L5+Hart,+Nicholas

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: Using Pictures and Graphs**

 * =**Objectives**:= ||
 * Student will understand that pictures and graphs can represent data. ||
 * Student will know the following terminology: probability, expected value, event, set,element, relative frequency and odds. Students will also need to know bar and line graphs, pie charts, frequency tables, box plots. ||
 * Student will be able to make meaning of a visual (of data) to estimate probabilities. ||

Probability Grade 9 - Diploma 5. Students understand the relationship of probability to relative frequency and know how to find the probability of compound events. b. Find expected value of events
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Result//: Mathematics - B. Data

Rationale: This lesson meets the Maine Learning Results by allowing students to use their knowledge of probability and graphs to conduct and create their own probability problems. By allowing students the opportunity to create their own problems from a graph, will have students using their understanding of graphs and how to read them to construct a probability problem pertaining to the given graph. ||

Students will participate in a Socratic discussion regarding any material learned to date in this unit. This is a time for the students to talk and ask questions to gain a further understanding of the material. The students will be seated in a circle (teacher included) and each student will have the opportunity to speak, comment and ask questions. The role of the teacher will be facilitator, to make sure the discussion is organized and is meaningful, the students will be in charge of what topics are to be discussed from the material. || The students will be split up into groups and given a graph of some data. Each group will then be responsible for making meaning of the graph and then to write a probability problem using the information from the graph. In this problem the students will need to use the concepts of probability as well as expected value. The students will then need to show how to solve the problem to show their understanding. Each group will also be responsible for presenting this problem through any of the following medium Garage Band, Comic Life or using iMovie (or any video editing software). This will count as the final quiz grade, testing students for their ability to interpret graphs. The students will have a week to accomplish this, and their presentation product's do not need to be anymore than a minute or two, they just need to convey their problem and solution in the product. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Art: Students will have the opportunity to use the named technology above. The students will also be able to make graphs representing data. English: The students will writing some form of dialog as part of their presentation product. Music: Students will be listening to a song and analyzing the notes and recording. ||
 * =**Integration**= ||
 * Technology: Students will be using Comic Life, Garage Band or iMovie to create a presentation to convey their group activities results.


 * =**Groupings**= ||
 * The students will be broken up into groups based on their grades for this unit. This will be arranged before class by the teacher. The teacher will make a list of the top five students and put them all in seperate groups, then the next five students will be dispersed evenly through the groups and so on until all the students have been assigned to groups. With a class of 20 there should be five groups of four. The students will get into their assigned groups once the activity portion of the class has begun. ||

I will review students' IEPs, 504s ELLIDEPs and make the appropriate modifications and accomidations for students. Absent Students: If a student is absent for class, they must have an excused absence (filed with the school) in order to get credit for any work due for class. Students will be expected to pass in any assignments due for this class no later than the start of the next (unless they miss that class too). Absent students are encouraged to see a peer, instructor or consult the class wiki to gather any information they need from this class. Students with excused absences must do the assessment on their own. By doing the work and putting forth an effort students with excused absences can earn back the participation points (20) which they would have recieved for the class. Students who do not have excused absences will not be able to earn back the participation points for this class (20) but they are still eligible to do the assignment on their own (or work with another student who was absent). || The students will all be using technology together in their groups to create their presentation products. This will allow all students to have the opportunity to use skills outside of mathematics, to help their group create the product. This will let students who are not that interested in the topic of probability, to be able to apply their interests and ideas to the ending goal (product), to have a chance to show off their skills outside the realm of mathematics. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Mathematical/Logical:** Students will calculate probabilities and word problems.
 * Visual:** Students will be working with graphs and Comic Life/Video software.
 * Interpersonal:** Students will participate in a Socratic discussion.
 * Naturalist:** Students will be given the option to form their product regarding nature.
 * Auditory:** Students will be listening to a lecture and a discussion.
 * Musical:** Students will be listening to a song at the start of class. ||
 * **Modifications/Accommodations**
 * **Extensions**

Comic Life Garage Band iMovie Activity Worksheet Graphs for Activity Song for Hook ||
 * =Materials, Resources and Technology= ||
 * Laptops (1 for each student)

Song for Hook (www.purevolume.com/dragonforce)  ||
 * =Source for Lesson Plan and Research= ||
 * Graphs/Activity by Nick Hart


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** This lesson meets the Maine Standard for Initial Teacher Certification by letting the students explore probability and expected value with peers and the guidance of the teacher. The students will be able to apply what they have learned to create their own probability/expected value problem to solve. The students will work together to create this problem and solution from using a graph of data for the students to interpret. Individual students in each group will be able to apply personal strengths and interests to their group project which will encompass the groups graph, problem and solution. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson meets the Maine Standard for Initial Teacher Certification by applying all the material learned so far in this unit to the activity to be started in class and to be completed for a future class. This will allow the student to use their prior and recent knowledge to put together a product that will show the student understanding of the material. This will be useful for the students as they will not be learning anything new about probability, and will directly help them in preparation for their test at the end of the unit. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson meets the Maine Standard for Initial Teacher Certification by allowing students to work together and use technology to present their information. The students will be brainstorming ideas for what kind of problem they would like to write based on the given graphs. The students will be using some form of media (movie, audio, comic strip) to portray their probability problem and solution. This will get the students engaged in making a visual for the math that they will be using and applying. Students will be up and moving around deciding and making their visual for their problem. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson meets the Maine Standard for Initial Teacher Certification by using two forms of assessment; formative and summative. The summative assessment will have the students creating their own problem that uses probability and expected value. The problem they create will be made from a given graph. The students will be using their knowledge of probability, expected value, compounding, fractions and reading graphs all to complete this task. The formative assessement will be a Socratic discussion regarding the material from this unit. This will allow the teacher and students to interact and have a discussion about the curriculum without having to solve any problems. This will show where the students are at with the material. ||

Agenda Introduction Discussion Activity Conclusion Once all the students have come in and taken their seats, the teacher will start class by letting everyone know what will be going on in class for the day’s lesson. The teacher should let the students know that they will be participating in a Socratic discussion to reflect on the content from the unit. Then after that the class will break up into groups and each group will be given a graph to create a probability problem from. Their problem will need to include expected value and each group will be making a presentation using an audio, video or visual medium. After this has happened the teacher will then play a song to illustrate the point that a song can be made and then have the notes written, or vice-versa. The students should then learn that graphs use the same logic. A problem can be created from looking at a graph, or a problem could be made that would construct a graph. This is the activity the students will be working on after the Socratic discussion. ** Where, What, Why, Hook. Tailor:Spatial, Verbal, Auditory ** || ** ||
 * =Teaching and Learning Sequence:= ||
 * The students will walk into the room and find the desks in a circle. The students will take their desks and find the following agenda written on the left side of the board.
 * 1) What will we learn today?
 * 2) Song
 * 3) Pass-in Any Work
 * 1) What do you want to discuss?
 * 2) Talk about Probability
 * 1) Get Into Groups
 * 2) Make A Problem
 * 1) Questions
 * 2) Wrap-up from activity
 * 3) What will we do tomorrow
 * During the Socratic discussion students will be seated in a circle, and each will take turns talking. The teacher will be guiding the discussion but should let the students pick what to talk about. Acceptable topics would be, probability and any terms/formulas/concepts that go along with it. The teacher should use an object in the room as an indicator for who’s turn it is to talk. This object should be passed from student to student based on who wants to talk or has something to say. The discussion should go no longer than 20 minutes, and if it goes shorter than that the teacher should ask questions about probability to the students to discuss and answer. (These questions can be found in the teacher notes). ** Equip, Tailor: Spatial, Visual, Auditory, Mathematical/Logical ** ||
 * After the discussion the students will then break up into groups. The groups will be based on the individual students grade. This will be taken care of before class, and all the groups will already be made and the list can be found on teachers desk with accompanied with this lesson plan. Once the students have been given their groups, they will rearrange the desks to form the appropriate groups. Once in the groups, the students should then receive the directions for the activity, a graph, and worksheet to be filled out during the activity. All of these papers can be found on the teachers desk with the lesson plan. Each group should be given a unique graph. Once the directions and papers have been passed out the students will then have the remainder of the class (minus the last ten minutes) to work in their groups on their problems. The students should complete almost all of the activity in class, the only section they may not do is the visual representation of the word problem they have created. They will have at most a week to complete this visual for their problem. ** Explore, Re-think, Revise, Tailor: Intrapersonal, Interpersonal, Verbal, Mathematical/Logical, Naturalist
 * Once there is only ten minutes left, all the students should pack up their things from their group and be asked to focus their attention to the teacher. The teacher will then take any questions the students may have regarding the activity. Once this has happened the teacher will then recap the lesson by revisiting the concept of the hook and make sure the students understood the parallel between the hook and the activity. Problems and songs can be created two different ways that are both equally effective. The students should then learn about what they will be learning about next class. Next class students will be exploring different careers that use probability. It will help students see how probability can be used in the real world and who in the real world uses it as part of their job. **Evaluate, Tailor:** **Intrapersonal, Mathematical/Logical, Visual/Spatial.** ||

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