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Subject: ​Math- Algebra 2​ Grade: ​9-12​ Lesson Topic: ​Chapter 12 Project- Prob/Stats Review
Candidate’s Name: ​Lauren Gilster ​ ID #: ​023860325
Site Supervisor: ​Noah Endermann​ NU Supervisor: ​Kathy McLaren
Date: ​4/20/17

1. ​Introduction​: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus
learner, create bridges from past learning, behavior expectations).

Anticipatory Set: Rationale:

Top 10 Funniest Skittles Commercials
https://www.youtube.com/watch?v=cWgmk7 A video has the power to capture the attention
58G-0​ (5:52) of the students.

Activate Prior Knowledge: Reviewing prior knowledge and reflecting on

Today is the 2nd day of our Chapter 12 previous class activities is a great way to
project. Yesterday, we reviewed frequency activate prior knowledge. On Monday, the
tables and probability distribution through the students reviewed frequency tables,
use of Skittles. Today, we will be reviewing probability distribution, and Box and Whisker
Box and Whisker Plots. ​Yesterday, we Plots through a worksheet. They were handed
collected data for each group. We recorded back that worksheet yesterday, so they can
how many reds, oranges, yellows, greens, and reference back to that.
purples each group received in their dixie cup.
Today, we will organize that data into a list of
numbers in ascending order. Once we have
created the list, we will take that information
and create a Box and Whisker Plot for the
data.

Standard:
CCSS.MATH.CONTENT.HSS.ID.A.1
Represent data with plots on the real number
line (dot plots, histograms, and box plots).
2. ​Learner Outcome(s)/Objective(s)​: (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Students will review the concept of Box and Rationale:

Whisker Plots. They will demonstrate this
through their recordings of the previous day. Activities encourage teamwork and
collaboration. This lesson is also beneficial
Teacher will measure mastery of this outcome because it is a review period of chapter 12.
through observations made throughout the
lesson, participation in the lesson, and by
completing the chapter 12 project packet.

3. ​Pre-assessment Activity​: (Determine students’ abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

Earlier in the week, the students completed a Rationale:

worksheet that helped them review and
prepare for the Chapter 12 Project. They
turned it in on Tuesday and their prior
knowledge was assessed.
During introduction, note the engagement of
students. Ask Questions throughout
introduction to ensure they have the necessary
prior knowledge. Cold call on students for
this information.
Discussions are one way a teacher can
pre-assess the knowledge of the students.
Pre-assessment has already taken place
through the completion of the worksheet from
earlier this week, so there is no
pre-assessment on paper.

4. ​Differentiation, Adaptation & Accommodation Strategies​: (Based on the pre-assessments,

modify Learning Activities based on learner characteristics to meet the needs of ELL & special
needs students, highly achieving students and low achieving students)

ELL:
Use spanish words and phrases along with the
English interpretation to explain concepts.
Phrases that may be useful are “cuántos rojos
tienes?” or “cuántos tienes totales?” Speak
slowly and clearly.
Rationale:
For ELL students, using Spanish words and
phrases, along with their English translations,
will help students develop their technical
vocabulary.
 Special Needs:
Allow students with special needs more time
to participate in the activity. Use hand signals
and repetition when explaining directions.
Speak slowly and take time while explaining.
Highly Achieving:
Place high achieving students with low
achieving students in order to develop oral
communication and description of concepts.
Low Achieving:
Go through directions slowly and thoroughly.
Continuously check for understanding
throughout lesson. Place low achieving
students with high achieving students in order
to assist the needs of the low achieving
students. High achieving students should be
explaining concepts to low achieving
students.
5. ​Resources​: (Identify materials needed for this lesson accounting for varying degrees of skill
level)
-TV Monitor
-Skittles Packet
-Skittles (not needed on 2nd day)
-Posters
-Markers
-Pencil
-Rulers
6. ​Learning Activities​: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
Explain what a Box and Whisker Plot is and
what is needed to construct one.
Model and demonstrate how to construct a
Box and Whisker Plot with 10 numbers:
5 6 7 7 10 14 16 17 18 20
For students with special needs, allowing
more time will be beneficial to students who
may get stuck on or frustrated with a certain
concept.
High achieving students need to be
challenged. In order to develop their fluency
in mathematical terminology, explaining
concepts to their peers will help reinforce
correct math terms and definitions.
Low achieving students may need more time
to work through problems. By pairing them
with high achieving students, they are
receiving necessary help that the teacher can
not supply to each and every low achieving
student.
Rationale:
These are all necessary tools in order to
deliver this lesson.
Rationale:
The students may need to see an example
before they are able to demonstrate their
knowledge through group work or individual
work.
 Check for Understanding:
As the teacher is explaining, modeling, and
demonstrating a Box and Whisker Plot, he or
she will be asking the students for input
throughout.
Verbal communication of concepts is an
excellent way to check for understanding.
The ability to process and communicate their
learnings demonstrates their knowledge.

7. ​Learning Activities​: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

The students will be working in groups. They Rationale:

will use their data from yesterday to make a
list of data, then construct a Box and Whisker
Plot based on the list. The teacher will walk
them through creating a Box and Whisker
Plot for the color red for guided practice.
Check for Understanding:
The students will turn in their worksheets for
a grade. The teacher will also be walking
around to make sure the students are
understanding through visual checks.
By working in pairs, the students are held
responsible for contributing. With the
assistance of the teacher, the students can ask
questions in order to clarify the material
before they move on to individual work.
Completion of worksheet with minimal errors
will demonstrate understanding.

8. ​Independent Practice​: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well enough to
work on their own.)

Similar to above, the students will create a Rationale:

Box and Whisker Plot four more times for
each color of skittle (orange, yellow, green, Completion of worksheet with minimal errors
purple). This will be done on their Skittles will demonstrate understanding.
Worksheet that they were given at the
beginning of the period.

Check for Understanding:

The students will turn in their worksheets for
a grade. The teacher will also be walking
around to make sure the students are
understanding through visual checks.
9. ​Assessment and Evaluation​: (Describe how you will assess and/or evaluate the students’
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)

The teacher will evaluate the students’ Rationale:

learning through the completion of the
Skittles Packet, through their active
participation, and also through their
demonstration of knowledge on the poster.
ELL:
Students will be assessed on their numerical
findings. ELL students who complete the
packet with minimal errors will have
demonstrated their knowledge. Participation
will also be a demonstration of their
knowledge.
Special Needs:
Students will be assessed on their numerical
findings. Students with special needs, who
complete the packet with minimal errors, will
have demonstrated their knowledge.
Participation will also be a demonstration of
their knowledge.
Assessment is vital to the learning and
teaching process. Without demonstration of
adequate knowledge, students are not held
accountable for their work.
ELL, Special Needs, and Low achieving
students will be held to a lower standard
during the grading process. If the students
demonstrates that they know what a Box and
Whisker Plot is and what it looks like, they
will have demonstrated their knowledge. It
will be acceptable if these students do not
have all of the (exact) numerical answers.
High achieving students will have to
demonstrate their knowledge by making few
to no errors in their work.

Highly Achieving:
High achieving students will be assessed
based on their numerical findings. Their
knowledge will also be evaluated through
their verbal explanations of the material to
their partner.

Low Achieving:
Students will be assessed on their numerical
findings. Students with special needs, who
complete the packet with minimal errors, will
have demonstrated their knowledge.
Participation will also be a demonstration of
their knowledge.
10. ​Closure​: (Describe how students will reflect on what they have learned.)

The students will reflect on what they have Rationale:

learned through a discussion at the end of the
period. They will also be reflecting on their Discussions are a good method of reflection.
learning while they are putting their partner It is important to make sure that all students
work on the poster. are participating in the discussion.

11. ​Lesson Reflection/Assessment​: (Collect student learning data to determine: What went
well? What needs to be changed? Were the learning outcomes met? What activities will you add,
change, modify in the future? What can be done to follow up on the learning from this lesson?
Who needs additional help? Who needs enrichment or higher level work?)