Transcript Algebra - PBworks

Professional Development
Workshop
II
Dianthia Gilmore; Nathan Hale & East Tech
Endora Kight; Carl F Shuler, Almira & Mound
Welcome
& Introductions
Go over homework from Workshop I
Time Management in a 40 minute/Block Schedule
Activity
Data Analysis: Real World Projects
Questions, Comments, & Discussion
Hello, my name is___ & my buddy is ___. Since our
last session, we connected online and discussed ___
Today, we will continue showing different ways to
differentiate in the classroom environment.
Remember, we can differentiate
By
content
By process
By product and/or
By climate.
We will present two forms of lesson plans; a
Detailed Lesson Plan and a Simple Lesson plan.
Both forms of lesson plans can be used in any
classroom setting.
However, the Detailed Lesson Plan works well in a
block setting where time is allotted for activities,
small group and whole group discussions.
The lesson plan templates used are from our district
adopted textbook, Holt and teacher created.
For today’s lesson, we will focus on
both math & technology standards
MATH STANDARDS
Data Analysis & Probability
Mathematical Process
TECHNOLOGY STANDARDS
Technology for Productivity Applications
http://www.ode.state.oh.us/GD/Templates/Pages
/ODE/ODEDetail.aspx?page=3&TopicRelationID=
1707&ContentID=1279&Content=72514
9.5 A
Create, interpret and use graphical displays and statistical
measures to describe data; e.g., box-and-whisker plots,
histograms, scatter plots, measures of center and variability.
8-10 A
Formulate a problem or mathematical model in response to a
specific need or situation, determine information required to
solve the problem, choose a method for obtaining this
information, and use limits for acceptable solution.
9.3 B
Identify, select and apply appropriate technology
tools and resources to produce creative works and
to construct technology enhanced models
9.3 B.2
Demonstrate proficiency in all productivity tools
(e.g., word processing, spreadsheet, database,
desktop publishing).
Unique Challenges in
Teaching Undergraduate
Statistics
A statistic instructor faces 4 major challenges when
teaching basic statistical concepts.
1.
2.
3.
4.
Motivating students to study material they think
is uninteresting
Handling Math Anxiety
Dealing with Performance Extremes
Making the Learning Memorable
For motivating students to study material they
think is uninteresting the authors states
Instructors need to make deliberate efforts to
enhance motivation by the following:
•
•
Active Learning; having fun and have students
generate their own data
Mastery Learning; achieve mastery of the
material rather than just passing an exam
Handling Math Anxiety the authors states
This is an emotional state of dread of future math
related activities. Two possible methods of
reducing math anxiety are:
•
•
Tutoring; focus on basic math skills & exposure
to the material that makes them anxious
Relieving Exam Pressure; provide unlimited
time & allowing repeat examinations
Dealing with Performance Extremes the authors
states
Performance extremes in statistics seem larger than
in other courses.
It is difficult to address the remedial needs of the
low achievers while challenging the high
achievers.
Dealing with Performance Extremes the authors
states cont.
Recommendations include the following:
•
•
•
Peer Tutoring; will enhance learning for both high
and low achievers
Concrete Presentation; provide students with
concrete concepts rather than abstract concepts
Proactive Approach; reach both strong and weak
students…this may be time consuming for
instructors, but a teaching assistant can help
Making the Learning Memorable the authors
states
Instructors note that students remember little of
what they learned in statistics. If instructors
intentionally infused statistics throughout the
curriculum, would students show good
retention. With this stated, there are ways to
increase retention:
Making the Learning Memorable the authors
states cont.
•
•
Achieving Initial Understanding; use a distinct
organizational scheme of course materials
Providing Memory Cues; stories, visual images,
cartoon, videos, & demonstrations
1.
Go to my.hrw.com & click on
2.
Select Chapter 10: Data Analysis and Probability
3.
Click on the
4.
Under Lesson Resources, click on
5.
Click on
Lesson Plan
•10-3 Lesson Plan
Lesson 10-3: Data Distributions
Lesson 3 Data Distributions
10-3 Lesson Plan Link
http://my.hrw.com/math06_07/teacher/osp/alg1
/data/chap10/section03/lesson_plan.pdf
Lesson Plan Link
Lesson Plan Link
http://ims.ode.state.oh.us/ODE/IMS/Lessons/
SIMPLE LESSON PLAN TEMPLATE
Teacher:
Grade:
Subject:
Time Allot:
Lesson Title:
STANDARDS:
OBJECTIVE:
WARM UP:
PROCEDURE:
GUIDED
PRACTICE:
INDEPENDENT
PRACTICE:
VOCABULARY:
The students will be able to:

SIMPLE LESSON PLAN TEMPLATE
Teacher: Ms. Kight
Grade: 9th
Subject: Math
Time Allot: 40 min
Lesson Title:
STANDARDS:
OBJECTIVE:
WARM UP:
PROCEDURE:
Data Analysis & Probability
Mathematical Process
The students will be able to:
1. Define and identify a box-and-whisker plot
2. Create a box-and-whisker plot
3. Display and analyze data in a box-and-whisker plot
1. Go over questions from last night homework
2. Answer the following questions
a) Arrange the data in order from least to greatest; 26, 17, 21, 23, 19, 28, 17, 20, 29
b) Find the mean, median and mode for the data above
BOX-AND-WHISKER PLOT
A Box-and-Whisker Plots uses a number line to show the distribution of a set of data
SIMPLE LESSON PLAN TEMPLATE
Teacher: Ms. Kight
Grade: 9th
Subject: Math
Time Allot: 40 min
Lesson Title:
PROCEDURE:
STEPS FOR MAKING A BOX-AND-WHISKER PLOT
1. Arrange the data in order from least to greatest (stem-and-leaf plot).
2. Find the median of the data
3. Find the lower quartile of the data.
4. Find the upper quartile of the data.
5. Find the interquartile range of the data.
6. Draw a number line that ranges from the least to the greatest data values in your data.
7. Graph (PLACE A DOT) above the least value of your data, the lower quartile, the
median, the upper quartile and the greatest value of your data by plotting a dot above
each number on your number line.
8. Make a rectangular box beginning at the lower quartile and ending at the upper
quartile.
9. Inside the rectangle, draw a line down (vertical line) through the median.
10. Then draw a whisker(a horizontal line) beginning at the least value to the 1st quartile
point on the box and then draw another whisker beginning at the greatest value to the
3rd quartile on the box
SIMPLE LESSON PLAN TEMPLATE
Teacher: Ms. Kight
Grade: 9th
Subject: Math
Time Allot: 40 min
Lesson Description:
PROCEDURE:
EX: Use the data to make a box and whisker plot.
26, 17, 21, 23, 19, 28, 17, 20, 29
STEM
1
2
KEY: 1|7 means 17
LEAF
7 7 9
0 1 3 6 8 9
SIMPLE LESSON PLAN TEMPLATE
Teacher: Ms. Kight
Grade: 9th
Subject: Math
Time Allot: 40 min
Lesson Description:
PROCEDURE:
Lower quartile ( Q1) = 17, 17, 19, 20, 21, 23, 26, 28, 29
Begin at the left of your data with the smallest number. Stop at the number just
before the median.
Then find the median of the data to the left.
17 + 19
2
Lower quartile = 18
SIMPLE LESSON PLAN TEMPLATE
Teacher: Ms. Kight
Grade: 9th
Subject: Math
Time Allot: 40 min
Lesson Description:
PROCEDURE:
Upper quartile ( Q3) = 17, 17, 19, 20, 21, 23, 26, 28, 29
Begin with the numbers to the right of the median.
Then find the median of the data to the right.
26 + 28
2
Upper quartile = 27
SIMPLE LESSON PLAN TEMPLATE
Teacher: Ms. Kight
Grade: 9th
Subject: Math
Time Allot: 40 min
Lesson Description:
PROCEDURE:
Interquartile Range (IQR) = 17, 17, 19, 20, 21, 23, 26, 28, 29
Is the difference between the Upper Quartile and the Lower Quartile
This tells how large the spread of data around the median.
26 + 28
2
minus
Upper quartile = 27
Interquartile Range = 27 – 18
Interquartile Range = 9
17 + 19
2
Lower quartile =18
SIMPLE LESSON PLAN TEMPLATE
Teacher: Ms. Kight
Grade: 9th
Subject: Math
Time Allot: 40 min
Lesson Description:
PROCEDURE:
16
17
18
19
20
21 22 23 24 25 26 27 28 29 30
SIMPLE LESSON PLAN TEMPLATE
PROCEDURE:
16
GUIDED
PRACTICE:
17
18
19
20 21 22 23 24 25 26 27 28 29 30
1. What statement can be made about the data, using the graph alone?
a) The range of the data is 11
b) The median of the data is 21
c) Twenty-five percent of the data is less than 17
d) Fifty percent of the data is more than 27
2. Are there any Outliers? Explain why or why not.
3. What statement can be made about the data, using the graph alone?
a) 75% of the data is greater than 27
b) 75% of the data is between 21 and 29
c) 50% of the data is between 18 and 27
d) 25% of the data is less than 17
SIMPLE LESSON PLAN TEMPLATE
PROCEDURE:
Outlier: is a data value that is far removed from the rest of the data.
A value less than the 1st quartile – 1.5(IQR)
or
rd
greater than 3 quartile + 1.5 (IQR)
is considered to be an outlier
9 - 18 = -9
-9(1.5) = -13.5
18 - -13.5 = 31.5
27 + - 13.5 = 13.5
Upper quartile = 27
IQR – 1st Quartile
Ans(1.5)
1st Quartile – (ans)
3rd Quartile + (ans)
Lower quartile =18
Interquartile Range = 9
SIMPLE LESSON PLAN TEMPLATE
Teacher:
Grade:
Subject:
Time Allot:
Lesson Title:
PROCEDURE:
16
INDEPENDENT
PRACTICE:
VOCABULARY:
17
18
19
20
21 22 23 24 25 26 27 28 29 30
Holt Mathematics, Section 10-3, Practice B
Box-&-whisker plot, interquartile range, mean, median, mode, outlier, quartile, range
Detailed Lesson Plan
See word document
Texas Instrument
http://education.ti.com/educationportal/activityexchan
ge/activity_list.do?cid=us
ACTIVITY #2
Technology Lab Recording
Sheet
Turn on your calculator
2.
Press the “STAT” key
3.
Press “#1(Edit)” or press the up or down arrow
keys until the cursor is over #1(EDIT) then press
ENTER
4.
Under L1, begin entering your data like so
19.88 then press ENTER
16.94 then press ENTER
15.94 then press ENTER
Repeat until you have entered all your data
1.
5.
6.
7.
8.
9.
Press 2ND, then Y= (STAT PLOT)
Press #1, then press the left arrow key to move the
cursor over the word ON
Press ENTER
Press the down arrow key and then press the right
arrow key until the cursor is over the box- and
whisker plot (the second box)
Press ENTER
10.
11.
12.
13.
Press the down arrow key and make sure your
Xlist: L1 and Freq: 1
Press ZOOM
Press #9 (ZOOM STAT) or press the down arrow
key until the cursor is over #9 and then press
ENTER
You have created a Box-and-Whisker Plot
14.
15.
16.
17.
18.
19.
Press TRACE
What did you notice?
What do you see on the bottom left of your
calculator screen?
Press the left and right arrow keys
What do you notice?
Are you able to answer all the question for Activity
2 on your worksheet?
ACTIVITY
Problem Solving Worksheet
Technology Lab Recording Sheet
For this next activity, we will create two box-andwhisker plots on the same grid.
1.
2.
3.
4.
5.
Repeat the same steps from the previous activity to
create a box-and-whisker for your first data set.
For your second data set, enter the data in L2
Press 2ND, then Y=(STAT PLOT)
Press #2, then press the left arrow key to move the
cursor over the word ON
Press ENTER
6.
7.
8.
Press the down arrow key and then press the right
arrow key until the cursor is over the box- and
whisker plot (the second box)
Press ENTER
Press the down arrow key and make sure your
Xlist: L2 and Freq: 1
9.
10.
11.
Press ZOOM
Press #9 (ZOOM STAT) or press the down arrow
key until the cursor is over #9 and then press
ENTER
You have created two Box-and-Whisker Plots on
the same grid
We continued to focus on differentiating instruction by
content, process, product and climate
We visited the different ways to create lesson plans to
ensure all students have the opportunity to
succeed with strategies designed to reach students
of all learning styles and skill levels implementing
differentiated instruction
We have viewed topics in the journal article which
outlines ways to teach statistical data to students
effectively
We have identified where we can find instructional
resources for the range of learning styles in our
classroom
We have identified modified tests, quizzes and
worksheets
We have gone over calculator keystrokes for creating
one and multiple box-and-whisker plots on the
same grid
We came together once again to gain professional
knowledge of our content area and continue to
network within our district to improve student
learning.
E-mail me, Endora Kight, if you would like to have the
calculator instructions for creating a box-andwhisker plot.
E-mail me, Endora Kight, if you may have any questions
regarding anything we have covered today
E-mail me, Endora Kight, if you have any questions
regarding any of the professional development
workshops
With your buddy, create a lesson plan with an activity
for next session. Use the standard Data Analysis &
Probability and Benchmark A, B, C or D.