Lesson Plan

Date: 2/3/15

Grade and Period: 9th grade (Secondary I); A5

Strengths of the Class:

They work well with each other in teams.
Unique Needs of the Class:
There is a large range of skill levels in the class including students who were originally placed in the honors
class and students with IEPs. There are a few ESL students as well.
Subject: Association of Bivariate data
Curriculum Standards:
S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data.
b. Informally assess the fit of a function by plotting and analyzing residuals.
c. Fit a linear function for scatter plots that suggest a linear association.
S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

Lesson Topics: Describing Association

Residual Plots
Correlation Coefficient (to begin if time permits)
Homework (if any) from previous day: 4.1.4 (They will turn it in but we do not go over it; part of their
homework is interacting with the homework solutions).
Content and Learning Objectives:
Studentswillbeabletodescribetheassociation(form,direction,strength,outliers)ofaspecificdatasetusing
toolssuchasscatterplots,LSRL,residualplots,correlationcoefficient,etc.
Language Objectives for Students:
Students will use the appropriate terminology such as association instead of correlation, except when they are
specifically referring to the correlation coefficient.
Class Procedures:
Students will turn their homework into their folders and will have their textbooks and math notebooks open.
Students will work on the class tasks in their groups. Quizzes will be passed out at the end of class.
Class Work (Questions/Activities):
This lesson will combine the objectives from the previous lesson into one overarching idea: describe the
association using all of our tools and methods. I will let students know where the lesson is going but first we
will start with a discussion. Based on our previous work with population and PM10 level I will ask the students
to try to decide where in the world they believe has the lowest PM10 level and where has the highest PM10

level. Then I will reference a picture we used at the beginning of the lesson to highlight a place they thought
would have low levels of air pollution. I will then show a series of pictures of Mongolia and have the students
guess about the air pollution levels there. I will purposely frame it in a way to compare it to Salt Lake City. As
a class we will look at a map of the PM10 levels around the world and finally a list and a scatterplot.
I will lead a discussion about how this data differs from the data we previously used and how they think they
should interpret the data. Students may consider why the PM10 levels are high or low based on the context of
the country. After this the discussion and the content the students will be asked to describe the association of
the data (together the students will create a list of everything they believe they will need to tell the class about
the association). I will let the groups know I will be selecting one group to present at the end and I will be
monitoring their group work.
I anticipate this will fill the class period but if not students will finish work on a residual plot problem from the
book and will begin the investigation for the correlation coefficient.
Plans for Assessment:
For 3.3.2 and 3.3.3 students will not be assessed until the homework. Groups will work on the problems and
once they all agree on a solution they will move on to the next problem. We will debrief the overall process but
individual answers to each problem will not be provided.
The exit slip will help me see how students are doing with the content from this chapter and how well the
students feel they are doing.
Homework: Review/Preview from sections 3.3.2, 3.3.3 and the Chapter 3 Closure
Plans for Enrichment For example, those who complete lessons early
If a student has finished early then she/he has not been working with his/her team. If the entire group finishes
early I will ask them to consider any other ways to describe the association and I may ask that group to prepare
to present.
Plans for Remediation For example, those in need of additional support
This lesson is the perfect opportunity for students who are somewhat behind as it will work on all of our
previous concepts. Since I am using this as a group work activity, students will be able to help each other and
remind each other how to find the LSRL, how to look at the residual plot, etc. I anticipate the majority of the
problems will be with the actual keystrokes on the calculators and I will be working with groups to if they run
into issues. Additionally I will post a few reminders about the calculator key strokes.
Plans for English Language Learners
This lesson builds off of what we have been doing previously. We have been looking at PM10 levels
consistently and students describe what PM10 is in every class. For the world data they will be able to see the
PM10 levels in a list, in a scatterplot and on a map. For the calculator work I will post reminders on the board
along with the key symbols.
Reflection: