Instructor: Ms. Marithza Rendon
Lesson Title: Exploring the Bell
Curve and Applying the
Empirical Rule
Grade & Subject: 9th/ 10th Accelerated
Analytic Geometry (Math)
Date: February 12, 2015
1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURES
Essential
How does a bell curve relate to data? What is the Empirical Rule?
Question(s) /
What is the total area or proportion underneath the curve?
Central Focus
Learning
Objective(s)
CCGPS or GPS
Standard(s)
 Students will be able to learn how the bell curve can be used to
represent normal distributions and how the empirical rule can be
used to make conclusions based on normal bell curve. Students
will be able to relate this information and understand how their
standardized test scores are evaluated and interpreted using this
information.
 Students previously learned how to calculate standard deviation
and other measures of central tendencies. For this lesson,
students will be able to visualize how standard deviations affect the
spread of data and apply previous knowledge learned.
 This lesson is a brief introduction to the AP Statistics course
students can choose to take in the near future. Students will be
able to understand how statistics is used in many careers and gain
a basic understanding over these major concepts.
MCC9-12.S.ID.2 Use statistics appropriate to the shape of the data
distribution to compare center (median, mean) and spread
(interquartile range, standard deviation) of two or more different data
sets.
MCC9-12.S.ID.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.
Instructional Strategies &
Learning Tasks that
Support Diverse Student
Needs
MCC9-12.S.IC.1 Understand statistics as a process for making
inferences about population parameters based on a random sample
from that population.
Introduction to
Lesson
Body of
Lesson
As a warm-up to the class, students will be asked to calculate the
mean and standard deviation of a data set. Two students will be
asked to calculate both measures of central tendencies on the main
board and explain their throughout process to the class. Before
beginning the notes, I will then ask students who plan to take the
SAT or ACT. I will explain to students how SAT/ACT scores are
collected and normally distributed. With the interest of students on
how standardized scores are collected and interpreted, I will then
begin the notes on the power point introducing the bell curve.
The introduction should take approximately 10 minutes.
1. A PowerPoint presentation will be shown to students to teach
students the information needed to comprehend the lesson. The
1
Instructor: Ms. Marithza Rendon
Lesson Title: Exploring the Bell
Curve and Applying the
Empirical Rule
Closure
Learning Supports:
Differentiation,
Modification(s), and
Accommodation(s)
Grade & Subject: 9th/ 10th Accelerated
Analytic Geometry (Math)
Date: February 12, 2015
presentation will demonstrate students what a bell curve looks
like (visualization) and written properties of the curve. One
student will be asked to read one slide during the presentation
(auditory presentation) while students are writing their notes. The
instructor will then give a detailed explanation of the information
and include solid examples to clarify any definitions. The
presentation will include a brief explanation of the standard
normal distribution. To further understand the bell curve, the
presentation will demonstrate students what the empirical rule
states and include visualizations for students. As a class, the
students and the instructor will answer a few questions that apply
the empirical rule. The instructor will explain how important it is to
draw the bell curve and model how to create a bell curve. The
instructor will model how to interpret the bell curve to answer
questions. This part of the lesson should take approximately 15
minutes.
2. After answering any questions from the students, the instructor
will then explain the next activity. The activity involves students
working in pairs to complete their own unique problem using the
empirical rule. Students will be asked to create their own bell
curve using the information provided to students and answer a
series of questions by interpreting data. Students will be asked to
complete their task on a piece of construction paper. This part of
the lesson should take approximately 15 minutes. If students
complete their task, they will be asked to assist other classmates.
3. Once students complete their task, students will be asked to
present their work to their classmates. Presentations should take
approximately 5 minutes to complete.
Students will then be asked to come together as a class. To assess
student comprehension over this lesson, a brief discussion will take
place. Students will be asked to share what they learned or how they
think they could use this information in the future. The responses of
students will determine if students understood the empirical rule, bell
curves, and important vocabulary words and symbols of this lesson.
A handout will be given to students and students will be asked to
complete the assignment at home. This closure should take
approximately 5 minutes.
 To differentiate the instruction, I will provide my students with a
variety of means of instruction. Visual and auditory statements
will be used to support my struggling readers in the classroom.
Students who enjoy reading will be given formal definitions to
support the main ideas.
 To support my students who have ADHD, I will keep the
instructional part of the lesson brief and provide my students
different opportunities to practice this mathematical concept. By
providing my students with different tasks, students will not be as
distracted and remain focused throughout the class.
 For students who preform above grade level, I will group these
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Instructor: Ms. Marithza Rendon
Lesson Title: Exploring the Bell
Curve and Applying the
Empirical Rule
Formal and Informal
Assessment
students who normally need extra assistance. Students who
perform below grade level will receive peer tutoring from their
classmates and receive extra assistance from the instructor.
 Extra time may need to be given to students to complete the
tasks to ensure student learning in the classroom.
During the group activity, I will assess student comprehension over
major concepts of the lesson and mathematical vocabulary. The
results of the assignment with assess student comprehension
formally. The assignment will determine if students understand bell
curves and the empirical rule. By listening to student conversations
and questions, I am able to determine student understanding
informally. I will be able to provide students with individual feedback
during the activity as well. At a later date, I will use a quiz and
summative test to formally assess student learning. The discussion
at the end of the lesson will determine if students understood the
standards listed above.
The key learning task for this lesson is to gather information of a normal
distribution curve to interpret and analyze results. Students will be able
to use their academic language while interpreting their data.
Academic Language
2. RESOURCES
Language
Functions
Grade & Subject: 9th/ 10th Accelerated
Analytic Geometry (Math)
Date: February 12, 2015
The purpose of this lesson is: Interpreting
Students will be able to interpret data and information on normal curves
using the empirical rule. During the learning task, students will be able
to practice interpreting data.
Vocabulary By interpreting data, students will need to know what key vocabulary
words mean while being asked to complete the task. Students would
also need to use mathematical vocabulary words while writing their
results and verbally explaining their results to their peers.
Syntax or
Students will be able to write how to use formulas and notations
Discourse
throughout the lesson. Notations (Greek symbols) include 𝜇 𝑎𝑛𝑑 𝜎,
which stand for mean and standard deviation respectively. Students will
also be able to explain their interpretations of data to the class.
Materials
 Projector with a computer with the PowerPoint presentation titled
“The Bell Curve and the Empirical Rule” (attached).
 Expo Markers and a white board to write the agenda and warm-up.
Also, the marker and white board will be used to model practice
problems on the board
 14 pre-cut problems. One problem will be given to each group
 14 pieces of construction paper
 Glue and markers for students to complete their assignments
 Approximately 30 copies of the Empirical Rule handout (attached)
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Instructor: Ms. Marithza Rendon
Lesson Title: Exploring the Bell
Curve and Applying the
Empirical Rule
Technology
Grade & Subject: 9th/ 10th Accelerated
Analytic Geometry (Math)
Date: February 12, 2015
A PowerPoint presentation will be provided to demonstrate students the
key ideas over the lesson. This PowerPoint lesson will be posted on the
class website for further support student learning. Calculators will also
be used to calculate formulas and make calculations. Calculators will be
used to support students while calculating and interpreting data.
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