EDSC 330 Strategy Presentation Lesson Template

Names: Elba Andrade

Susan Mejia

Subject Area(s): Mathematics

Lesson Topic: Real Life Mathematical Applications

Grade Level(s): 9th grade

Standards
Literacy Standard(s):
CCSS.ELA-LITERACY.WHST.9-10.1
Write arguments focused on discipline-specific content.

CCSS.ELA-LITERACY.WHST.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.9-10.1.B
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while
pointing out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner that anticipates the audience's knowledge
level and concerns.
CCSS.ELA-LITERACY.WHST.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.WHST.9-10.1.D
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.WHST.9-10.1.E
Provide a concluding statement or section that follows from or supports the argument
presented.

Content Area Standard(s):

CCSS.MATH.CONTENT.HSS.ID.A.3

Interpret differences in shape, center, and spread in the context of the data sets,
accounting for possible effects of extreme data points (outliers).

CCSS.MATH.CONTENT.HSS.ID.A.4

Use the mean and standard deviation of a data set to fit it to a normal distribution
and to estimate population percentages. Recognize that there are data sets for
which such a procedure is not appropriate. Use calculators, spreadsheets, and
tables to estimate areas under the normal curve.
 English Language Development (ELD) Standard(s):

ELD.9-10.A.2
Emerging

11. Justifying/arguing
a. Justify opinions by articulating some relevant textual evidence or background
knowledge, with visual support.
b. Express attitude and opinions or temper statements with familiar modal expressions
(e.g., can, may).

Expanding

11. Justifying/arguing
a. Justify opinions and positions or persuade others by making connections between ideas
and articulating relevant textual evidence or background knowledge.
b. Express attitude and opinions or temper statements with a variety of familiar modal
expressions (e.g., possibly/likely, could/would).

Bridging

11. Justifying/arguing
a. Justify opinions or persuade others by making connections and distinctions between
ideas and texts and articulating sufficient, detailed, and relevant textual evidence or
background knowledge, using appropriate register.
b. Express attitude and opinions or temper statements with nuanced modal expressions
(e.g., possibly/ potentially/ certainly/absolutely, should/might).

Lesson Objectives & Supports

Content objectives:
1. SWBAT to define Normal Distribution.
2. SWBAT interpret histograms and identify the mean and standard deviation.
3. SWBAT to explain if taxes are normally distributed.

Literacy objectives:

1. SWBAT write a one-page analysis on how taxes correlate with normal

distribution.

Academic vocabulary:

Tier II (General)
Analyze
Define
For example
Interpret
Argue
Claim
Evidence
 Tier III (Domain specific)
Normal Distribution
Mean
Median
Standard deviation

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
Think, pair, and share (Buehl, 2014): Helps students express their thinking about a
topic/concept/idea
Frayer Model (Buehl, 2014): Concept Definition map that will help students
remember characteristics/definitions/ and examples.
Mind Mapping (Buehl, 2014): Activates student schemas because they write down
words/phrases that relate to the concept/ question.

Assessment: How will you know if students met your objectives?

1. Quiz: The quiz will consist of students filling in the definition for normal distribution,
mean and standard deviation.
2. Students will need to answer questions in the Are taxes normal? worksheet and turn
them in the next day.
3. Students will need to write an analysis on the question: Are taxes normal? Why or why
not? With evidence from their tables/graphs/ or outside sources.

Instruction: What youll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
Teacher will activate student schemas
through the use of a bubble map in the
front board.

Teacher will write on the board and ask

Students will raise hands and begin
out loud: what does it mean to be
1-5 min offering ideas on what they think
normal? Normally distributed?
normal/ normal distribution means.
Teacher will write down student ideas
on the board. Teacher will not erase
these.

Lesson Body
Time Teacher Does Student Does
30 Teacher will pass out Frayer model and
Students will take down notes on each
minutes begin the lesson on Normal
designated square.
Distribution. Teacher will fill out the
Frayer model with the students so there
are no confusions.
 Before beginning teacher will ask
students to think about what normal
distribution means and explain it to
their neighbor.
Teacher will begin with the Definition
of Normal distribution and go forward.
Teacher will then ask students to again
20 think about the definition given and to
minutes write down their own version of the
definition down and share it with their
neighbor.
Teacher will complete filling out the
Frayer model with the students.
Students will talk to a neighbor about
the possible definition of normal
distribution.
Students will write down the definition
of normal Distribution in the definition
box of the Frayer model.
Students will write their own definition
of normal distribution and share it with
their neighbor.
Students will follow along with what the
teacher writes in the Frayer model.
Students will work in groups to fill out
the worksheet.

Teacher will pass out a worksheet

called: Are Taxes Normal? and allow
students to work in groups to fill out the
worksheet.
Teacher will walk around the class Students will write an analysis about the
asking students if they have any relationship between taxes and normal
questions or need any help. distribution.
Teacher will also stop and help students
as a class answer questions about the
worksheet.
Teacher will remind students to write a
one or more paragraph(s) about the
relationship between taxes and normal
distribution.

Lesson Closure
Time Teacher Does Student Does
Teacher will have students stop
working on the worksheet and regroup.
Student volunteers will read their
Teacher will ask allow students to
results.
volunteer and read their analysis
5
paragraph.
minutes
Students will turn in their paragraph(s)
Teacher will collect the slips as a ticket
for grading.
out the door assignment and provide
graded feedback for the next class.

Instructional Materials, Equipment & Multimedia

List any readings, websites, materials, handouts, technology, etc. necessary for your lesson. Use
APA format for any citations, and attach copies of any handouts or other print materials used
during the lesson.

Frayer model (Buehl, 2014)

Buehl, D. (2014). Classroom Strategies for interactive Learning, 4th edition, Newark, DE:
International Reading Association.

Differentiation:

English learners: Pair with a native English speaker and provide a word bank

Striving readers: Provide sentence frames to help articulate ideas

Students with special needs: we will adhere to their IEP or the 504 plan.

Advanced students: Allow for more research on the topic to be done and ask for an
in class presentation of their findings.
Quiz #1

Directions: Fill in the Definition portion of the table.

Word Definition

Mean

Standard Deviation

Normal Distribution

Histogram
 Definition Characteristics

Normal Distribution
Examples
Nonexamples