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STUDENT PREPARATION Learning Objective Skill(verb)concept(noun) Student will do during Independent Practice Activate Prior Knowledge Univ. Exp: Already know Sub-skills: Review Today we will create and interpret line plots. We have used a number line to put numbers in order, add or subtract. The term (word) line plot has the parts line like in number line and plot to locate. CFU/TAPPLE What are we going to do today? What are we going to (skill)? What are we going to do with (concept)? Connect to Learning Objective CONTENT PRESENTATION Concept Development WHAT: Define/Rule Critical Attributes Example/Non-example Importance WHY: Pers/Acad/Life Skill Development HOW: Steps/ Maps Explain/Model/Demo Teacher Loop with Guided practice All variations Vocabulary: interpret-to understand and plot-to locate. In a line plot, data/information is plotted or located, above the numbers on a number line. P. 476 -I will use this table (a table provides the data/information to be used on our line plot) to show the number of games won by different teams. *What does the table provide? Pair share/non-volunteer -A line plot will have the numbers at the bottom of the line from the least (smallest) to the greatest (largest) number. -All line plots have a title. They have a title so that we know what we are working with. *How do we start a line plot? B tell A…pull a stick *Why do you think it is important for a line plot to have a title? Pair share/non-volunteer -The line plot shows the data/information from the table in an organized fashion. A line plot is easier to read and use, to answer questions. *Why might you use a line plot instead of a table? Demo the line plot created. The “X” represents each team or the category. (transparency) Non-example presented: This is not a line plot because….Demo Poster 4 graphs compare and contrast Why is this important? Because we will be tested on it. We can also use a line plot to keep track of who we might want our team. Also, a line plot helps with organizing information and making it easier to read. Steps to creating a line plot. 1. Review data table 2. Name line plot 3. Find the least (smallest) number and greatest (biggest) number 4. Write the numbers from least to greatest on the line plot 5. Draw an X above each number RAJ What is ___? Which example is ___? A or B How do you know? Does anyone else have any other reason as to why it is important? Which reason is most important to you? Why? You can give me my reason or your reason. Verify that students can execute the steps. Process question: How did I solve this problem? How did I get my answer (use academic language)? 6. Use the line plot to answer the questions. I Do Re-teach p.477 (transparency) Guided Practice Whole class We/together Rule of Two All variations We do: Line Plot- Slices of Pizza Present table and create line plot together…walk through steps. *How many students ate exactly 5 slices of pizza? --White board *How many students ate more than 4 slices of pizza? --White board *How many slices of pizza can most of these students eat? *How did you come up with that answer? Pair share/non- White boards Process question: How did we/you solve this problem? How did we/you get the answer (use academic language)? volunteer They do: Line Plot- Golden Broom data (to date) Students create line plot on paper provided. *How many teachers have received the golden broom exactly 2 times? *How many teachers have received the golden broom at least 1 time? *Who is most likely to get the next the golden broom? Why? Pair share/non-volunteer Closure (final CFU) Verify learning Prove ready for Indep. Prac. (80%+) c-What is a line plot? Pair share/non-volunteer c-What does a line plot need at all times? (A) title or (B) pictures s-What steps need to be followed to create and interpret line plots? Pair share/non-volunteer i-Why is a line plot important? Pair share/non-volunteer i-How might we use a line plot? Pair share/non-volunteer What is __? Why is __ important? How do you solve __? INDEPENDENT PRACTICE Independent Practice Students practice,80% Feedback=intervention The independent practice in Practice workbook 22.2 (on Level) Individual or small group for extra help INSTRUCTIONAL NORMS Check for Understanding Teach first Ask specific question Pause (wait 3-10 sec) Pick non-volunteer Listen to response Effect feedback (echo, elaborate, explain) Pair/Share A-B, B-A Whiteboards: Chin-it Use complete sentences Track with Me Read with Me Listen to Learn 3x’s HOQ