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Lesson Plan Analysis-Justification

This lesson plan focuses on teaching statistics standards from the NC Math 1 curriculum using the CODAP data analysis platform and a pre-made granola bars dataset. The lesson is split into three parts aligned with three standards - investigating a boxplot, analyzing outliers, and examining the relationship between two variables with a scatter plot. By using real-world data and CODAP's interactive features, students can develop conceptual understanding of statistics and apply their knowledge to draw conclusions from the granola bars data. The lesson also utilizes a Jamboard for students to post their work, allowing for easy comparison and discussion of different approaches.

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83 views2 pages

Lesson Plan Analysis-Justification

This lesson plan focuses on teaching statistics standards from the NC Math 1 curriculum using the CODAP data analysis platform and a pre-made granola bars dataset. The lesson is split into three parts aligned with three standards - investigating a boxplot, analyzing outliers, and examining the relationship between two variables with a scatter plot. By using real-world data and CODAP's interactive features, students can develop conceptual understanding of statistics and apply their knowledge to draw conclusions from the granola bars data. The lesson also utilizes a Jamboard for students to post their work, allowing for easy comparison and discussion of different approaches.

Uploaded by

api-491115234
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Analysis/Justification

When designing our lesson plan we decided to focus on some statistics standards as

CODAP is a great technology tool to introduce statistics to students. We then decided to

focus on the NC Math 1 statistic standards listed in our lesson plan. To teach these

standards we decided to identify a pre-made dataset from CODAP that can be used to

illustrate each of these standards. We ended up choosing the Granola Bars dataset as it

was a fairly simple dataset that had some quantitative variables with some correlating

with one another. Then we designed our activity, and in designing it, we decided to split

it up into three main components aligning with the three standards we chose. First,

students investigated a boxplot and had to make conclusions based on the diagram

they created. Then, they had to focus on outliers regarding a different variable and

notice how those outliers can impact the mean/median. Finally, students investigated

two quantitative variables using a scatter plot and a least-squares regression line. When

working through the activity students are working through procedures and having to

connect them towards a real-world topic. Instead of assigning random data values, each

statistical measure in the activity is practical. This means that students are taking their

statistical knowledge and applying it within a given dataset to form statistical

conclusions.

In this lesson, students are constantly using technology as they use CODAP as a

mathematical action tool and interact with a Jamboard as a conveyance tool. First off,

with CODAP students can develop a better conceptual understanding as they can

manipulate different variables and investigate relationships with ease as they do not
have to calculate every detail. Moreover, it is much more convenient when making

graphs/diagrams as CODAP can quickly create a boxplot/scatter plot for students to

explore. Using CODAP also furthers the use of the statistical habits of mind as students

have to analyze data, interpret the meaning of the data, and pose conclusions regarding

the data. Students have to investigate the data for themselves and come up with their

own conclusions. Another technology tool that was used is a Jamboard as students can

all post their thoughts and easily see how others approached the activity. This way the

class can quickly/easily compare the different approaches among students, and the

teacher can facilitate a classroom discussion using the posts made on the Jamboard.

By having all the responses in one, easy-to-locate place everyone can notice different

methods/conclusions and develop a better understanding of the statistical ideas

presented in this lesson.

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