# Building Height UDL

```6th Grade Mathematics Lesson - CAMP
Middle School Teacher Professional Development
Presented by Christy Miller
Date lesson will be taught: Thursday, June 4, 2015
Lesson Plan Template
Class Duration: ___90__ minutes
Number of
Student/Teachers: 30
Date:
CCSS Domain: Stats &amp; Probability
Teacher’s Name: Christy Miller
CCSSM Standard(s) and Objective(s)
CCSS Standard
 CCSS.Math.Content.6.SP.A.3
Recognize that a measure of center for a numerical data set summarizes all of its values
with a single number while a measure of variation describes how its values vary with a
single number.
 CCSS.Math.Content.6.SP.A.1
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.
Objective(s)
 Find the measurement of a tall object
 Compare measurements and discuss errors
 Find mean, median, and mode of a set of data
 Select the best “average” measure to report
Differentiated Instructional Strategies
Differentiated Instructional Strategies for ALL learners
 VOCABULARY PREVIEW: mean, median, mode, range, outlier, venue (?),isosceles
triangle
 Verbal description/discussion of opening video as it relates to measuring height
 Graphic of CLINOMETER construction (from NCTM overhead)
Accommodations and Modifications for ELLs, student(s) with disability, or otherwise
 Graphic of what to do with CLINOMETER (from NCTM Activity Sheet)
Lesson Resources &amp; Ancillary Materials
 Protractors, small weight/washer, string (4-6 in.), straw, 2-3 pieces of tape
Procedures (Four Components)
I. Introduction/Motivation for Lesson
 Video on bungee jumping https://www.youtube.com/watch?v=l9m4cW2yxy0
NEED EXPLICIT AUDITORY DISCUSSION OF WHAT IS SEEN IN THIS VIDEO; VIDEOS
ARE INACCESSIBLE TO STUDENTS WITH VISUAL IMPAIRMENTS
II. Body of Lesson:


Discussion on ways to find height of building
How could we use the given tools to fine the height of a building? (Discussion on properties
of right isosceles triangles)
 Construct clinometer.
 Instruction on how to use clinometer (Teacher MODELS, then GUIDES students as they
measure something with immediate feedback)
 Go outside-discuss building to be measured
 (See lesson)
 Discussion on individual, small group, and large group mean, median, mode (including
discussion on role of outlier(s))
III. Lesson Closure/Conclusion
 Make a decision on how tall we believe the building to be.

IV. Evaluate
Formative Assessments
 Based on discussion and observation
Summative Assessments
EXIT SLIP:
1) Write or Draw how you can use a CLINOMETER to determine the height of something?
2) Give at least one example of a time you might want to use this process outside of
school.
IV. Enrichment/Extension

What measurement(s) would be ruled out? What is the rule for outliers?
```