EDSC 330 Strategy Presentation Lesson Template

Names: Elba Andrade

Susan Mejia

Subject Area(s): Mathematics

Lesson Topic: Real Life Mathematical Applications

Grade Level(s): 9th grade

Standards
Literacy Standard(s):
CCSS.ELA-LITERACY.WHST.9-10.1
Write arguments focused on discipline-specific content.

CCSS.ELA-LITERACY.WHST.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.

Content Area Standard(s):

CCSS.MATH.CONTENT.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).

CCSS.MATH.CONTENT.HSS.ID. A.4

Use the mean and standard deviation of a data set to fit it to a normal distribution
and to estimate population percentages. Recognize that there are data sets for
which such a procedure is not appropriate. Use calculators, spreadsheets, and
tables to estimate areas under the normal curve.

English Language Development (ELD) Standard(s):

ELD.9-10.A.2
Emerging

11. Justifying/arguing
a. Justify opinions by articulating some relevant textual evidence or background
knowledge, with visual support.
b. Express attitude and opinions or temper statements with familiar modal expressions
(e.g., can, may).

Expanding

11. Justifying/arguing
 a. Justify opinions and positions or persuade others by making connections between ideas
and articulating relevant textual evidence or background knowledge.
b. Express attitude and opinions or temper statements with a variety of familiar modal
expressions (e.g., possibly/likely, could/would).

Bridging

11. Justifying/arguing
a. Justify opinions or persuade others by making connections and distinctions between
ideas and texts and articulating sufficient, detailed, and relevant textual evidence or
background knowledge, using appropriate register.
b. Express attitude and opinions or temper statements with nuanced modal expressions
(e.g., possibly/ potentially/ certainly/absolutely, should/might).

Lesson Objectives & Supports

Content objectives:

1. SWBAT to define Normal Distribution.

2. SWBAT identify the mean and standard deviation of a normal distribution
graph.
3. SWBAT to explain if taxes are normally distributed.

Literacy objectives:

1. SWBAT write a one-page analysis on how taxes correlate with normal

distribution.

Academic vocabulary:

Tier II (General)
Analyze
Define
For example
Interpret
Argue
Claim
Evidence

Tier III (Domain specific)

Normal Distribution
Mean
Median
Standard deviation

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
Think, pair, and share (Buehl, 2014): this activity helps students express their
thinking about a topic/concept/idea with a peer. It activates a students schema and
allows them to think of ideas that correlate to the topic presented.
 Frayer Model (Buehl, 2014): Concept Definition map that will help students
remember characteristics/definitions/ and examples. This is a visual model, it will
help students remember definitions/concepts.

Mind Mapping (Buehl, 2014): This activity activates student schemas because they
write down words/phrases that relate to the concept/ question. When done as a class,
the teacher can get an idea of what students know and how to correlate the rest of the
lesson.

Assessment: How will you know if students met your objectives?

1. Quiz: The quiz will consist of students filling in the definition for normal distribution,
mean and standard deviation.
2. Students will need to answer questions in the Are taxes normal? worksheet and turn
them in the next day.
3. Students will need to write an analysis on the question: Are taxes normal? Why or why
not? With evidence from their tables/graphs and outside sources.

Instruction: What youll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
Teacher will activate student schemas
using a bubble map in the front board.

Teacher will write on the board and ask

Students will raise hands and begin
out loud: what does it mean to be
Min 1-5 offering ideas on what they think
normal? Normally distributed?
normal/ normal distribution means.
Teacher will write down student ideas
on the board.

Lesson Body
Time Teacher Does
Teacher will pass out Frayer model and
Min 5-35
begin the lesson on Normal
Distribution. Teacher will fill out the
Frayer model with the students so there
are no confusions.
Before beginning teacher will ask
students to think about what normal
distribution means and explain it to
their neighbor.
Teacher will begin with the Definition
of Normal distribution and go forward.
Teacher will then ask students to again
Min
think about the definition given and to
35-55
write down their own version of the
Student Does
Students will take down notes on each
designated square.
Students will talk to a neighbor about
the possible definition of normal
distribution.
Students will write down the definition
of normal Distribution in the definition
box of the Frayer model.
Students will write their own definition
of normal distribution and share it with
their neighbor.
Students will follow along with what the
teacher writes in the Frayer model.
 definition down and share it with their
neighbor.
Teacher will complete filling out the
Frayer model with the students.

Teacher will pass out a worksheet Students will work in groups to fill out
called: Are Taxes Normal? and allow the worksheet.
students to work in groups to fill out the
worksheet.
Teacher will walk around the class
asking students if they have any
questions or need any help.
Teacher will also stop and help students
as a class answer questions about the
worksheet.

Teacher will remind students to write a Students will write an analysis about the
one or more paragraph(s) about the relationship between taxes and normal
relationship between taxes and normal distribution.
distribution.

Lesson Closure
Time Teacher Does Student Does
Think/Pair/Share
Teacher will have students stop
working on the worksheet and regroup.
Teacher will ask/ write on board
students to stop and think about the
Students will write down ideas for their
question: Do taxes satisfy the normal
analysis on a paper.
distribution characteristics? If so,
Min 55-
why?
60
Students will pair up and talk about their
After two minutes or so, Teacher will
ideas with their partner.
ask students to stop writing and talk to
their partner about their ideas for the
rest of the class period.

Instructional Materials, Equipment & Multimedia

List any readings, websites, materials, handouts, technology, etc. necessary for your lesson. Use
APA format for any citations, and attach copies of any handouts or other print materials used
during the lesson.

Frayer model (Buehl, 2014)

Differentiated Frayer Model *Adapted from Buehl
Quiz
PowerPoint Outline
USA Today Worksheet
USA Today. (2004). Math Lesson: Are taxes normal?. McLean, Virginia: USA Today.
Retrieved from,
http://usatoday30.usatoday.com/educate/mathtoday/reg_activities/taxes.pdf

Buehl, D. (2014). Classroom Strategies for interactive Learning, 4th edition, Newark, DE:
International Reading Association.

Differentiation:

English learners: Pair with a native English speaker and give a word bank and an ELL Frayer
Model

Striving readers: Give sentence frames to help articulate ideas and give Striving readers Frayer
Model

Students with special needs: we will adhere to their IEP or the 504 plans.

Advanced students: Allow for more research on the topic to be done and ask for an
in class presentation of their findings.
PowerPoint Outline for Normal Distribution

1. What is normal Distribution?

a. Include and image of a normal distribution and its parts (mean, standard deviation)
b. Definition of normal distribution
i. Include an example
2. Mean, Median, and Mode
a. Definition of mean, median, and mode
b. Reference the different bell shapes and the relationship with mean
c. Show a graph of normal distribution with mean labeled.
3. Standard Deviation
a. Definition of Standard Deviation
b. Three Number Rule (68-95-99 Rule)
4. Histogram
a. Definition of Histogram
b. What is it used for and what does it look like
i. Include examples and images
Normal Distribution Word Bank
Words I need to know:

Normal Distribution: an arrangement of a data set in which most values cluster in the middle and the
rest distribute themselves symmetrically toward either extremes, they create a bell-curve shape

Image of a normal distribution:

Symmetric: Made up of similar parts facing each other or around and axis

Extremes: end points

Histogram: a graphical representation of the distribution of numerical data

Image of a histogram:

Mean: the average of a data set

Standard Deviation: the measure of how spread out the numbers are
Quiz #1

Directions: Fill in the Definition part of the table.

Word Definition

Mean

Standard Deviation

Normal Distribution

Histogram
Striving Readers-ELL

DEFINITION CHARACTERISTICS
Normal Distribution is __________________

hi
EXAMPLES Nonexamples
DEFINITION CHARACTERISTICS

hi
EXAMPLES Nonexamples