Middle Level Lesson Plan (based on Danielson Framework)

Intern Name: Joseph Doner

Grade Level: 6th Grade Math

School: Evans Junior High School

Lesson Date &

Time:

Instructions: In the boxes below, include the relevant information concerning your planned
lesson.

Purpose/ Probability is being introduced in the form of statistics. When recognizing a

Rationale statistical set of data, question, or topic it is important to know the difference
between a statistical question and a non-statistical question
A statistical question needs variability, so identifying a possibility for
variability in a posed question, identifying variability in a data set, as well as
being able to ask a question that will have statistical variability.

Objectives Recognize questions that will create statistical variability in their data set.
Identify data that has statistical variability.
Be able to write a statistical question with variability possible.

Academic Variable
Language Statistics
Probability
Anticipate
Data

Standards Common Core State Standard Math Content 6th Grade Statistics and
Probability: Recognize a statistical question as one that anticipates variability
in the data related to the question and accounts for it in the answers. For
example, "How old am I?" is not a statistical question, but "How old are the
students in my school?" is a statistical question because one anticipates
variability in students' ages.

Assessments Formative:
Class discussion
Exit slip/worksheet

Summative:
ML Lesson Plan Page 2

No summative assessment

Resources Teacher Resources:

Powerpoint
Student Resources
- Pencil
- Exit slip/worksheet

Or

Computer
Internet access
Shared document to complete stations.

Opening - Instructor will have the question on the board: Define statistical
Engagement variability with a partner sitting near you. If you have a group of 3 that is
fine too. Come up with an example question about statistical variability if
you can!
After 2-3 minutes of group time, the class will bring up their ideas.
First define statistics, then variability and ask how they would work
together to create the definition for statistical variability.
Then define probability because statistical variability would be considered
a form of probability.
To show these concepts, two questions will be asked.
1. What grade are you in? To which every student would say 6th grade,
and no variability is possible.
2. What month are you born?
If another example is necessary, ask these two questions
1. What class are you in now?
2. What is your favorite class?
(Opportunity to say math is the best class)

Instructional After the mini lesson, students will participate in a few short 7-10 minute stations.
Strategies - One will be identifying statistical variance by questions, and explaining why it
(Procedures) is variance.
- Another will be to take the questions from part 1, and create a set of 10 pieces
of data to represent an answer for that question and explain how the data
shows whether the question and data are statistical or not. .
- The last is forming their own questions based on a prompt of their choice, and
creating a data set of everyone in the class to fit their questions.

Closure I will look at each students work and mark whether they grasped the station or
not so they have their work to take home with them when completing homework.
While I am checking their work students will have around 10-15 minutes to try
homework problems and ask questions as needed.
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Modifications/ Students with ADHD will be able to move around the room from station to
Differentiation station while completing tasks.
Students who are new to the English language work with peers often, and
stations allow for their worksheet to be in a different language. Because
question forming can be done in a different language, they could also write
the question in English after writing it in their first language.
If in a school that allows it, all of these activities can be done using
technology, so allowing the stations to be done on a google doc is important.