Lesson Plan for Implementing NETSS

Grade
Level(s)
Content
Area
Time-line

Seventh Grade
Mathematics
April 11th - 29th (Three Weeks)

Standards
MGSE7.SP.1 Understand that statistics can be used to gain information about a
population by examining a sample of the population; generalizations about a
population from a sample are valid only if the sample is representative of that
population. Understand that random sampling tends to produce representative
samples and support valid inferences.
MGSE7.SP.4 Use measures of center and measures of variability for numerical data
from random samples to draw informal comparative inferences about two
populations. For example, decide whether the words in a chapter of a seventh-grade
science book are generally longer than the words in a chapter of a fourth-grade
science book.
MGSE7.SP.3 Informally assess the degree of visual overlap of two numerical data
distributions with similar variabilities, measuring the difference between the
medians by expressing it as a multiple of the interquartile range.
Content Standards

NETS*S
Standards:

Students apply digital tools to gather, evaluate, and use information. Students use
critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and
resources.

Overview

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This lesson presents a culminating task involving skills/concepts students developed in 6th grade and
deepened in 7th. The school uses a positive behavior incentive support (PBIS) system using merits and
demerits. Students earn merits for showing O.W.L.S behavior (ownership, wisdom, lead by example,
show respect to others). Merits earned can be used by students to purchase school gear, gain entry into
a school-wide incentive, or to sit where they want at lunch. Consequently students receive demerits for
negative behavior and possibly end up in detention. Even with the PBIS plan there are sometimes
spikes in negative behaviors, especially among boys, and there are numerous students who are not
interested in earning merits. In order for a more sound plan to be developed it would help to have
student input. Students will work in groups and focus on the average amount of merits/demerits boys
and girls earn separately, and any ideas for improving the current system. Students will survey peers
regarding merits and demerits, and choose a tool to help them organize and analyze the data they
receive. Students must present their data, analysis, and inferences/ideas using some digital tool. Their
findings and ideas will be presented to the school counselor who is the PBIS coordinator. Students
were given the choice to create a Google presentation, a PowToon, a Prezi, a YouTube video explaining
their results and including student interviews, or a web site.
Essential Questions
On average how do the merits/demerits received by boys compare to those received by girls?
What are some ways the current merit/demerit system can be enhanced?
How can we compare and make inferences regarding two sets of data?
Which measures of center or variation are most helpful in comparing two sets of data?
Which visual representations are most helpful in comparing two sets of data?
Assessment
Students will collect data regarding average merits/demerits for boys and girls separately and then
conduct a statistical analysis using measures of center (mean, median, mode), and measures of variation
(range, interquartile range). Students should determine the 5-number summary for each data set to
create a box & whisker plot. Students are expected to include this information in their presentation
along with their inferences and ideas for improving the current plan. Their inferences should be based
on the measures, the visual overlap displayed in their graphics, and their conversations/interviews with
other students. A checklist will be used to help students self-monitor before submission, and for the
teacher to assess how students:
use measures of center/variation to comparing two data sets
use digital tools appropriately
Use information collected to persuade new ideas
The assignment is differentiated by product because students are able to choose which tools they will
use. A pre-assessment on pre-requisite skills will also decide if students need more support with the
measures of center, measures of variation, 5-number summary, and box & whisker plots. The data from
the pre-assessment will determine if some students need differentiation for those skills in the form of
graphic organizers, video lessons, or small group instruction. Check-points throughout the time period
are used as formative assessments and a rubric is used upon completion.
Resources
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In this lesson technology is supporting student learning because it is authentic and meaningful. Students
will learn how to use Google presentations, Prezi, PowToons, and to create videos by exploring these
tools, but will also have access to screencasts for how to use the tools.
Checklist
Statistics Organization Sheet
Rubric
Tools Support
Instructional Plan Preparation
Students have worked with measures of center, variation, the 5-number summary, and box-plots
previously in 6th grade. The students have also been given prerequisite practice through homework.
The PBIS program is well-known amongst students as it is apart of teaching OWLS pride or positive
behaviors, and our detention system. The students have opinions about how the programs are run and
this would give them a positive way to express them with data for support. Students may have
difficulty with interpreting the statistics once they find them. When they get to this point there will be a
practice session on making inferences.

Management
Our district is 1:1 so students have access to their personal devices at all times. They will work on this
project in groups. Students will receive additional support in collaborative classes with a mathematics
special education teacher, and be put in a small work group (especially those that need more help staying
on task). Circulating and checking in with students to keep them on task is essential each day, but
students will also be given a paper checklist. The checklist should help them to self-monitor and
organize their materials. I do not expect any major internet issues to arise since the district/school has
been 1:1 all year, but students who experience severe tech issues can visit student tech support in the
media center. Most issues are resolved quickly or students return to class with a loaner device. I also
keep a school issued iPad as an alternative for students who left their device at home. This also does not
happen very often as most students keep their device in their bookbag, or have their parents deliver them
sometime throughout the morning if they forgot it.

Instructional Strategies and Learning Activities

Through this lesson students will be working on strategic thinking/reasoning and reasoning on Webbs
DOK level 3, and analyzing under Blooms levels. This is based on the Hess Cognitive Rigor Matrix for
mathematics. Students will take on the role of collecting data, organizing data, describing data using
statistics, drawing inferences from the statistics, and making suggestions for changes, Each group will
fill out a form explaining what their plan is and specifically which part each member is responsible for.
Hess Cognitive Rigor Matrix

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Differentiation
I have two classes that are collaborative classes, and two advanced classes. In the collaborative classes
the special education teacher can conduct a small group of lower performing students. Also, students will
have access to how-to videos for individual support with some of the tools they choose. Students who
have difficulty with organization will be given a statistics organization sheet to organize the measures of
center/variation, 5-Number Summary, and graphs. I will also assist students with using the tools.
Reflection
The closing event will take place at the very end of the time period where the counselor will come into
each class for a few minutes while the students discuss their findings. Students are asked to give a very
brief explanation of their findings as well as their suggestions for improving the current plan. There
would also be a closing discussion for just the student groups where they share they compare and
contrast their findings, and explain any challenges they had with the project. Students can evaluate the
project using a Google Form to determine if the lesson was meaningful, what they learned through the
process, and how they think the project could be improved.
Closure:
The lesson went pretty good. I was surprised to find that the students were engaged in the activity,
even in the collaborative classes where engagement in mathematics tends to be a challenge. I think
the students were excited to voice their opinions about the merit/demerit system with the
understanding that their opinions would be heard by the PBIS coordinator/counselor. In the
beginning the students were excited about collecting data from their peers. Mostly in the
collaborative classes students needed more guidance with choosing the tools to use and although I
wanted to maintain the choice aspect I made specific suggestions with those classes. I suggested
they use Google sheets to hold their data, and Google Presentations to show all the information. I
was very glad that students had a checklist to refer to for guidance. In the future I would just have a
paper and digital copy of the checklist for students who lose it. I would also make references to the
list everyday to help the students use it. Lastly, there was some difficulty with scheduling time for
the PBIS/counselor to attend every class period, so I think in the future I will have students create a
short advertisement, and then compile the groups video clips into one full video to send to her.

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