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# ED 3601 Curriculum and

## Instruction for Majors:

Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

Rationale
This unit is designed to cover the 4 statistics and Probability SLOs
from the grade 5 Alberta program of studies. This unit is designed to
extend their understanding from what was learned in prior grades, as
well as add new concepts such as probability. In prior grades students
learned how to graph data on bar-graphs. In the first half of the unit
students will extend their learning by learning how to graph and
interpret double-bar graphs. Students will learn different types of data
such as first-hand and second-hand data and how each type of data is
used. The next half will be an introduction of what probability, and how
to describe/compare one or more events using words such as certain,
possible, impossible, most likely, least likely, and equally likely. These
skills are critical for students to learn as they are the bases for more
difficult statistics and probability. Another reason they are so important
is that they can easily be transferable to the real world, students when
finished school might have to represent data using a bar graph, or find
out the chances that a certain event will happen. In this unit, many
concepts will be covered through discussion, the teacher will lead the
discussion, and help students come to a conclusion. Another thing that
will be happening during this unit is the integration of hands on work
where students will have a chance to show their understandings
through projects, centers, and worksheets.
As noted before students have an understanding of data analysis
from prior grades. They have seen bar-graphs before. They have
interpreted bar-graphs, and should have the ability to construct and
draw conclusions from them. They will grow their understandings by
constructing and interpreting double-bar graphs. Probability however
will be a new concept for many of the students as they have not seen it
Mathematical processes:
Communication will be used throughout the unit as students are asked
to participate in class discussions on the concepts at hand. They will be
Technology will be integrated through the unit to show many of the
concepts as well as show how technology can be used.
Problem solving questions will be integrated into each lesson where
they will have to solve a problem using what has been learned so far.
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## Students/teacher will be using a variety of tools to help student

visualize the concepts at hand (spinners, dice, Etc.)
Finally students will make connections with real world situations in the
Established Goals:
Statistics and Probability (Data Analysis)
GLO: Collect, display and analyze data to solve problems.
Statistics and probability (Chance and Uncertainty)
GLO: Use experimental or theoretical probabilities to represent and solve problems
involving uncertainty.
Understandings:
Essential Questions:
Students will understand that...
What is first-hand and second-data and
There are two types of data and
how do we interpret and represent it?
they come from different
When given one or more outcomes,
sources
what are ways in which we can
Certain data can be represented
describe/compare them?
and interpreted using a double
bar graph
An outcome may be possible,
impossible, or certain
When comparing outcomes one
may be more or less likely than
the other

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template
Students will know

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## Students will be able to do

SLO 1: Differentiate between first-hand and
second-hand data.
[C, R, T, V]
[ICT: C1-2.2, P5-2.3]
SLO 2: Construct and interpret double bar
graphs to draw conclusions
[C, PS, R, T, V]
[ICT: C6-2.2, P5-2.3]
SLO 3: Describe the likelihood of a single
outcome occurring, using words such as:
Impossible
Possible
Certain
[C, CN, PS, R]
SLO 4: Compare the likelihood of two possible
outcomes occurring, using words such as:
Less likely
Equally likely
More likely
[C, CN, PS, R]

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Resources Needed:
Math focus 5 by Nelson
Maximizing math 5 by Edmonton public schools
Maximizing math workstations
Spinners
Dice
Quizzes data analysis/probability
Data analysis project
Worksheets
Graphing whiteboards
Whiteboard markers
Whiteboard erasers
Exit slips
Problem of the day
Checklist
Resources Consulted:
Alberta program of studies
Alberta Mathematics achievement indicators
Maximizing math 5 Edmonton public schools
Math focus 5 by nelson
Learn Alberta

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Mathematics
Statistics and Probability
10 days

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

Assessments
Learning
Outcome

Title
Type

(Formative/
Summative)

Exit slips

Problem
of the day

Worksheets
/ textbook
questions

Observati
on

Workstatio
n
worksheets

Data
analysis
project

Outcome
quiz (X2)

Formativ
e

Formative

Formative

Formative

Summative

Summative

Summative

Weighting

SLO 1: Differentiate
between first-hand and
second-hand data.
[C, R, T, V]
[ICT: C1-2.2, P5-2.3]
SLO 2: Construct and
interpret double bar
graphs to draw
conclusions
[C, PS, R, T, V]
[ICT: C6-2.2, P5-2.3]
SLO 3: Describe the
likelihood of a single
outcome occurring,
using words such as:
Impossible
Possible
Certain
[C, CN, PS, R]

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

## SLO 4: Compare the

likelihood of two
possible outcomes
occurring, using words
such as:
Less likely
Equally likely
More likely
[C, CN, PS, R]

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Mathematics
Statistics and Probability
10 days

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## Assessment Tool Overview

Assessment
Tool Title

Outcomes

Exit Slips

SLO 1,3,4

Problem of the
day

SLO: 1,2,3,4

Worksheets/
textbook
questions

SLO: 1,2,3,4

Brief Description
This is an assessment for and as learning.
Exit slips will be distributed to the class at
the end of a set of chosen lessons.
Questions on the exit slip will relate to
what the students had been working on
that day. This assessment is to help me
as a teacher see where each student is,
and whether or not they are
understanding the concepts taught that
day. One exit slip will give the students a
chance to reflect on their learning. They
will have the opportunity to reflect on
their strengths and weaknesses of
concepts learned in the unit.
This is an assessment for learning. Before
the start of some lessons students will
work on a problem of the day. This is to
review what was taught last class. This
helps show me the students struggling,
and the students who understand the
concepts. Also shows me any
misunderstandings that the students may
have before moving on to other concepts.
Tells me whether or not I need to
This is an assessment for learning.
Throughout the lesson students will be
required to practice the concepts via
worksheets or textbook questions.
Worksheets help me see where the
students are in there understanding.
Some questions will be more complex
than others. This will show me which
students are able to apply concepts, and
which students understand the concrete
processes.

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Fo
r

AS

OF

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Observation

SLO:1,2,3,4

Workstation
worksheets

SLO: 3,4

Data analysis
project

SLO:1,2

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## Throughout the unit, and during many of

the activities that will be happening in
class I as the teacher will have the
opportunity to observe the students.
Making sure they are on task, as well as
understanding the instructions, and
concepts at hand. If something is
confusing students I can catch this during
my observations and clarify it before they
do something wrong. This is an
assessment for learning as it shows me
which students are understanding. To be
able to remember everything a checklist
will be used where notes will be written
for each student.
In groups students will move through a
series of probability centers. Each center
will have a corresponding worksheet that
will need to be completed and handed in.
These centers will be used as a review for
the students on the concepts that was
covered during the probability portion of
the unit. During the duration of the center
students will be able to reflect on their
strengths and weaknesses, and know
what they will need to study/practice
more (assessment as learning). This
assessment will be summative, as the
worksheets will be handed in and I will
check for understanding. During the
centers the teacher will be assisting, and
observing (formative)
This project will be taken in for grades,
therefore it is an assessment of learning.
At the end of the data analysis portion of
the unit students will have a chance to
show their understandings via an
experiment project. The students will be
given a set of data and a question. They
will be required to properly represent the
data, as well as come to a conclusion for
the question at hand. Students will be
required to write a short response as to
how and why they got the conclusion

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## they did. During this project students will

have a chance to peer review each
others graphs, and explain where
improvement can be made. The students
will then have a chance to change, and
fix anything that they need. The teacher
will be assisting, and observing
throughout the project.
Outcome quiz

SLO: 1,2,3,4

## Each outcome in this unit will be

summativly assessed using a quiz. These
quizzes will be short (2-3 questions).

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## Day 1: Types of data and how to use them

Time: 60 minutes
Outcome:
SLO 1: Differentiate between first-hand and second-hand data.
[C, R, T, V]
[ICT: C1-2.2, P5-2.3]
Intro:
1. Review the methods and strategies used for collecting and representing data
using a brainstorm activity. This was learned in past grades.
Body:
1. Direct teaching of what first-hand and second-hand data is (shown with
examples for each)
2. Students will use white boards to answer question, on whether something is
first or second hand data and when we would use first or second hand data to
answer a question. Discussion will happen after each one as why students pick
the answer they did. (Example: would you use first-hand or second-hand data
to answer this question, and why?)
Conclusion:
1. Exit slip, assessing whether students understood the concept taught during
class
Assessments:
Exit slips, Observations, student/teacher dialogue
Day 2: Interpreting double bar graphs Time: 60 minutes
Outcome:
SLO 2: Construct and interpret double bar graphs to draw conclusions
[C, PS, R, T, V]
[ICT: C6-2.2, P5-2.3]
Intro:
1. Problem of the day reading a bar graph (title, labels, scale, interpreting the
information)
Body:
1. Show a double-bar graph with similar data, discuss the difference between bar
graph and a double bar graph
a. How a bar graph and a double-bar are graph the same? How are they
different?
b. What does this graph tell us?
2. Have groups works on checking exercise in the math focus 5 textbook.
3. Class discussion on solutions to checking exercise.
Closure:
1. Exit Slip students will have to read a double-bar graph (title, labels, scale,
legend, interpreting the information)
2. Homework practice interpreting double-bar graphs (just a couple questions)
Assessments:
Problem of the day, Exit Slips, observations, students/teacher dialogue
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## Day 3: Constructing double-bar

Time: 60 Minutes
graphs
Outcome:
SLO 2: Construct and interpret double bar graphs to draw conclusions
[C, PS, R, T, V]
[ICT: C6-2.2, P5-2.3]
Intro:
1. Homework check ensuring students have done the practice from last class
concepts
2. Answer any questions the student have about the homework or the topics
covered so far
Body:
1. Class discussion, show them a set of data and ask them how they would
represent it. (one for a single bar graph and one for a double-bar graph
a. Walk through the steps reminding them that to find the scale is the
same way as finding it for a bar graph. Also remind them that they
need a legend, title, and axis titles
2. Graphing white boards. Data will be given to the students and they will be
asked to represent it using a double-bar graph. Always remind them that they
need a legend title, and axis.
3. Students will work on a worksheet that covers concepts covered in class
Closure:
1. Exit slip place the information for the graph where it fits (fill in the blank)
Assessments:
Homework check, student/teacher dialogue, whiteboard activity, worksheets, exit
slips
Day 4: Solving problems using double Time: 60 minutes
bar graphs
Outcome:
SLO 2: Construct and interpret double bar graphs to draw conclusions
[C, PS, R, T, V]
[ICT: C6-2.2, P5-2.3]
Intro:
1. Review from the last 2 classes (interpreting and constructing double-bar
graphs).
2. Give them a problem with some data, ask them how they would solve it
Body:
1. Explain data analysis project, they will be given data and a problem and have to
come to a conclusion. They also will write a paragraph explaining how they
came to that conclusion
2. Work time students will have time to work on the project
Closure:
1. Reminder that the quiz on the topics covered this week will be next class
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

Assessments:
Data analysis project, student/teacher dialogue
Day 5: quiz/work period
Time: 60 minutes
Outcome:
SLO 1: Differentiate between first-hand and second-hand data.
[C, R, T, V]
[ICT: C1-2.2, P5-2.3]
SLO 2: Construct and interpret double bar graphs to draw conclusions
[C, PS, R, T, V]
[ICT: C6-2.2, P5-2.3]
Intro:
1. Students will have the opportunity to ask questions about concepts on the
project/quiz
Body:
1. Work time to finish up experiment project
2. Quiz covering SLO 1, and SLO 2
Closure:
1. Remind students Project now will be for homework
Assessments:
Quiz, student/teacher dialogue, project
Day 6: What is
Time: 60 minutes
probability/probability lines?
Outcome:
SLO 3: Describe the likelihood of a single outcome occurring, using words such as:
Impossible
Possible
Certain
[C, CN, PS, R]
Intro:
1. Hand quizzes back, review where students went wrong. Students will have a
chance to rewrite
2. What is Probability? Class discussion
a. If something is probable what does that mean?
Body:
1. Learn Alberta gizmo spin the big wheel (probability)
2. Explain what probability is and that an event can possible, impossible, or
certain to happen (probability lines). Examples will be used to explain the
concept.
3. Work through some examples as a class
Closure:
1. Whiteboard activity place the event on the probability line
Assessments:
Student/teacher dialogue, whiteboard activity
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## Day 7: Comparing probabilities

Time: 60 minutes
Outcome:
SLO 3: Describe the likelihood of a single outcome occurring, using words such as:
Impossible
Possible
Certain
[C, CN, PS, R]
SLO 4: Compare the likelihood of two possible outcomes occurring, using words
such as:
Less likely
Equally likely
More likely
[C, CN, PS, R]
Intro:
1. Problem of the day reviewing concepts taught last class (probability lines)
Body:
1. Class discussion give the class a spinner, ask them what are we most likely to
spin? What are we less likely to spin? Is there any two that are equally likely?
a. Show how to place them on a probability line
2. White board activity. Give students an example where they will have to tell me
whether something is less/more/equally likely.
3. Textbook/worksheet questions
Closure:
1. Exit Slip what is more likely/less likely/equally likely
2. Explain that next class we will practice what has been learned by doing hands
on experiments
Assessments:
Problem of the day, exit slips, observations, students/teacher dialogue,
worksheet/textbook questions
Day 8: Experimenting with
Time: 60 minutes
spinners/die
Outcome:
SLO 3: Describe the likelihood of a single outcome occurring, using words such as:
Impossible
Possible
Certain
[C, CN, PS, R]
SLO 4: Compare the likelihood of two possible outcomes occurring, using words
such as:
Less likely
Equally likely
More likely
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## [C, CN, PS, R]

Intro:
1. Problem of the day reviewing concepts taught last 2 classes
Body:
1. Explain the probability centers that will be completed. Students will be expected
to use what was learned last class to describe the probability of different events.
a. Using Spinners
b. Using Dice
Closure:
1. Discussion of the activities, talk about the experiments can be conducted with
other things then dice and spinners.
2. Explain to students that next class will be used to review topics using centers
Assessments:
Problem of the day, observations, students/teacher dialogue
Day 9: Workstations
Time: 60 minutes
Outcome:
SLO 3: Describe the likelihood of a single outcome occurring, using words such as:
Impossible
Possible
Certain
[C, CN, PS, R]
SLO 4: Compare the likelihood of two possible outcomes occurring, using words
such as:
Less likely
Equally likely
More likely
[C, CN, PS, R]
Intro:
1. Teacher will explain each center and split class into groups
Body:
1. Maximizing math workstations. Students will go to centers in groups. They must
do the task at hand and fill out the worksheet for each center
Closure:
1. Remind students about the quiz on the last two outcomes covered
a. Describing one event
b. Comparing events
2. Exit slip reflecting on topics they need to focus their studying on. What did
they struggle with
Assessments:
Workstation worksheets, student/teacher dialogue, observation, exit slip
Day 10: Quiz day
Time: 60 Minutes
Outcome:
Intro:
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

1. Students will have the opportunity to ask questions about concepts on the quiz
Body:
1. Quiz covering SLO 3, and SLO 4
2. Spinner creation, students will be given a statement where they will have to
create a spinner that fits that statement
a. Example: 2 colors- one color is more likely than the other color
Closure:
1. Exit slip- about what was covered in the unit
a. What they learned
b. What they are still confused about
Assessments:
Student/teacher dialogue, quiz, spinner creation, exit slip

Lesson Plan 1

Unit: Statistics and
Probability
Topic: First-hand and Second-hand data
Date: March 7,
2015
Length of Lesson: 60 Minutes
General
Collect, display and analyze data to solve problems.
Learning
Outcomes
(P.O.S.)
Specific
SLO 1: Differentiate between first-hand and second-hand data.
Leaning
[C, R, T, V]
Outcomes
[ICT: C1-2.2, P5-2.3]
(P.O.S.)
Learning
Students will
Objectives
1. Differentiate between first-hand and second-hand data
2. Explain when first-hand and second hand data is used
Materials
White board markers
whiteboards
white board erasers
exit slips
Procedure
Assessment
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

Methods
Introductio
n (10-15
min.)

## 1. Brainstorm activity reviewing methods

and strategies used for collecting and
representing
a. This was learned in past grades
i. In past grades what are some
ways in which we can represent
data?
ii. In past grades what are some
ways in which we can collect
data?
c. Teacher will write ideas on the
whiteboard
i. Section for collecting data
ii. Section for representing data
Body of
1. Teacher will explain to the class what firstLesson (30 hand data is
35 min.)
a. First hand data: Information that
you collect
i. Can be gathered by
experimenting, surveying,
observing
b. Examples: eye color in the
classroom/school
i. Can someone give me another
example of first-hand data
2. Teacher will explain to the class what
second-hand data is
a. Second hand data: information
that others have collected
i. Can be looked up online, in
the paper, an encyclopedia
b. Examples: The number of people in
c. Show the students stats Canada or
Calgary flames statistics
i. Ask students why this would be
d. Ask students for other examples
i. Can someone give me another
example of second-hand data
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

Preassessment:
questions
Brainstorm
activity

Formative
assessment:
questions
checking for
understanding

Formative
assessment:
questions
checking for
understanding

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

## Closure (510 min.)

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## 3. White board activity

a. Students will use white boards to
something is first-hand or secondhand data, and when we would use
first-hand or second-hand data to
i. Would you use first-hand or
this question?
How many students in your
class have a younger sister?
ii. Would you use first-hand or
this question?
How many books do people
borrow from the Lethbridge
public library each year?
b. Discuss after each question why each
student picked what they did, and
how they would find that answer?
i. Those who pick firsthand data
why did you pick it?
ii. How would you find the
iii. Those who pick second-hand
data why did you pick it?
iv. How would you find the
4. Worksheet first-hand verses second-hand
data
a. First-hand verses second-hand data
1. Exit slip assess what was taught during
class.
a. Given these 2 questions, which
question will you use first-hand data?
Which question will you use secondhand data? Why?
1. How many people per household in
Lethbridge?
2. How many students in your class
play video games?

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Formative
assessment:
white board
responses
checking for
understanding

Formative
assessment
discussion
questions

Formative
assessment
questions

Formative
assessment:
responses to
exit slips
shows
students level
of
understanding

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template
Sponge
Activity

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## 1. Students will work on selected text book

questions
a. Page 124-125: questions 2, 3, 8
b. Page 127-128: questions 2, 3

Formative
assessment:
stud

Resources
Alberta Education mathematics program of studies
Alberta Education mathematics achievement indicators
Nelson - Math focus 5
Maximizing math 5 Edmonton public schools
Reflection

Lesson Plan 2
Unit: Statistics and
Probability
Topic: Interpreting Double-Bar Graphs
Date: March 8,
2016
Length of Lesson: 60 Minutes
General
Collect, display and analyze data to solve problems.
Learning
Outcomes
(P.O.S.)
Specific
SLO 2: Construct and interpret double bar graphs to draw
Leaning
conclusions
Outcomes
[C, PS, R, T, V]
(P.O.S.)
[ICT: C6-2.2, P5-2.3]
Learning
Students will
Objectives
3. Interpret double bar graphs to draw conclusions
Materials

Procedure
Introductio
n (10-15
min.)

## Problem of the day

Whiteboard markers/eraser
Maximizing math workstation making conclusions
Exit slips
Assessment
Methods
2. Problem of the day
Preb. This was learned in prior grades. This
assessment:
includes:
problem of
i. Title
the day
ii. Scale
Questions
iii. Labels
being
iv. Interpreting the information

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

## 3. Teacher will walk through the steps with the

questions along the way
Body of
5. Show a double bar graph with similar data
Lesson (30 from the problem of the day.
35 min.)
a. Ask students: How a bar graph and
a double-bar are graph the same?
How are they different? What can
we conclude from this graph?
4. Show another example of a double-bar
graph. Ask students questions that help
them interpret the information
a. Example: what is the least..?
What is the most.?
5. Pair-share
a. In pairs the students will work on
the checking exercise from the
math focus 5 textbook
b. during this time the teacher can
walk around ensure students are
understanding what each question
c. After groups finish up you can have
process in which each question is
answered, and how to get to the
solution
Closure (510 min.)

Sponge
Activity

## 2. Exit slip assess what was taught during

class.
a. Give them a double-bar graph and
have the students answer a series of
questions that involves interpreting
the information on the graph
i. Title
ii. Labels
iii. Ledged
iv. Scale
v. Interpreting the information
2. Students will work on selected text book
questions
3. Maximizing math workstation
a. Making conclusions

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Formative
assessment:
questions
checking for
understanding

Formative
assessment:
observations
class
discussion

Formative
assessment:
responses to
exit slips
shows
students level
of
understanding
Formative
assessment:
practice
questions

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

listening and
observing
Resources
Alberta Education mathematics program of studies
Alberta Education mathematics achievement indicators
Nelson - Math focus 5
Maximizing math 5 Edmonton public schools
Reflection

Lesson Plan 3
Unit: Statistics and
Probability
Topic: Constructing double-bar graphs
Date:
March 7, 2015
Length of Lesson: 60 Minutes
General
Collect, display and analyze data to solve problems.
Learning
Outcomes
(P.O.S.)
Specific
SLO 2: Construct and interpret double bar graphs to draw
Leaning
conclusions
Outcomes
[C, PS, R, T, V]
(P.O.S.)
[ICT: C6-2.2, P5-2.3]
Learning
Students will
Objectives
4. Construct double-bar graphs to draw conclusions
Materials

## White board markers

graphing whiteboards
white board erasers
exit slips
worksheets

Procedure
Introductio
n (10-13
min.)

Assessment
Methods
4. Problem of the day give them a set of data
they can represent using a bar graph
a. They have learned this before
b. Discussion of how they constructed it
5. Homework/worksheet check
a. If students have it done their group
can win points
b. Type of token economy
6. Give time for students to ask questions

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Preassessment:
Problem of
the day
homework
check
questions

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Body of
6.
Lesson (30 35 min.)

7.
8.

9.

Subject Area
Topic
Length of Unit
(days)

Mathematics
Statistics and Probability
10 days

covered
Show another set of data that can be
represented using a double-bar graph.
a. Ask students how they would
represent this set of data
b. Ask what is the important parts of the
graph that we need
i. Title
ii. Legend
iii. Labels
iv. Scale
Teacher will show how to represent the data
Graphing white boards
a. Each student will be given a graphing
white board and the same set of data
b. They will be asked to correctly
represent the data
c. Always remind them to have a title,
labels, scale, and legend
Worksheet covering concept covered in
todays class
a. Constructing double bar graphs to
solve and interpret information
Exit slip assess what was taught during
class.
a. Fill in the blanks
b. Place the information on the graph
where it belongs

3.

Sponge
Activity

## 4. Maximizing math matching attributes

puzzles

Resources
Alberta Education mathematics program of studies
Alberta Education mathematics achievement indicators
Nelson - Math focus 5
Maximizing math 5 Edmonton public schools
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

Formative
assessment:
questions
checking for
understanding

Formative
assessment:
whiteboard
questions
checking for
understanding
Formative
assessment:
Worksheets
Formative
assessment:
responses to
exit slips
shows
students level
of
understanding
Formative
assessment:
observing
and listening

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Reflection

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Mathematics