Wilmington University
Pathwise Lesson Plan Format
Teacher/Student
Teacher
Grade:
Subject:
Date:
Peggy Bell Cole
Seventh
Math – How to Make Scatter Plots
October 10, 2009
Original lesson plan found at:
http://www.lessonplanspage.com/MathGraphUnit(1)MakingScatterPlots7.htm
Improvements to the plan are in bold italic.
1. Briefly describe the students in this class.
This lesson plan is for a 7th grade pre-algebra class. This is the highest level math taught for this
grade, so the students are relatively advanced in their math knowledge and proficiency. The material
covered is a review of previously learned material, which is necessary for moving on to additional
material. There are approximately 28-30 students in the class, none with any particular needs,
though there are a couple of gifted students in the class.
The setting is the regular teacher classroom, which has several computers in the back of the room.
2. What are your goals for the lesson? What do you want the students to learn?
My goals for the lesson are that all students will be able to look at table of data, and transfer that data
to graphical form, in this case, scatter plots. Higher level students will be able to draw line of best fit
and calculate slope, while all students will be able to determine if the line shows an increasing or
decreasing relationship.
3. Why are these goals suitable for this group of students?
These goals are suitable, because they build on previously learned knowledge; they have already
mastered plotting of points, and have been using the scientific method to collect data.
The lesson links into several learning styles; analytical/logical/mathematical, spatial/visual (seeing
plots), and linguistic (watching video, hearing and reading about the concept.)
4. How do these goals support the district’s curriculum, state frameworks, and/or content
standards?
These goals link directly into DE Standard 4 (5–8) – Quantitative Reasoning: Students will develop
Quantitative Reasoning and an understanding of Data Analysis and Probability by solving problems
in which there is a need to collect, appropriately represent, and interpret data; to make inferences or
predictions and to present convincing arguments; and to model mathematical situations to determine
the probability.
5. How do these goals relate to broader curriculum goals in the discipline as a whole or in other
disciplines?
Demonstrate or describe how these goals link to big ideas, curriculum concepts, or to concepts
being taught in other discipline areas. Describe how this lesson fits into the sequence of the
instructional unit or curriculum.
These goals link very neatly into science, particularly as they reinforce elements of the scientific
method. They promote data analysis skills important in science, and depending on the topic
researched, can link into social studies or language units that are currently being studied by the
students (i.e. can plot driving times versus distance for a geography lesson, or plot number of book
read by a student each quarter.) The goals also link to a computer literacy goal.
6. How do you plan to engage students in the content? What will you do? What will the
students do? (include time estimates).
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Warm up – dot to dot activity 3-5 min
Explain that there is more to data than dot to dot. Describe purpose of plotting data, how
to analyze data, reasons for doing this. Lecture style, with some Q&A (asking students to
answer why they should learn this.)
Improved warm up – after dot to dot ask provocative questions like – “Do you think there
are more seventh grade students now than in 1960? Why? How would you determine
this?”
Instructional input: Introduce video as a procedure or method to do the work.
View video – 3 min.
Improved video method – have students develop and videotape their own description of
how to plot points, using whatever method they choose (Excel, Smartboard, web-based
programs, etc.)
Check for understanding: Discuss and clarify questions based on video.
Model: Use Smart Board to plot series of points. Ask students to come up and draw their
version of a straight line that connects the dots. Calculate slope and intercept by counting
off points on the line (calculate rise and run.) Check against Smartboard answer.
Check for understanding: Continue with Smart Board with another example. Have
students answer question of where the points should be, and where the line should be
drawn. Ask open ended questions like – how do you know the slope is negative, etc, to test
that they understand the concept. Introduce concepts of slope and intercept (as
introduction to future lesson), but do not spend much time on this.
Guided practice – hand out worksheet (# seventh graders in US) for students to work on
individually.
Improved guided practice: Students work in small groups to solve the problem on the
worksheet. Walk around room to see how groups are doing, give individual feedback and
discussion. Ask groups to report out results.
If computers are available, have each group use following website to plot results:
http://nces.ed.gov/nceskids/createagraph/default.aspx
If time permits, explore Internet or Excel straight line algorithms to plot line, calculate
slope, etc. Can also use this as an activity for the at students to do off line, or at computers
in the classroom once they finish the worksheet.
Additional questions can be asked/additional research – Find out how many seventh grade
teachers there are in each of those years. This would require a web search. Calculate the
teacher/student ratio, using program of your choice. Develop conclusions or suggestions
based on results.
No closure activity other than turning in completed worksheets.
Improved closure is to reinforce concept and how we will extend it in future lessons. Do
this via asking – what did we learn, and summarizing the concept.
7. What difficulties do students typically experience in this area, and how do you
plan to anticipate these difficulties?
Describe any special concerns you may have about this material, the methodology, or the
equipment that you will be incorporating into this lesson as related to the students in this class.
Explain how you plan to address these concerns.
Teacher will go around the room and work with individual students as problems arise.
Anticipated issues – understanding that this is not dot to dot, but trying to get them to draw an
approximation of a line. Use the smart board to demonstrate. Students with difficulty plotting points
can use National Library of Virtual Manipulatives (NLVM) Line Plotter tool or:
http://nces.ed.gov/nceskids/createagraph/default.aspx to work on this independently of the rest of the
class.
Another issue – remembering what negative and positive slopes mean. Use the example to test
knowledge – are there more or less students as time goes on? Make connections to raw data for
those who have difficulty with plot analysis.
Concerns over equipment include – functioning Smart Board, Internet available, enough computers
in classroom available. Ways to work around – test Smart Board before hand; if not functioning, use
whiteboard and have handouts. Can copy the youtube video onto hard drive to make sure it’s
available when needed. May have to assign more than one student to a computer if necessary.
8. What instructional materials or other resources, if any, will you use?
Equipment/resources needed:
 Smart Board, with link to internet or computer (for youtube video)
 Additional computers for student use
 Copies of handouts
 Videocameras, if recording option chosen
 Rulers/straightedges
 Calculators (to determine slope)
9. How did you plan to assess student achievement of the goals? What procedures
will you use? (Attached any tests or performance tasks, with accompanying scoring
guides or rubrics.)
Assessments can be conducted in both formal and informal ways. Assessment is an ongoing
activity and can be done at various stages in the lesson. A final, formal evaluation might occur
at the conclusion of teaching a concept or skill. Examples of assessment can include
observation of students, checking for understanding, guided practice activities in the
classroom, independent practice, quizzes, tests, demonstrations, etc.
Assess by asking questions as the lesson progresses – What does this mean, why do you think that,
etc. type of questions. During individual or group work, circulate around the room to find out if
there are questions about the assignment.
Assess knowledge by grading the handout/homework, and then with future quizzes and tests.
10. How do you plan to use the results of the assessment?
Describe the way in which the assessment will be used? Examples include evaluation of student
comprehension before moving on to a more complex concept, grading, assessment of a student
achieving a standard, interim assessment of a concept, meeting the needs of an individual
instructional plan (IIP or IEP), etc.
This concept must be mastered before we can build on it - calculating slope & intercept, using
equations to describe a line, understanding linear vs. non-linear lines, etc. If the assessment is
positive, we can move on; for those who need more help, additional practice at the computers (using
the programs above) or one on one assistance will be used. Students teaching other students can also
be used.