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Trigonometry Common Board Configuration

ALGEBRA 1 HONORS LESSON PLAN

Unit Statistical models

Monday

May 25

Essential Question

WICOR

Learning Goal

Measurable Objective:

Benchmark

Higher Order Thinking Questions ( Hot)

ICOR

Vocabulary

WICOR

Daily Agenda Bell Ringer

1.

WICOR

Summarizing Activity/Comprehension Check

WIC

Tuesday

May 26

Essential Question

What are the differences between categorical data or numerical data and why would you use either type of data?

WICOR

Learning Goal

Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables.

Measurable Objective: Students will learn the differences between categorical data and numerical data and be able to explain why they would use either type of data using Algebra Nation

Benchmark

MAFS.912.S-ID.2.5: (DOK 2)

MAFS.912.S-ID.2.6.a, b, c (DOK 2)

MAFS.912.S-ID.3.7: (DOK 2)

MAFS.912.S-ID.3.8: (DOK 2)

MAFS.912.S-ID.3.9: (DOK 2)

Higher Order Thinking Questions ( Hot)

What evidence will support your solution?

How has your model served its purpose?

Why you used the specific tool on these problems? explain

Explain how you might improve your model to better serve its purpose.

Can you Construct a viable argument to support your solution and solution pathway?

ICOR

Vocabulary

Bivariate Categorical Data

Joint Frequencies

Relative Frequencies

Two-way Relative Frequency Table

Residuals

Two-way Frequency Table

Conditional Relative Frequencies

Marginal Frequencies

WICOR

Daily Agenda Bell Ringer

1. Discuss previous Knowledge

2. Watch Algebra Nation video pausing to discuss points

3. Fill out booklet

WICOR

Summarizing Activity/Comprehension Check Answer essential question

WIC

Wednesday

May 27

Essential Question How do you compare center/spread and interpret differences using appropriate data displays?

WICOR

Learning Goal.

Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables.

Measurable Objective: Students will learn to analyze scatter plots and function models using algebra nation

Benchmark

MAFS.912.S-ID.2.5: (DOK 2)

MAFS.912.S-ID.2.6.a, b, c (DOK 2)

MAFS.912.S-ID.3.7: (DOK 2)

MAFS.912.S-ID.3.8: (DOK 2)

MAFS.912.S-ID.3.9: (DOK 2)

Higher Order Thinking Questions ( Hot)

What evidence will support your solution?

How has your model served its purpose?

Why you used the specific tool on these problems? explain

Explain how you might improve your model to better serve its purpose.

Can you Construct a viable argument to support your solution and solution pathway?

I,C,O,R

Vocabula ry

Bivariate Categorical Data

Joint Frequencies

Relative Frequencies

Two-way Relative Frequency Table

Residuals

Two-way Frequency Table

Conditional Relative Frequencies

Marginal Frequencies

I, C,O,R W

Daily Agenda Bell Ringer

4. Discuss previous Knowledge

5. Watch Algebra Nation video pausing to discuss points

1. Fill out booklet

W,I,C,O,R

Summarizing Activity/Comprehension Check: Answer essential question

W,I,C

Thursday

May 28

Essential Question How do you compare center/spread and interpret differences using appropriate data displays?

WICOR

Learning Goal.

Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables.

Measurable Objective: Students will learn to graph using residuals and residual models

Benchmark

MAFS.912.S-ID.2.5: (DOK 2)

MAFS.912.S-ID.2.6.a, b, c (DOK 2)

MAFS.912.S-ID.3.7: (DOK 2)

MAFS.912.S-ID.3.8: (DOK 2)

MAFS.912.S-ID.3.9: (DOK 2)

Higher Order Thinking Questions ( Hot)

What evidence will support your solution?

How has your model served its purpose?

Why you used the specific tool on these problems? explain

Explain how you might improve your model to better serve its purpose.

Can you Construct a viable argument to support your solution and solution pathway?

I,C,O,R

Vocabulary

Bivariate Categorical Data

Joint Frequencies

Relative Frequencies

Two-way Relative Frequency Table

Residuals

Two-way Frequency Table

Conditional Relative Frequencies

Marginal Frequencies

I, C,O,R W

Daily Agenda:

Daily Agenda Bell Ringer

1. Discuss previous Knowledge

2. Watch Algebra Nation video pausing to discuss points

3. Fill out booklet

W,I,C,O,R

Summarizing Activity/Comprehension Check: Answer essential question

W,I,C

Friday

May 29

Essential Question How do you compare center/spread and interpret differences using appropriate data displays?

WICOR

Learning Goal.

Measurable Objective: Students will lern to examine correlations using Algebra nation

Benchmark

MAFS.912.S-ID.2.5: (DOK 2)

MAFS.912.S-ID.2.6.a, b, c (DOK 2)

MAFS.912.S-ID.3.7: (DOK 2)

MAFS.912.S-ID.3.8: (DOK 2)

MAFS.912.S-ID.3.9: (DOK 2)

Higher Order Thinking Questions ( Hot)

What evidence will support your solution?

How has your model served its purpose?

Why you used the specific tool on these problems? explain

Explain how you might improve your model to better serve its purpose.

Can you Construct a viable argument to support your solution and solution pathway?

I,C,O,R

Vocabulary

Bivariate Categorical Data

Joint Frequencies

Relative Frequencies

Two-way Relative Frequency Table

Residuals

Two-way Frequency Table

Conditional Relative Frequencies

Marginal Frequencies

I, C,O,R W

Daily Agenda:

Daily Agenda Bell Ringer

1. Discuss previous Knowledge

2. Watch Algebra Nation video pausing to discuss points

3. Fill out booklet

W,I,C,O,R

Summarizing Activity/Comprehension Check: Answer Essential question

W,I,C

SOL/ESE ACCOMODATIONS

Visual Aids, Concrete Objects, Gestures, RepetitionsPeer tutoringWritten Outline, Copy of NotesUse of Dictionary Small Group InstructionAvoidance of IdiomsIncorporation of LEP students Culture & LanguageCopies of NotesVerbal and Written DirectionsSummarize & Review FrequentlyHands on ActivitiesStudent TranslatorRequest of Text in Students LanguageReading Aloud QuestionsCorrelation With ESOL/ESE Resource PersonnelPreferential SeatingCooperative GroupsExtended Time

Student Friendly Mathematical Practice Statements

MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.

Make a plan!

Try different approaches when your problem is hard.

Solve your problem in more than one way.

Check whether your solution makes sense.

MAFS.K12.MP.2.1 Reason abstractly and quantitatively.

Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use

MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.

Explain both what to do and why it works.

Work to make sense of others mathematical thinking.

MAFS.K.12.MP.4.1 Model with mathematics.

Apply math to real-world situations.

Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems.

MAFS.K12.MP.5.1 Use appropriate tools strategically.

Choose appropriate tools for your problem.

Use mathematical tools correctly and efficiently.

Estimate and use what you know to check the answers you find using tools.

MAFS.K12.MP.6.1 Attend to precision.

Communicate your mathematical thinking clearly and precisely.

Use the level of precision you need for your problem.

Be accurate when you count, measure, and calculate.

MAFS.K12.MP.7.1 Look for and make use of structure.

Find, extend, analyze, and create patterns.

Use patterns and structures to solve problems.

MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.

Use patterns and structures to create and explain rules and shortcuts.

Use properties, rules, and shortcuts to solve problems.

Reflect on your thinking before, during, and after you solve a problem.

Reading Standards for Literary and Informational Text

Speaking and Listening

Writing and Language Standards

8.RL/RI.1.1 (DOK2)

Text evidence that supports analysis and inferences drawn from text

8.LS.1.1 (DOK 3)

Collaborative discussions

a. Prepare/research material

b. Follow rules for collegial discussions; track progress toward goals/deadlines;

c. Pose questions that connect ideas , respond to others; qualify/justify own views

d. Acknowledge new information expressed by others; qualify or justify their own views in light of the evidence presented

8.W.2.4 (DOK 3)

Produce clear and coherent writing; organization, style are appropriate to task/purpose/audience

8.RI.2.4(DOK 2)

Meanings of words/phrases as used in a text.

8.W.2.5 (DOK2)

With guidance, develop and strengthen writing as needed by planning/revising/editing/rewriting/ trying a new approach.

8.RI.4.10 (DOK2)

By the end of the year, read and comprehend literary nonfiction at the high end of 6-8th grade text complexity band independently and proficiently

8.W.2.6 (DOK2)

Use technology, including Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

8.SL.2.6 (DOK2)

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.

8.W.4.10 (DOK3)

Write routinely over extended and short time frames for a range of discipline-specific tasks/ purposes/audiences

8L.3.4 (DOK2)

Determine or clarify the meaning of unknown and multiple-meaning words/phrases based on grade 8 reading and content,

a. Use context as clue

b. Use common, grade-appropriate Greek or Latin affixes and roots

c. Consult general and specialized reference materials

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., checking inferred meaning in context or in a dictionary).