Wichita State University
College of Education
Middle/Secondary Level Lesson Plan Template
Candidate
Leslie Seematter
Grade Level/Subject
8th Grade/Algebra
Lesson Title
Vocabulary Self-Awareness for
Words to Describe Data
Lesson Date
April 17, 2014
Overview
and
Context
The students will receive a vocabulary self-awareness table with vocabulary words that
describe data. The students have been learning about data and how to describe data on
graphs, tables, etc. with the vocabulary words given (center, spread, out lier, unimodal,
bimodal, multimodal, cluster(s), symmetric, right skewed, left skewed). The lesson is to
show the students a different way to have all their vocabulary in one place and how to
understand if they are experts on the words in the unit or need more studying of the words
in the unit. Students are to give examples and definitions of the words if they know them,
they are to put + if they know both an example and definition, or to put  if they know
either an example or definition, or to put – if they do not know neither an example nor a
definition. Some of the words the students may not know, but that is okay because as a class
we will go over the vocabulary words after they fill out their table; this is also to show the
students that they may not know some vocabulary and that they need to study the
vocabulary they do not know.
Assessed
Standards
Kansas College and Career Ready Standards for Math:
http://community.ksde.org/Default.aspx?tabid=5276



Statistics and Probability (7.SP)
o Use random sampling to draw inferences about a population
2. Use data from a random sample to draw inferences about a population
with an unknown characteristic of interest. Generate multiple samples
(or simulated samples) of the same size to gauge the variation in
estimates or predictions.
Expressions and Equations (8.EE)
o Understand the connections between proportional relationships, lines, and
linear equation.
5. Graph proportional relationships, interpreting the unit rate as the slope
of the graph. Compare two different proportional relationships
represented in different ways.
8. Analyze and solve pairs of simultaneous linear equations.
a. Understand that solutions to a system of two linear equations in
two variables correspond to points of intersection of their graphs,
because points of intersection satisfy both equations
simultaneously.
Functions (8.F)
1. Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an
input and the corresponding output.
Middle/Secondary Level Lesson Plan Template, Approved 5-25-11
Page 1
Content
Objectives
Students will:
*define and give examples of
vocabulary words given to describe
data.
*select if they are experts or need
more studying of the vocabulary
words given by applying what they
know.
* explain what definition and example
they have written down for each
vocabulary word given.
Language
Objectives
Students will:
*draft definitions of vocabulary
words describing data and draw
examples if needed to describe the
vocabulary words.
*summarize their thoughts by
speaking aloud or writing on their
sheet with vocabulary words
given.
*ask what the definitions and
examples mean or if needing more
clarification.
Key
Vocabulary
Content – center, spread, out lier,
unimodal, bimodal, multimodal,
cluster(s), symmetric, right skewed,
and left skewed.
Materials,
Technology
Needs

For the students
o A worksheet with a
table of vocabulary
words that describe
data, area to write an
example and
definition, and also an
area to write and
determine if they are
experts or need more
studying.

For the teacher
o Blank worksheet to
write down the
student’s own answers
o A worksheet with
examples and
definitions of the
vocabulary words to
refer to if needed.

Technology
o The Elmo to project
what the teacher is
writing from the
students’ thoughts.
Functional – The students will judge
if they are experts of the vocabulary
words or need more studying if they
only know either an example or
definition or know neither. They will
determine an example, definition, and
write down what they know on a sheet
provided with the vocabulary words
describing data. The students will
then speak and explain what they
wrote down or thought of each
vocabulary word.
Higher
Order /
Essential
Questions




Have you seen this type of vocabulary set up before?
This is a way to organize vocabulary words; this can be used in any class and not
just math.
Think about what the words mean when describing data.
Prompt them to answer what they wrote for the vocabulary examples and
definitions.
Middle/Secondary Level Lesson Plan Template, Approved 5-25-11
Page 2
Time
5-6
minutes
for all
15-18
minutes
for all
Learning Activities
Building Background
 Pass out vocabulary self-awareness sheets to
students.
o Students will either say yes or no.
 Ask the students if they have seen this type of
vocabulary set up before.
o Explain to them that this is a way to
organize their vocabulary words, and it
can be a tool used in any class they have.
 Let students look over the sheet while passing
them out and asking the question above.
 Tell the students that the vocabulary words given
are those to describe data, and that they have been
learning and examining these words throughout
the unit.
 Then explain the procedure at the bottom of the
worksheet given to them and have them follow
along.
o Examine the words listed in the first
column.
o Put a “+” next to each word you know
well and give an accurate example and
definition of the word. Your definition
and example must relate to the unit of
study.
o Place a “” next to any words for which
you can write only a definition or an
example, but not both.
o Put a “-” next to words that are new to
you.
o This chart will be used throughout the
unit. By the end of the unit you should
have the entire chart completed. Since you
will be revising this chart, write in pencil.
 Answer students question about the procedure if
there are any.
 Simplify and explain the procedure again to
ensure students understand.
Meaningful Activities
 Tell students that they will have 5 to 6 minutes to
go through and see what they know about the
vocabulary words given.
 Tell them that they need to work on their own
since this is a way to help them realize what they
know or remember.
 Tell them that if they do not know an answer that
they do not need to worry because we will come
back together and discuss.
Middle/Secondary Level Lesson Plan Template, Approved 5-25-11
Review & Assessment

Determining if they
have been exposed to
this type of vocabulary
set up.

Determining if they
understand the
procedure of filling out
the worksheet given.
Page 3







5-8
minutes
for all
Tell them that they can write an example or they
can draw an example if it helps.
Walk around the room to ensure students are
working while they are working on the examples
and definitions.
Answer questions if the students have any, but
ensure them that we will come back and discuss.
When time is up, bring students attention back to
the front of the room and discuss what they
thought of and what they knew about the
vocabulary words.
Tell students that they should all participate
because they will receive candy at the end of the
lesson to help with participation.
Use the Elmo to project what you, as the teacher,
write on the blank worksheet of what the students
give as examples and definitions of the vocabulary
words.
When students answer ensure their answer if
wrong and explain how it could be different or
more in detail; if students are correct ensure their
answers.
Wrap Up/Final Review
 Remind students of the vocabulary words to
describe data and some of the examples and
definitions.
 Tell students that if they organize their
vocabulary this way on a sheet of paper, they can
keep adding vocabulary words throughout the
unit.
 Ask students if they have any questions or need
clarification if they have not already asked so
about the vocabulary words or the worksheet
provided.
 Tell students that their teacher has a quiz of the
vocabulary words discussed for them, and if they
took notes throughout the lesson they can use the
notes on the quiz.

When walking around
make sure students are
writing, if they are not
working ask if they
know the vocabulary
words.

When discussing, this
assesses if they worked
on the worksheet or
have been working on
the vocabulary
throughout the unit.

The quiz will be graded
by the teacher and put
in the grade books.
References
Goodman, L. (2001). A tool for learning: Vocabulary self-awareness. In C. Blanchfield (Ed.). Creative vocabulary:
Strategies for teaching vocabulary in grades L-12 (p. 46). Fresno, CA San Joaquin valley Writing
Project.
Mathematics Standards. (n.d.). Home. Retrieved May 6, 2014, from http://www.corestandards.org/Math/
Middle/Secondary Level Lesson Plan Template, Approved 5-25-11
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For the Students: Vocabulary Self-Awareness Chart for
Words to Describe Data
Word
+

-
Example
Definition
Center
Spread
Out Lier
Unimodal
Bimodal
Multimudal
Cluster(s)
Symmetric
Right Skewed
Left Skewed
Procedure:
1.
2.
3.
4.
5.
Examine the words listed in the first column.
Put a “+” next to each word you know well and give an accurate example and definition of the word. Your
definition and example must relate to the unit of study.
Place a “” next to any words for which you can write only a definition or an example, but not both.
Put a “-” next to words that are new to you.
This chart will be used throughout the unit. By the end of the unit you should have the entire chart
completed. Since you will be revising this chart, write in pencil.
Middle/Secondary Level Lesson Plan Template, Approved 5-25-11
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For the Teacher: Worksheet for Teacher with Examples and Definitions
Word
+

-
Example
Definition
Center
The mean, average, median, mode
The point in the middle of
the data
Spread
Range, mean
The spread of the data;
found by the range
(difference between the
lowest and highest value)
this tells how spread out
the data is
In scores 25, 29, 3, 32, 85, 33, 27, 28;
both 3 and 85 are the outliers
Value that “lies outside”
most of the other values in
a set of data
The data of 8, 11, 9, 14, 9, 15, 18, 6, 9, 10
A distribution where one
value contains more data
than the other values (one
mode)
Outlier
Unimodal
The mode is 9 which makes this data
unimodal
Bimodal
The data of 24, 15, 18, 20, 18, 22, 24, 26,
18, 26, 24
The modes of this are 18 and 24 which
makes this data bimodal
Multimodal
The data of 24, 15, 15, 18, 18, 15, 22, 24,
18, 26, 24
The modes are 15, 18, and 24 which
makes this data multimodal
Cluster(s)
The ages of 6 people are 39, 34, 35, 34,
33, 27. In the data, the cluster of ages
34, 35, 34, 33 are close to the age 34.
Middle/Secondary Level Lesson Plan Template, Approved 5-25-11
A distribution where there
are two distinct values that
contain more data than
the other values (two
modes)
A distribution where there
are many values that
contain more data than
other values (more than
one mode)
Data clustering is a group
of numbers, where each
group surrounds a
particular number
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Symmetric
Symmetric distribution is
where the left and right
hand sides of the
distribution are equally
balanced around the
mean.
Right Skewed
A distribution that is right
skewed is not symmetric
around the mean which
makes the mean greater
than the median (positive)
Left Skewed
The opposite of right
skewed. The mean is less
than the median (negative)
Middle/Secondary Level Lesson Plan Template, Approved 5-25-11
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