Matt+Schenck

=__Lesson #1 Getting to Know Student Reference Book Days: 1__=

District Benchmark(s):DA 1.2

Enduring Understanding:Students show an understanding of how to use the resources in order to find needed information and solve problems.

Essential Question(s): How can you use the Student Reference Book to help solve problems and find needed information?

Support Materials: Student Reference Book

Assessment:
 * Formative: Classroom/Student Observation
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy): 5 Minutes-3 things you like/3 things you dislike Math Masters pg. 6

Time to Complete: One 44 minute class period

//__Peer Check:__//

 * ====== //[y_] Problem-Based (Y or N)// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

//copy and paste the information below as needed for next lessons// =__Lesson #2 Line Plots Days: 1__=

District Benchmark(s):DA 1.3

Enduring Understanding: Graphic representations of data help people solve problems

Essential Question(s): How can you use line plots in real world learning?

//Support Materials:// Student Reference Book Math Journal

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Journal pg. 6-7

Activities (Pedagogy): MDP/Preview/Review High-Number Toss Record Sheet Preview: In their groups provide experience with line plots, have students read page 134 of the Student Reference Book and complete Problem 2 of Check your Understanding. Enrichment: To extend students' knowledge of mean and median, have them find the mean and median of a data set with and without the outlier. Students compare the results and draw conclusions about the effect of an outlier on the mean and median of a data set

Essential Vocabulary: line plot, mystery plot, landmark, minimum, maximum, median, mode, range

//Time to Complete:// One 44 minute class

//__Peer Check:__//

 * ====== //[_y] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #3 Stem-and-Leaf Plots Days:1__=

District Benchmark(s): DA 1.2

Enduring Understanding:Graphic representations of data help people solve problems

Essential Question(s): How can students use stem-and-leaf plots to calculate minimum,maximum, range, median, and mode?

//Support Materials:// Student Reference Book Math Journal

Assessment: > Math Journal pg. 10
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Journal pg. 9

Activities (Pedagogy):

Essential Vocabulary: minimum, maximum, range, mode, median, stem-and-leaf plot, stem, leaf, double-stem plot

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson #4 Median and Mean Days: 1__=

District Benchmark(s): DA 4.1

Enduring Understanding: Students find and compare the median and the mean of various data sets

Essential Question(s): How can students use median and mean relate to measures of central tendency?

//Support Materials:// Student Reference Book Math Journal

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Journal pg. 15 and Math Journal pg. 16

Activities (Pedagogy):

5 Minute Math:

Set up: Have each student count the number of pencils they have with them. Record each student's number on the board.

1. Write the word median on the board. Tell me how to find the median number of pencils students in this room have. Call on different students for each of the steps. Let the other students make corrections as needed until the median is found and recorded.

2. Write the words mode, range, maximum, and minimum on the board. Tell me how to find the mode, the range, the maximum, and the minimum. Record their values as they are found. How should I find the mean? Add the word mean to your list. Look for outliers and discuss what measures of central tendency gives the most typical number of pencils per student.

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #5 Playing Landmark Shark Days:1__=

District Benchmark(s): DA 4.1

Enduring Understanding: Students calculate central tendencies of a data set.

Essential Question(s): How can students use median and mean relate to measures of central tendency?

//Support Materials:// Student Reference Book Math Masters

Assessment:
 * Formative: Teacher Observation
 * Student Self-Assessment:Self-Observation during Activity
 * Summative:

Activities (Pedagogy): Introducing Landmark Shark: Student Reference Book pg. 325-326, Math Masters 456-457, Have all students read Student Reference Book 325-326 for understanding of the rules, allow them to ask questions if needed. Students will apply what they have learned about these landmarks to play a game. They will also apply their mental computation skills. Playing Landmark Shark

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #6 Broken-Line Graphs Days: 1__=

District Benchmark(s): DA 1.2

Enduring Understanding: Students use broken-line graphs to examine variations in data

Essential Question(s): Can students use data to construct graphic representations?

//Support Materials:// Student Reference Book Math Journal Math Masters

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Journal 19 and 20

Activities (Pedagogy):

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #7-Over and Up Squares Days: 1__=

District Benchmark(s): G 4.1

Enduring Understanding: Students experience naming and plotting points on a coordinate grid.

Essential Question(s):How can you relate plotting points and the coordinate grid to real world situations?

//Support Materials:// Student Reference Book Math Masters

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:Math Masters pg. 466

Activities (Pedagogy): Over and Up Squares

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #8- Bar Graphs Days: 1__=

District Benchmark(s): DA 1.3

Enduring Understanding: Graphic representations of data help people solve problems

Essential Question(s): Can students successfully represent data using different types of bar graphs?

//Support Materials:// Student Reference Book Math Journals

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Journal pg. 22

Activities (Pedagogy):

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #9 The Percent Circle and Circle Graphs Day 1__=

District Benchmark(s): DA 1.2

Enduring Understanding: Graphic representations of data to help people solve problems

Essential Question(s): Can students show an understanding that a whole circle represents 100 percent?

//Support Materials:// Student Reference Book Student Journal Assessment:
 * Formative: Vocab: Interior, Arc, Sector, Radius
 * Student Self-Assessment:
 * Summative: Math Journal pg. 30

Activities (Pedagogy):

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #10 The Percent Circle and Circle Graphs Day 2__=

District Benchmark(s): DA 1.2

Enduring Understanding: Graphic representations of data to help people solve problems

Essential Question(s): Can students use a variety of data sets and represent them as percents?

//Support Materials:// Student Reference Book Student Math Journal Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:Math Journal pg.29,31,32

Activities (Pedagogy):

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #11 Percent/Sector Match up__=

District Benchmark(s): DA 1.2

Enduring Understanding: Graphic representations of data to help people solve problems

Essential Question(s): Can students estimate and represent percentages?

//Support Materials:// Math Masters

Assessment:
 * Formative: Teacher Observation
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy): Percent/Sector Match up; Math Masters pg. 467-469

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #12 Using a Graph to Investigate Perimeter and Area Days:1__=

District Benchmark(s): G 3.1

Enduring Understanding: Students find dimensions of a geometric figures

Essential Question(s): Can students use graphs to display data and solve problems?

//Support Materials:// Student Reference Book Math Journal Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Journal pg. 33 and 34

Activities (Pedagogy): If time allows play Landmark Shark using the variations

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #13 Persuasive Data and Graphs Days: 1__=

District Benchmark(s): DA 1.2

Enduring Understanding: Graphic representations of data to help people solve problems

Essential Question(s): Can students analyze examples of inaccurate or misleading displays of data

//Support Materials:// Student Reference Book Student Math Journal Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Math Journal 38 and 39

Activities (Pedagogy):

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #14 Samples and Surveys__=

District Benchmark(s):DA 1.2

Enduring Understanding:Graphic representations of data to help people solve problems

Essential Question(s):Can students conduct and interpret surveys and relate them to the real world?

//Support Materials:// Student Reference Book Student Math Journal

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Student Math Journal pgs. 40,42

Activities (Pedagogy): Collecting and Analyzing Data pg. 41

//Time to Complete:// 44 minutes

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson #14 Samples and Surveys__=

District Benchmark(s):

Enduring Understanding:

Essential Question(s):

//Support Materials://

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):

//Time to Complete://

//__Peer Check:__//

 * ====== //[_y] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======