the population looks like, but also help her imagine what a sample of that population
would look like.
SANTO: Santos weaknesses lie in reading and text comprehension. This lesson is designed to not have
much reading, and requires students to participate in the lesson. Since I believe his strengths lie in his
speaking skills, sharing with a partner and class will probably be a positive experience for Santo.
BIJAN: Starting on a new topic, it is important to make sure he stays at the pace of the rest of

the class. Implementing strategy 14, "Think-Write-Pair-Share" is going to be quite useful for
Bijan in that it will allow him to work on his own first, and if he doesnt understand, another
student in the class can help him. This is a reduced stress environment compared to sharing in
front of the whole class for the teacher that he may have become afraid of at this point.
Working in a smaller group will help boost his confidence.