sscms lesson plan template -...

SSCMS Lesson Plan Template

Lesson Plan Template

Top of Form

Teachers

Miller, Sullivan, Drayton, Fambro

Week of

9/15/14

Total# Lessons > = DOK 3

4

Course

CA

Unit#

4

Course Unit#

Day 1

Day 2

Day 3

Day 4

Day 5

Phase 1: Intended Curriculum

Content Students Must Know & Skills Students Must Do

Course Standard(s)

Cluster

MCC9-12.S.ID.6

MCC9-12.S.ID.6a

MCC9-12.S.ID.6b

MCC9-12.S.ID.6c

MCC9-12.S.ID.7

MCC9-12.S.ID.8

MCC9-12.S.ID.9

Cluster

MCC9-12.S.ID.6

MCC9-12.S.ID.6a

MCC9-12.S.ID.6b

MCC9-12.S.ID.6c

MCC9-12.S.ID.7

MCC9-12.S.ID.8

MCC9-12.S.ID.9

ILT

MCC9-12.N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs

Cluster

MCC9-12.S.ID.6

MCC9-12.S.ID.6a

MCC9-12.S.ID.6b

MCC9-12.S.ID.6c

MCC9-12.S.ID.7

MCC9-12.S.ID.8

Cluster

MCC9-12.S.ID.6

MCC9-12.S.ID.6a

MCC9-12.S.ID.6b

MCC9-12.S.ID.6c

MCC9-12.S.ID.7

MCC9-12.S.ID.8

DOK Ceilings

FORMDROPDOWN

FORMDROPDOWN

FORMDROPDOWN

FORMDROPDOWN

FORMDROPDOWN

Essential Question(s)

How do you determine the regression line or line of best fit for a scatter plot of data?

How do you determine the regression line or line of best fit for a scatter plot of data?

How do I choose and interpret units consistently in formulas?

How do you determine if linear or exponential regression is more appropriate for a scatter plot?

How do you determine if linear or exponential regression is more appropriate for a scatter plot?

Learning Target (FIP)

I will know, understand, and/or be able to

Represent Data on a scatterplot

Describe how two variables are related

Informally assess the fit of a function by plotting and analyzing residuals

Fit a linear function for a scatter plot that suggests a linear association







Solve word problems where quantities are given in different units that must be converted

to understand the problem.











CCSS ELA-Literacy & Advanced Organizer (check all that apply)

FORMCHECKBOX Reading Information

FORMCHECKBOX . Writing

Writing Text Structure

FORMCHECKBOX Analysis

FORMCHECKBOX . Cause/Effect

FORMCHECKBOX Comparison-Contrast

FORMCHECKBOX Definition

FORMCHECKBOX Description

FORMCHECKBOX Evaluation

FORMCHECKBOX Problem-Solution

FORMCHECKBOX Procedural-Sequential

FORMCHECKBOX Synthesis

















































Text Selection(s)

(Print, Digital, Audio, Video)

Text-Dependent Essential Question(s)

Tier 2 Vocabulary: Academic

(from text)

Fit

Use

Solve

Choose

Emphasize

Informally assess

Plot

Analyze

Interpret

Compute using technology

Distinguish

Fit

Use

Solve

Choose

Emphasize

Informally assess

Plot

Analyze

Interpret


Distinguish

Use

Choose

Interpret

Fit

Use

Solve

Choose

Emphasize

Informally assess

Plot

Analyze

Interpret


Fit

Use

Solve

Choose

Emphasize

Informally assess

Plot

Analyze

Interpret


Tier 3 Vocabulary: Content-Specific

Function

Data

Context of the data

Given functions

Function suggested by context

Linear models

Exponential models

Fit of a function

Residuals

Linear function

Scatterplot

Linear association

Slope

Rate of change

Intercept

Constant term

Linear model

Correlation coefficient

Causation

Function

Data

Context of the data

Given functions


Linear models

Exponential models

Fit of a function

Residuals

Linear function

Scatterplot

Linear association

Slope

Rate of change

Intercept

Constant term

Linear model


Causation

Units

Solution

Formulas

Scale

Origin

Graphs

Data displays

Function

Data

Context of the data

Given functions


Linear models

Exponential models

Fit of a function

Residuals

Linear function

Scatterplot

Linear association

Slope

Rate of change

Intercept

Constant term

Linear model


Function

Data

Context of the data

Given functions


Linear models

Exponential models

Fit of a function

Residuals

Linear function

Scatterplot

Linear association

Slope

Rate of change

Intercept

Constant term

Linear model


Evidence of Learning

Phase 2: Achieved Curriculum

Evidence of Learning

Formative Assessment

(Assessment “for” or “as” Learning)

Students will answer the formative assessment questions in their cornell notes/math journals.





Summative Assessment (Assessment “of” Learning)

Instructional Delivery/Student Engagement

Phase 3: Delivered Curriculum

Process for Achieving the Intended Curriculum

(e.g. strategies, activities)

Bell-ringer

(Warm Up to focus learners; should be an NGA item to review from previous lesson)

EOC - MC Style

Over S.ID.6

Which of the following situations would result in a positive correlation?

A. Comparing hours studying and test scores

B. Comparing hours sleeping and hours awake in one day

C. Comparing number of people in lunch line and number of sandwiches sold

D. Comparing hours working out and muscle size

ANSWER: D

NGA Item Type

FORMCHECKBOX Selected-Response

FORMCHECKBOX . Selected-Response MA

FORMCHECKBOX Short Answer

FORMCHECKBOX Constructed Response

FORMCHECKBOX Scaffold or Multistep

(Assign only one part daily)

EOC - MC Style

Over S.ID.6

Which of the following scatter plots best represents a NEGATIVE correlation?

(Teacher draws FOUR scatter plots - only one of which is a negative correlation.)

ANSWER: various . . .

NGA Item Type





FORMCHECKBOX Scaffold or Multistep (Assign only one part daily)

EOC - MC Style

Over S.ID.6

Another term for line of best fit is

[1] scatter plot [2] trend line

[3] tangent line

[4] slope

ANSWER: 2

NGA Item Type







EOC - MC Style

Over S.ID.7

It costs $ 5 to get into a movie. Additionally, it costs $ 3 per order of popcorn.

If you were to make a linear equation from this situation, which would it be?

A. y = x - 3

B. y = x + 5

C. y = 3x + 5

D. y = 5x + 3

ANSWER: C

NGA Item Type







EOC - MC Style

Over S.ID.7

It costs $ 20 to get into a Braves game. Additionally, it costs $ 7.00 per hot dog.

If you were to make a linear equation from this situation, which would it be?

A. y = 7x + 20

B. y = 20

C. y = 20x - 7

D. y = 7 + 20

ANSWER: A

NGA Item Type







Activating Activity

(Do Now, On-Ramp to introduce lesson)

OPENER/ACTIVATOR

SID7

"Roller Coaster & Slope"

Many of us enjoy riding roller coasters. Some are more fun to ride than others. We enjoy coasters that go UP and DOWN. We would have NO fun on a flat roller coaster. It would be UNBELIEVEABLE to have a coaster that went only straight up and down.

Relate this to the four slopes of linear functions: positive, negative, zero, and undefined.

Slope also tells us something about data . . .

LEAD INTO LESSON

Provide options for: Multiple

Means of

FORMCHECKBOX Representation

FORMCHECKBOX Action & Expression

FORMCHECKBOX Engagement

OPENER/ACTIVATOR

SID7

"Take Me Out to the Ball Game"

The Atlanta Braves are running a group special on tickets. It costs only $ 100 per van of people. Your parents are letting you take a group of your friends in one van to see the Atlanta Braves at Turner Field.

Your parents have also agreed to buy hot dogs for everyone. You know that you can buy hot dogs for $ 4 each at the game.

Can you come up with an equation that will show how much money you need to take one van of friends to the game and buy "n" number of hot dogs?

Discuss slope, intercept (constant).

LEAD INTO LESSON


Means of




OPENER/ACTIVATOR

VARIOUS CCGPS

Because ILT is differentiated based on remediation needs - there may be several standards being covered; therefore, a single opener would not be appropriate.

Use the OPENER time to remind students of the purpose of ILT, to discuss the purpose and procedures of a CLOSE READ, and to direct students to their appropriately differentiated "stations" or "tasks".

You could use the OPENER time to perform a CLOSE READ = WALCH BOOK (Unit 4) page 99 "Lion Cub Births".


Means of




OPENER/ACTIVATOR

SID7

"Time to sleep?"

At a hypothetical high school, the teacher is having issues with students falling asleep in class. She wonders if it is related to the time of day. She collects the following data:

1st period = 5 sleepers

2nd period = 6 sleepers

3rd period = 10 sleepers

4th period = 15 sleepers




Place the data on a scatter plot. Does there appear to be a positive, negative, or no relation between the time of day (class period) and the number of students sleeping in class?

Defend your answer.

If the day were extended to 8 periods, how many students would you predict would be sleeping during 8th period?


Means of




OPENERACTIVATOR

SID9

"Go, Team, Go!"

You are trying to predict how well your favorite college football team will do this year.

For each of the following items, tell whether you think it will have a strong positive impact, weak positive impact, strong negative impact, weak negative impact, or NO impact on how many games your favorite college football team wins this year.

1) number of returning starters on the team

2) number of rookies on the team

3) number of players with last names starting with "M"

4) an all-star quarterback

5) Having a starterf suspended for a game

6) having a starter suspended for the entire year


Means of




HOT Questions

(Check all that apply)

Type of Questioning/Thinking:

FORMCHECKBOX Literal

FORMCHECKBOX . Inferential/or Rhetorical

FORMCHECKBOX Analysis/Synthesis/

Evaluation

How do joint frequencies effect the marginal frequencies?

What is the difference between relative frequencies and marginal/joint frequencies?





Evaluation

How do we determine which units to use for conversion?





Evaluation





Evaluation

In considering the data given, what will we need to know and be able to do BEFORE we discuss the data?





Evaluation

Work Session (Only fill in the stage of GRR intended for day’s lesson. At least two stages should be employed daily)

I Do

(Whole Group – Teacher Modeling)

Teacher will ask/review the class over correlation and show students the keystrokes for the graphing calculator.

Type of Modeling


FORMCHECKBOX Read-aloud

FORMCHECKBOX . Think-aloud

FORMCHECKBOX Write-aloud

FORMCHECKBOX Solve-aloud

Teacher will remediate students on their current lesson and resume where they left off.

Type of Modeling






Teacher will separate students into separate groups and guide students through their close-read assignments.

Type of Modeling






The Teacher will ask/review students over additive and multiplicative growth. Then, the Teacher will ask students to make predictions about gender-based salary differences. Then, the Teacher will make the connection between the two by relating growth and models to the student's prediction.

Type of Modeling






Teacher will remediate students on their current lesson and resume where they left off.

Type of Modeling






We Do

(Whole Group – Teacher Modeling, Guiding, Asking/Answering Questions)

Teacher-Student Practice






























You Do w/Peers

(Small Group – Consolidate and Collaborate to Extend and Enhance Learning

Students will use the information to create a scatterplot and determine the line of best fit. To complete their learning targets, students must use a graphing calculator to derive their answers.

Type of Collaboration


FORMCHECKBOX Think-Pair-Share

FORMCHECKBOX . Collaborative Inquiry

FORMCHECKBOX . Collaborative Conversation

FORMCHECKBOX Collaborative Composition

FORMCHECKBOX Choral, Close Reading

FORMCHECKBOX Center or Station Rotations

FORMCHECKBOX Teacher Station

Students will continue where they left off.










Advanced and Ready students (who do not have missing assignments) will be placed in a 'core' group. In this group, students will work on the 'Leaky Faucet' Frameworks Task.

Emerging students will receive extra scalfolding for the Frameworks Task.



















Students will continue where they left off. Students have the option of pairing up with a partner and comparing their data.










You Do Alone

(Independent – Application of Learning)

Students who have missing assignments will be placed in a 'ZAP' Station.

Also, students who struggle with the close read will have scalfolded questions to guide them.

Students will graph and compare the salaries between men and women. Based off the separate salaries, students will determine if both groups receive fair pay.

We Do

(Whole Group – Share Out for Common Understandings to Address Misconceptions, and to Illuminate desired learning)

Students will compare their data and determine the best solution from the Frameworks

Students will compare their data and determine the best solution from the Frameworks

AVID Strategies

Writing: Cornell Note Taking - Students will take cornell note over the content.

FORMCHECKBOX Writing

FORMCHECKBOX . Inquiry

FORMCHECKBOX Collaboration

FORMCHECKBOX Organization

FORMCHECKBOX Reading







Collaboration: Students will work in groups.


















Evidence of UDL in Work Session (*Required)


Means of


Graphing, Modeling



See UDL chart below.


Means of


Graphing, Modeling





Means of






Means of


Graphing, Modeling





Means of


Graphing, Modeling




Differentiation by Content, Process, Product, and/or Learning Environment

Advanced

Students will find real-life examples where people prove correlation and expect you to believe there is causation.

Students will find real-life examples where people prove correlation and expect you to believe there is causation.

Students will reflect on their activities last week. Based on their actions, students will give a situation where conversion factors would come in handy..

Students will write a letter to a representative that expresses their findings.

Students will write a letter to a representative that expresses their findings.

Ready

Students will name another pair of variables that are likely to have a negative correlation without a reason to expect causation.

Students will name another pair of variables that are likely to have a negative correlation without a reason to expect causation.

Students will move to their core groups and practice conversion factors. students will be given a scenario where they must determine which conversion factors to use.

Emerging

Students will practice plotting their own data points and determine if there is a positive, negative or no correlation

Students will practice plotting their own data points and determine if there is a positive, negative or no correlation

Students have two options. They can go to their ZAP Stations or remediate their assignments with

Scalfolded Close Reads

Students will calculate exponential and linear models by a graphing calculator.

Students will calculate exponential and linear models by a graphing calculator.

Closure/ Wrap Up (an NGA item to check understanding on day’s lesson)

Students will summarize the lesson by answering the following formative assessment questions in their cornell notes/math journals:

When do you notice that two variables are correlated, does this mean a change in one causes a change in the other?

NGA Item Type








If you swap the x and y axes, would the strength of the correlation change?

Would the equation of the line of best fit change?

NGA Item Type





FORMCHECKBOX Scaffold or Multistep (Assign only one part daily)

Students will summarize the lesson by answering the following formative assessment questions in their cornell notes/math journals: How are you choosing the units used throughout the problem?

How do the units drive your conversions?

How can we demonstrate limits algebraically?

NGA Item Type








What are the advatages and disadvantages of the linear and exponential models for these data sets? What do you think is more reasonable?

NGA Item Type








How do you create an exponential model for a scatter plot?

NGA Item Type







Technology Integration

GRAPHING CALCULATORS




Standards for Mathematical Practice (check ALL that apply)

Math/Science Only

FORMCHECKBOX 1. Make sense of problems and persevere in solving

FORMCHECKBOX 2. Reason abstractly and quantitatively

FORMCHECKBOX 3. Construct viable arguments and critique the reasoning of others

FORMCHECKBOX 4. Model with mathematics.

FORMCHECKBOX 5. Use appropriate tools strategically.

FORMCHECKBOX 6. Attend to precision.

FORMCHECKBOX 7. Look for and make use of structure.

FORMCHECKBOX 8. Look for and express regularity in repeated reasoning

































Universal Design for Learning Guidelines

Multiple Means of Representation

Multiple Means of

Action and Expression

Multiple Means of

Engagement

How will I provide options for perception?

· Customize the display of information?

· Provide alternatives for auditory information?

· Provide alternatives for visual information?

How will I provide options for language and symbols?

· Provide options that define vocabulary and symbols, clarify syntax and structure, and decode text or mathematical notation?

· Promote cross-linguistic understanding.

· Illustrate key concepts non-linguistically?

How will I provide options for comprehension?

· Provide or activate background knowledge?

· Highlight critical features, big ideas, and relationships?

· Options that guide information processing?

· Options that support memory and transfer?

How will I provide options for physical action?

· Provide options in the mode of physical response?

· Provide options in the means of navigation?

· Provide options for accessing tools and assistive technologies.

How will I provide options for expressive skills and fluency?

· Provide options in the media for communication?

· Provide options in the tools for composition and problem solving?

· Provide options in the scaffolds for practice and performance?

How will I provide options for executive functions?

· Provide options that guide effective goal setting?

· Provide options that support planning and strategy development?

· Provide options that facilitate managing information and resources?

· Options that enhance capacity for monitoring progress?

How will I provide options for recruiting interest?

· Provide options that increase individual choice and autonomy?

· Provide options that enhance relevance, value, and authenticity?

· Provide options that reduce threats and distractions.

How will I provide options for sustaining effort and persistence?

· Provide options that heighten salience of goals and objectives?

· Provide options that vary levels of challenge and support?

· Provide options that foster collaboration and communication?

· Provide options that increase mastery-oriented feedback?

How will I provide options for self-regulation?

· Options that guide personal goal setting and expectations?

· Provide options that scaffold coping skills and strategies?

· Provide options that develop self-assessment and reflection?

Bottom of Form

Standards for Mathematical Practices - “Student Look-fors”

School: Teacher(s): Course/Period: Start/End Times:

Mathematical Topic(s):

1. Make sense of problems and perseveres in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics.

☐ Understand the meaning of the problem and look for entry points to its solution

☐ Analyze information (givens, constrains, relationships, goals)

☐ Make conjectures and plan a solution pathway

☐ Monitor and evaluate the progress and change course as necessary

☐ Check answers to problems and ask, “Does this make sense?”

___________________________________________

Comments:

☐ Make sense of quantities and relationships in problem situations

☐Represent abstract situations symbolically and understand the meaning of quantities

☐Create a coherent representation of the problem at hand

☐ Consider the units involved

☐ Flexibly use properties of operations

___________________________________________

Comments:

☐ Use definitions and previously established causes/effects (results) in constructing arguments

☐ Make conjectures and use counterexamples to build a logical progression of statements to explore and support their ideas

☐ Communicate and defend mathematical reasoning using objects, drawings, diagrams, actions

☐ Listen to or read the arguments of others

☐ Decide if the arguments of others make sense and ask probing questions to clarify or improve the arguments

___________________________________________

Comments:

☐ Apply prior knowledge to solve real world problems

☐ Identify important quantities and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas

☐ Make assumptions and approximations to make a problem simpler

☐ Check to see if an answer makes sense within the context of a situation and change a model when necessary

___________________________________________

Comments:

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning

☐ Make sound decisions about the use of specific tools. Examples might include:

☐ Calculator

☐ Concrete models

☐ Digital Technology

☐ Pencil/paper

☐ Ruler, compass, protractor

☐ Use technological tools to visualize the results of assumptions, explore consequences and compare predications with data

☐ Identify relevant external math resources (digital content on a website) and use them to pose or solve problems

☐ Use technological tools to explore and deepen understanding of concepts

______________________________________

Comments:

☐ Communicate precisely using clear definitions

☐State the meaning of symbols, carefully specifying units of measure, and providing accurate labels

☐Calculate accurately and efficiently, expressing numerical answers with a degree of precision

☐Provide carefully formulated explanations

☐Label accurately when measuring and graphing

___________________________________________

Comments:

☐ Look for patterns or structure, recognizing that quantities can be represented in different ways

☐ Recognize the significance in concepts and models and use the patterns or structure for solving related problems

☐ View complicated quantities both as single objects or compositions of several objects and use operations to make sense of problems

___________________________________________

Comments:

☐ Notice repeated calculations and look for general methods and shortcuts

☐ Continually evaluate the reasonableness of intermediate results (comparing estimates) while attending to details and make generalizations based on findings

___________________________________________

Comments:

DRAFT 5/2011 Adapted from Common Core State Standards for Mathematics: Standards for Mathematical Practice

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