SDAP 1.1- Probability

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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
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