Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Lesson 3

Unit: Lesson Title: Grade/Period: High

Chapter 11: Data Analysis and 11.2: Box and Whiskers Plots School 9th-10th
Displays
CCSS or State Standards:
S-ID.1. Represent data with plots
on the real number line (dot plots,
histograms, and box plots).

Resources and Materials:

(can be attached)
Textbook
Larson, R. & Boswell, L.
Algebra 1: A Common
Core Curriculum. Big Ideas
MATH.
Vocabulary Cards
Homework quiz
Notebooks
Individual Student Glossary
Objective: I can:
What students will know and be able to do I can represent data using plots on a number line by plotting a given
stated in student friendly language (use
Blooms and DOK levels for higher level data set on a number line.
thinking objectives) I can represent data using data plots by creating a display of a
given data set using a number line, stem and leaf plot.
I can represent data using box plots by creating a box and whisker
plot for the given data set.
I can interpret box and whisker plots by correctly identifying each of
the parts of a box and whisker plot.

Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
How can mathematicians use data analysis to display relationships?
How can you use box and whisker plots to represent data sets?
How can you interpret box and whisker plots?

Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Students will complete their homework quiz from section 1 of
chapter 11.
After the completion of the homework quiz students show take out
their notebooks and complete the daily warm up.

Warm up:
Day 1:
Plot both of these data sets on number lines. (One number line for
each data set.
Age of contestants from show A: 19, 20, 20, 21, 22, 25, 27, 27, 29,
29, 30, 31
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Age of contestants from show B: 19, 20, 21, 22, 22, 24, 25, 25, 27,
27, 32, 48

The purpose of this warm up is to bring to light their prior knowledge

on the subject. In order to accurately create and interpret box and
whisker plots the student needs to have a solid foundation
regarding representing data sets on number lines.

Day 2:
Identify the five number summary for the data sets used in
yesterdays warm up.
Age of contestants from show A: 19, 20, 20, 21, 22, 25, 27, 27, 29,
29, 30, 31
Age of contestants from show B: 19, 20, 21, 22, 22, 24, 25, 25, 27,
27, 32, 48

The purpose of this warm up is to begin applying the material we

began covering yesterday. This asks them to remember the
vocabulary term five number summary, as well as use prior
knowledge from section 1 in regards to finding the median of a
given data set.

Sequence of Activities: Day 1

Provide an overview of the flow of the lesson. 0:01 Students will find their assigned seats, get out their notebook
Should also include estimates of
pacing/timing.
and open up to their homework from the previous section.

0:02 Allow students to ask any questions from the previous sections
homework (section 1).
- Depending on the number of student questions I can extend
or shorten the time allotted for questions before their
homework quiz.

0:05 Once all questions have been answered pass out the
homework quiz.

0:08 After going over the warm up allow students to ask any
questions from the previous nights assignment.

0:09 Pass out the Homework quiz.

- Allow students plenty of time to complete the homework
quiz. (Allotted for 15 minutes in lesson plan, but the can be
extend or shorten depending on the needs of students.)
- After completing their homework quiz, and turning in their
homework quiz students should get out their notebook and
complete their daily warm up.

0:25 Students will open up their textbook to chapter 11(Larson &

Boswell, Algebra 1) to section 2 (page 594).

0:26 Whole group instruction. Begin lesson by covering the

Baker College Teacher Prep Lesson Plan Form

vocabulary for this section: Box and Whisker plot, quartiles, five
number summary, interquartile range.
- Students will take notes of the vocabulary term and
add them to their algebra one glossary that they are
creating for the end of the year.
- After covering the vocabulary the vocabulary cards
are hung on the wall next to the board and will
remain there throughout the lesson. At the end of the
day they will be moved to the back of the classroom,
but will still be easily accessible in order to
accommodate student needs.
- Hand out will be given to the ELL students as well as
anyone who needs the accommodation.

0:36 Point out the Core Concept box

- Identify the greatest value and the lowest value within a data
set. These are represented by points above the number line.
See image below.
- Quartile 2 is the next easiest to calculate. Quartile 2 is the
median, which we learned how to calculate in section 1. This
can be indicated by drawing a line/dash on the number line.
Divides the data set into two halves.
- Quartile 1 is the median of the lower half of the data set.
- lower and upper half are determined by the
location of quartile 2.
- Quartile 3 is the median of the upper half of the data set.
- lower and upper half are determined by the
location of quartile 2.

(Image retrieved from Larson, R. & Boswell, L. Algebra 1: A

Common Core Curriculum. Big Ideas MATH. page 594)
0:50 Whole group instruction. Read example one out loud from the
textbook (page 594).
- Make a box and whisker plot that represents the ages of the
members of the backpacking expedition in the mountains.
24, 30, 30, 22, 25, 22, 18, 28, 30, 25, 27
- Ensure that you label all of the parts of the box and whisker
plot.
0:51 Independent practice. Allow students time to practice what we
have just gone over.

0:56 Whole group instruction. Go over the step by step process to

obtaining the solution.
- Step 1: Order the data. Find the greatest and lowest values
as well as the median.
18, 22, 22, 24, 25, 25, 25, 27, 28, 30, 30, 30
lowest 18
Baker College Teacher Prep Lesson Plan Form

greatest 30
median
(between 25 and 25 is just 25, therefore the median is 25)
- The median divides the data set into two halves,
therefore, (18, 22, 22, 24, 25, 25) is the lower half
and (25, 27, 28, 30, 30, 30)is the upper half.
- Step 2: Draw a number line that includes the least and
greatest value. Graph points above the number line for the
five number summary.
- Step 3: Find the median of the lower half (Q1), and the
upper half (Q3).
- Lower half: 23 (Q1)
- Upper half: 29 (Q3)
- Step 4: Draw a box using Q1 and Q3. Draw a line through
the median of the entire data set (Q2).
- Step 5: Draw whiskers from Q1 to the lowest value and Q3
to the greatest value.
- Final product should look like:

(Image retrieved from Larson, R. & Boswell, L. Algebra 1: A

Common Core Curriculum. Big Ideas MATH. page 594)

0:58 Check for understanding. Thumbs up if you get it, thumbs

down if you dont, thumb sideways if we are almost there.

0:59 Wrap up. Allow for students to ask any clarifying questions.
This lesson will continue on to the next day.

0:60 Class dismal.

Day 2
0:00 Threshold. Students are invited into the classroom.

0:01 Students will find their assigned seats, get out their notebook
and complete their daily warm up.
- Based on the feedback from students I will extend or
shorten the time allotted for their daily warm up.

0:06 Once students have completed their daily warm up, go over
the answers together.

0:08 Students will open up their textbook to chapter 11(Larson &

Boswell, Algebra 1) to section 2 (page 594).

0:09 Independent practice. Have students look at the monitoring

progress section question 1.
- A basketball player scores 14, 16, 20, 5, 22, 30, 16, and 28
Baker College Teacher Prep Lesson Plan Form

points during a tournament. Make a box and whisker plot

that represents the data.

0:15 Whole group instruction. Go over the step by step process to

obtaining the solution.
- Step 1: Order the data. Find the greatest and lowest values
as well as the median.
5, 14,16, 16, 22, 28, 30
lowest 5
greatest 30
median 16

- The median divides the data set into two halves,

therefore, (5, 14,16) is the lower half and 22, 28,
30)is the upper half.
- Step 2: Draw a number line that includes the least and
greatest value. Graph points above the number line for the
five number summary.
- Step 3: Find the median of the lower half (Q1), and the
upper half (Q3).
- Lower half: 14 (Q1)
- Upper half: 28 (Q3)
- Step 4: Draw a box using Q1 and Q3. Draw a line through
the median of the entire data set (Q2).
- Step 5: Draw whiskers from Q1 to the lowest value and Q3
to the greatest value.
0:20 Check for understanding. Thumbs up if you get it, thumbs
down if you dont, thumb sideways if we are almost there.
- If there are numerous students who are struggling with the
concept ask for what specifically they are struggling with.
- Adjust instruction accordingly. (Slow down, use another
example and go step by step in order to create an accurate
box and whisker plot.)

0:22 Whole group instruction. The top of page 595 is all about how
to interpret box and whisker plots.

0:23 Whole group instruction. Read example two out loud on page
595.
- The box and whisker plot represents the lengths (in
seconds) of the songs played by a rock band at a concert.

(Image retrieved from Larson, R. & Boswell, L. Algebra 1: A

Common Core Curriculum. Big Ideas MATH. page 595)
a. Find and interpret the range of the data.
b. Describe the distribution of the data.
c. Find and interpret the interquartile range of the data.
d. Are the data more spread out below Q1 or above Q3?
Baker College Teacher Prep Lesson Plan Form

Explain.

0:25 Independent practice. Allow students time to practice what we

have just gone over.

0:30 Whole group instruction.

- Label all of the parts of the box and whisker plots. This will
make the rest of the example much easier.
- a. Find and interpret the range of the data.
- Lowest value 300
- Greatest value 160
- Range 300-160=140 seconds.
- This means that the song lengths vary by no more
than 140 seconds.
- b. Describe the distribution of the data.
- Each whisker represents 25% of the date. The box
represents 50% of the data. So,
- 25% of the song lengths are between 160
and 220 seconds.
- 50% of the song lengths are between 220
and 280 seconds.
- 25% of the song lengths are between 280
and 300 seconds.
(Quartiles and quarters)
- c. Find and interpret the interquartile range of the data.
- interquartile range = Q3 - Q1
- IQR = 300 - 160 = 140
- d. Are the data more spread out below Q1 or above Q3?
Explain.
- The left whisker is longer than the right whisker.
- So the data below Q1 are more spread out than data
above Q3.

0:40 Point out the Core Concept box on the top of page 596.
- Read out loud the 3 various shapes of Box and whisker
plots.

0:42 Whole group instruction. Read example three out loud on page
596.
- The double box and whisker plot represents the test scores
for your class and your friends class.
a. Identify the shape of each distribution.
b. Which test scores are more spread out? Explain?

0:41 Independent practice. Allow students time to practice what we

have just gone over.

0:46 Whole group instruction. Go over the solutions to example 3.

a. For your class, the left whisker is longer than the right
whisker, and most of the data are on the right side of the
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plot. For your friends class the whisker lengths are equal,
and the median is in the middle of the plot. Therefore the
distribution for your class is skewed left, and the distribution
for your friends class is symmetric.
b. the range and the interquartile range of the test scores in
your friends class are greater than the range and
interquartile range in your class. Therefore the test scores in
your friends class are more spread out.

0:49 Check for understanding. Thumbs up if you get it, thumbs

down if you dont, thumb sideways if we are almost there.

0:50 Wrap up whole group instruction. Assign the homework page

597-598, 1 &2, 3-23 odd. Students will begin working in small
groups and begin working on the homework assignment.
- As students are working I will walk around the
classroom and formatively assess how they are
doing with the material. This will allow students to
ask questions as they are working on the
assignment. This will also allow me to identify any at
risk students.
- Differentiate the assignment for students.
- High students can be assigned page 597-
598, 1-23 all. High students can also be
assigned a low student who they will tutor.
- Medium students can be assigned the
assignment above page 597-598, 1 &2, 3-23
odd.
- Lows students can be assigned remedial
(more basic) practice problems page 597-
598, 1-12 all, and . Low students can also be
given a peer tutor, one of the high students.

0:55 Regroup to whole class. This will allow for students to ask any
further clarifying questions prior to class dismissal. Students will
also be asked to complete an Exit ticket on a half sheet of paper
prior to dismissal.
- Exit Ticket:
Create a double box and whisker plot for the two data sets
from this mornings warm up.
Age of contestants from show A: 19, 20, 20, 21, 22, 25, 27,
27, 29, 29, 30, 31
Age of contestants from show B: 19, 20, 21, 22, 22, 24, 25,
25, 27, 27, 32, 48
0:59 Students will hand in their Exit Ticket.

0:60 Dismissal.

Instructional Strategies: Whole group instruction is direct instruction using traditional

Research-based strategies to help students textbooks or supplemental materials with minimal differentiation in
think critically about the concept/skill
 Baker College Teacher Prep Lesson Plan Form
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
either content or assessment. Teacher-led direct instruction.
Independent practice is an effective way to allow for students to
apply their knowledge on the material we are covering. This is tied
in with whole group instruction and allows for formative assessment
of student understanding.
Small group instruction is an effective way to differentiate instruction
and meet the needs of our students. With responds to informal and
formal data collected from various sources, I can construct a
comprehensive profile on students interests, abilities and
challenges. Small groups also enables students to develop
relationships with their classmates.
Formative assessment is any assessment task designed to promote
students' learning. These tasks give both teachers and students
feedback, so that teaching and learning activities can be altered
according to the results. This allows me to begin targeted
interventions/modifications based on determined student learning
levels. Identified possible at-risk population for further
interventions.
Lesson closure ends a lesson and creates a lasting impression,
allows students to ask any remaining questions, and also allows me
to check for understanding regarding todays lesson.
Formative:
During whole group instruction, check for understanding. Thumbs
up if you get it, thumbs down if you dont, thumb sideways if we are
almost there.
After instruction, during independent/small group practice walk
around the classroom and assess how students are doing with the
material. Answer any questions that students may have at this time.
Exit ticket. As a lesson closure I am asking students to create a
double box and whisker plot of the same data set from their warm
up. This will allow me to assess their understanding, and then alter
my instruction for the next day (determining if we still need to spend
more time on box and whisker plots).
Summative:
Homework quiz completed today.
Resource:
Mr. Smiths Math Class. (n.d.). Retrieved from
https://sites.google.com/a/lisle202.org/mr-smith/algebra/chapter-11.
*** After grading the quizzes I found that none of my 30 students
correctly completed both number 4 on the quiz, and 15 of my
students could not correctly calculate the standard deviation.
4. Students are given a data set with one missing variable and the
mean. They need to find the value of the missing data set.
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Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Before moving on to the other half of the lesson plan regarding box
and whisker plots we need to go back and cover standard deviation
again as well as complete problems similar to number 4.
-11.5, 12, -14.5, x; mean 0.5
Replace the inclusion activity for day 2 with the 2 most missed
problems from the homework quiz. Go through these two problems
step by step. Go through a similar example step by step. Check for
understanding by giving them a problem to complete independently
and check for accuracy. ***
Final unit lesson. Data Analysis and Display Project. Using our own
classroom data and displaying each data set with a box and
whisker plot.
Accommodations:
ELL students
- Keeping vocabulary posted throughout the class and the
lesson.
- Hand out will be provided to the ELL students as well as any
other student who needs the accommodation.
The online textbook also has a Spanish version.
The online textbook will read the examples and monitoring progress
when clicked on.
Differentiation:
High students will receive support through an advanced problem
set. High students will also have the opportunity to meet with a low
student in order to help them better understand the material.
Mid level students will receive some level of remediation based on
the formative assessment.
Low level students will have the opportunity for remediation if
assigned problem set. Low students will also have the opportunity
to partner with a high student.
I also offer tutoring during lunch as well as after school.
Regrouping the class after small group work time allows for all
students to ask questions prior to taking the assignment home for
homework.