After completing your readings from McKellar (2009) and Van de Walle (2013), choose a statistical concept (i.e. classification, graphical representations, or measures of center and variability) appropriate for your target grade level and construct a lesson plan that addresses the four-step process for doing statistics. Be sure the lesson relates to your students’ lives and includes a multimodal approach. The lesson should be planned for the equivalence of one math class.
It is good to plan in detail every once in a while because it gives you the opportunity to brainstorm and be creative as you address the different portions of the lesson plan and to check your thinking to make sure the lesson is clear and aligned to standards.
These solutions may offer step-by-step problem-solving explanations or good writing examples that include modern styles of formatting and construction of bibliographies out of text citations and references. Students may use these solutions for personal skill-building and practice. Unethical use is strictly forbidden.Part One: Lesson Introduction/Anticipatory/Introductory Set
How does one define mean, median, mode and range? Print out a copy of your grades from your subject area of choice and find the mean, median, mode and range? Share your findings with your peers and compare and contrast your progress with your peers.
Transition: Once student learners prove proficiency in finding the mean, median, mode and range, they will be groups with peers to compare and contrast student progress.
Part Two: Developmental Activities
Lesson Plans must be detailed to include the following:
• Teacher create a T-Chart and solicit student responses as to WHAT they KNOW about the related vocabulary and the processed associated with finding; mean, median, mode and range.
Teacher will review and discuss the implications of the T-Chart Findings. Teacher will utilize the responses as a formative...
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