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2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
MP.2: Reason abstractly and quantitatively.
MP.3: Construct viable arguments and critique the reasoning of others.
MP.7: Look for and make use of structure.
3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.A.7.1.BR: Exchanging Information/IdeasContribute to class, group, and partner discussions by following turn-
taking rules, asking relevant questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback.
ELD.PI.A.7.4.BR: Adapting Language ChoiceAdjust language choices according to task (e.g., facilitating a science
experiment, providing peer feedback on a writing assignment), purpose, and audience.
ELD.PI.B.7.5.BR: Listening activelyDemonstrate active listening in oral presentation activities by asking and
answering detailed questions, with minimal prompting and support.
4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION
Students will discover through an open sorting activity the relationship and Students will be able to
differentiation between samples and populations, and they will be able to apply differentiate between samples
this knowledge to their Symposium projects. and populations, and they must
be able to apply this knowledge
to their Symposium projects.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION
This is directly connected to Symposium, which is required for all honors students. Students need to be able to
This is the second of 4 mini-lessons, so it will build upon the previous lesson identify the population
(survey questions) and continue to lie the foundation for the following two lessons. associated with their driving
question and specify the sample
they will be using for their
survey.
6. Essential Questions (TPE1.5):
What populations and samples are you a part of?
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):
Although there are only redesginated English Learners in the class, I still need to focus on English literacy as well as
academic and content vocabulary. The only student with a disability does not require any special accommodations,
and she is well-liked by her classmates. Because the students are seated in groups, they often talk about things
unrelated to math; however, I think that the benefit of these groups during instruction outweighs the negative
consequences. Students may talk more than usual in this lesson because certain groups may finish faster than
others. This lesson is to help students differentiate between a sample and a population, as well as to choose their
sample and population according to their driving question and survey questions formulated in the previous lesson.
Students will probably need some refreshing about survey questions because the lesson was not taught as clearly as
necessary to fully understand the purpose and components of survey questions. By this point, all students should
have their group and topic, but they may not have their driving question or survey questions yet. This can cause a
lot of delays in the classroom because students do not want to participate in the activities if they don't have the
same foundation as the other students.
10. 21st Century Skills Circle all that are applicable Communication Collaboration
Creativity Critical Thinking
Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
CommunicationStudents will need to effectively communicate with their tablemates in order to successfully
complete the sorting activity. They will need to formulate opinions about creating categories and be able to express
those opinions to the group. Three students will also volunteer to verbally share their driving question with the class
so that they can identify the corresponding population and sample. Students will then be responsible for writing their
own definitions of what populations and samples are.
CollaborationStudents within the table groups will need to work together in order to put their given examples into
categories. They will need to discuss the possible categories and then decide on one as a group.
CreativityWhen sorting the examples into categories, the students will need to come up with their own
connections. These connections can be superficial or complex, and they will vary widely because there are no
parameters or guidelines given.
Critical ThinkingStudents will need to analyze the examples given in the sorting activity and identify common
characteristics of each. They then need to collaborate with their tablemates to share their ideas and listen to the
ideas of everyone else in the group. The group will then agree on what characteristics they should use to base their
groups on. This process will require critical thinking from students because they will be taking a group of seemingly
unrelated examples and finding connections and relationships between them. The students will also apply their new
found knowledge to Symposium topics, and they will eventually need to apply it to their own topic.
11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
The students will watch a short video after the sorting activity. They will also be responsible for completing the online
document as homework.
12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
The students will be arranging the pieces of paper with examples on them into categories. They will be watching a
short video on samples and populations. However, the students will not be creating any visual or performing art.
15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
The students will need their notebooks and pencils for the bell work. They will be provided with envelopes filled with
examples of samples and populations needed for the group activity. They will also use their chrome books to
complete their homework assignment online through canvas. Each student will be given a note card at the end of the
class as an exit slip.
16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
0-10 min (Bell Work)
Students will immediately writing down their homework in their agendas when they sit down in their seats. They will
then do the assigned bell work in their notebooks, which is usually review questions that take about 10 minutes to
complete. It can take longer if the teacher decides to go over it, but sometimes the teacher decided to postpone
going over the answers until the following day. After everyone has finished, students will be instructed to put away
their notebooks.
BODY:
10-25 min (Open Sorting Activity)
Students will be working with their tablemates (groups of 4-5 students) for the opening activity. Each table will
receive an envelope filled with examples of samples and populations. Each group will be instructed to put their
pieces into categories, and the criteria of the categories is up to each group. The teacher will specify that the
categories will probably be different for each group and that it is acceptable and expected. This sorting activity
should take 5-8 minutes. While the students are in their groups sorting, the teacher will walk around monitoring their
progress and providing support where necessary. The teacher will only ask guiding questions in order to help
students with their sorting characteristics, but the teacher should not provide the categories. The teacher should
simply encourage students to make their own connections.
After the students are finished putting their examples in categories, the teacher will ask the class what
characteristics they used to create their categories. The teacher will write each of these characteristics down and
project them onto the Smart Board using a document camera. Once the students list characteristics that can be used
to define samples and populations, they will all be instructed to reorganize their examples using those specific
characteristics.
CLOSE:
40-45 min (Homework & Exit Slip)
The students will each be given a note card and they will be instructed to write in their own words what a sample is
and what a population is. This should only take about 2 minutes. The teacher will collect the cards for review
The teacher will explain the students' homework assignment, which is an online document that was intended for the
lesson on writing survey questions. The online document will include the student's name, the names of their group
members, their driving question, 6-10 possible survey questions, their intended sample, and their population. They
will have 2 days to complete this assignment, and it will be turned through canvas.
This is the second mini-lesson out of four. The master teacher will finished instruction after the completion of the
mini-lesson (there are 75 minutes in each class period).
b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?
3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)
4. What would you change about the lesson and why (according to your data analysis)?
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.