Teacher: Favors

Dept. : Mathematics Course: CCGPS Coordinate Algebra

Topic/Theme: Describing Data Timeframe: 2 – 3 weeks

Essential Question(s): Learning Targets: Essential Content Vocabulary:

AssessmentUnderstand
of Learningand be able to use the context of
Goals Interquartile Range Differentiation (Product, Process, Co
When taking real-life actions, what factors the data to explain why its distribution takes Skew Learning Profile)
are important for me to consider in on a particular
 Constructed shape
Response Correlation  Tiered Assignments:
Quartile  Leveled Questions:
determining which statistics to compare,  Informal Assessment
Summarize Represent Interpret Data in One Box Plot  Multiple Intelligences:
graphical representation, and interpretation Selected Response
 Open-Ended Tasks:
 Variable
Performance Tasks Histogram
techniques?  Problem-Based Learning:
 Unit Test Mean Absolute Deviation
 Summarize
Ticket Represent Interpret Data in
out the door Outlier
Why are linear models used to study many 
Two Variables
Red-Yellow-Green Joint Frequencies
important real-world phenomena?

Engagement Strategies(DOK, Bloom’s, HOTS)

Summary: I plan to revise this unit by having a big
idea that compare data Math Class Grades Task on poverty, health, and education
in their community. I Basketball Star Task want my students to determine if
there is a relationship Leisure Time Task between the three topics. If so,
what is the relationship Public Opinions Task and what can be done to make a
change. “The TV/Test Grades Task transformative approach changes
the structure of the Equal Salaries for Equal Work Task curriculum and encourages
students to view Research Design Culminating Task concepts, issues, themes, and
problems from several ethnic perspectives and points of
view” (Banks, 1999).
Standards of Focus:

Summarize, represent, and interpret data on a single count or measurement variable.

MCC9-12.S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). Choose appropriate graphs to be consistent
with numerical data: dot plots, histograms, and box plots.

MCC9-12.S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range,
standard deviation-Advanced Algebra) of two or more different data sets. Include review of Mean Absolute Deviation as a measure of variation.

MCC9-12.S.ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data
points (outliers). Students will examine graphical representations to determine if data are symmetric, skewed left, or skewed right and how the shape
of the data affects descriptive statistics.

Summarize, represent, and interpret data on two categorical and quantitative variables.

MCC9-12.S.ID.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data
(including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

MCC9-12.S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

MCC9-12.S.ID.6a Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a
function suggested by the context. Emphasize linear, quadratic, and exponential models.

MCC9-12.S.ID.6b Informally assess the fit of a function by plotting and analyzing residuals.

MCC9-12.S.ID.6c Fit a linear function for a scatter plot that suggests a linear association.

Interpret linear models

MCC9-12.S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

MCC9-12.S.ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.

MCC9-12.S.ID.9 Distinguish between correlation and causation.

 Part II: Context

Osborne high school is located at 2451 Favor Rd SW in Marietta Georgia. I believe the nature of the community serves as an asset

and a challenge. The demographics of the community have changed rapidly over the years. When Osborne first open the community

contained mainly all white members but over the years the community has changed to a more diverse community. One of the issues

that the community faces is being in a low-income area. The community have challenges with involvement in the community and in

the local school.

According to the Georgia DOE website, Osborne population is made of 50% Hispanics, 40% African American, 6% Caucasian,

2% Asian, and 2% multi-racial. Osborne High School is truly a melting pot of cultural diversity. I see this as one of Osborne’s

successes. This allows students (and teachers) to get to know other people from many different racial and ethnic backgrounds.

Osborne has been a Georgia Rewards (highest progress) for the last four years. Most people won’t see this as a success because the

school has a low graduation rate (57%) but being a reward school shows that the school is constantly making progression. Osborne

population also contains students (83%) who receive free and reduced lunch. Most of the students at Osborne are coming from a

household who are economically disadvantage. This can be a challenge for the community as well as the school. Osborne face the

challenges of having a good amount of its population consists of students who are learning English for the first time and students with

disabilities that cover a wide range (learning disability, emotional disorder, behavior disorder, MID, ADHD, Autism, etc.). Regardless

of the challenges Osborne face in and outside the school, the school always put their best foot forward. Osborne makes sure they can

support all the different types of students that make up their population. As stated earlier, Osborne population is 50% Hispanics so we

have an ESOL program for each core subject to ensure that these students are receiving adequate support while learning English and

the content of particular subject. Osborne has a parent center in the counseling suit where our Spanish speaking parents (and all
parents) can come (or call) and talk with our parent liaison who will help translate between teachers, staff, and parents. Osborne is also

making sure they have content teachers who can support the students with disabilities within the general education classroom outside

of the help of a special education teacher.

My third block class consists of 20 students who are very active, talkative, and energetic. There are 7 females, 13 males, 7

students with dishabilles, and 2 students who are EL (that have a mid to high proficiency level). Out of the 20 students 12 have prior

knowledge for this unit and 8 students who lack prior knowledge for this unit. The students in this class has interests in drawing,

JROTC, cooking (having their own restaurant), and playing soccer. This class has learning styles of visuals, kinesthetic, and social.

Part III Pre-Unit Assessment

NAME: _____________________________________________________________________________

1. In which week(s) did store B charge more than store A?

2. Find the mean, median, mode, and range for the list of numbers below.
5, 5, 6, 8, 10, 4, 6, 15, 9, 3, 6, 6, 19

3. Identify the slope and y-intercept.

y = -2x + 1

4. What do you know about poverty?

 Agree or Disagree: People in poverty are people who don’t want to work.
Agree or Disagree: Schools in low-income communities have low test scores.

5. Put a check mark next to the learning activity you would enjoy the most.
_____Learning on your own
_____Learning by interacting with others
_____Watching videos

_____Searching for information on the Internet

Part IV: Overview of Revisions to Unit Plan and Review of Transformative Resources
The first thing I wanted to do to revise this unit is to give the unit a big idea/ theme. Originally in the unit plan the theme was

just the name of the unit (describing data). The revise unit has a theme of poverty. The second thing I wanted to revise is the data used

throughout the unit. The data must be related to the poverty. Before this I used data on random topics (pet owners in the class, hours

spent watching TV or studying, and classroom birthdays) and data already prepared from the textbook. Lastly, I wanted to change the

activities in this unit. Previously, I would use textbook problems and examples to allow my students time to practice and process the

content. The context of these problems had a real-world connection but not meaningful real-world connections.

Content & Language Activities Assessment

Objectives
Through reading students What is poverty? Written report and family
will interpret meaning budget.
from text (Level 4) The reality of poverty is introduced to students through an article and news
Through writing students reports. Students will summarize the article/video interpretation of poverty
will produce content- and give their own beliefs on poverty. Students will create a budget for their
related report (Level 4) family and to relate their own life to that of a family below the poverty line.
Resources
http://www.poverties.org/what-is-poverty.html
 http://video.foxnews.com/v/2668167174001/poverty-in-america/?
#sp=show-clips

Students will summarize, Who are the poor? Small presentation (of
represent, and interpret graphs) and summary of
data on poverty Students are given two tables from the U.S. Census Bureau on poverty in data on U.S. poverty.
the U.S. The tables give the poverty level in the 50 states and the District of
Columbia, and demographic characteristics of people in poverty such as
age, race, and education. Students are asked to analyze this data, to create
graphs (bar, circle, line), and summarize their conclusions
Resource
http://www.census.gov/hhes/www/poverty/data/incpovhlth/2013/tables.html

Students will understand How is poverty related to school achievement? Final project: Presentation
and be able to use the and written report.
context of the data to Students collect online data for poverty level and achievement level for a
explain why its random sample of school districts in their state. Students are asked to
distribution takes on a analyze this data. Students will construct a graph (bar, circle, or line), a
particular shape scatterplot, and a regression equation for the data. Students will determine if
there is a relationship between poverty and school achievement and give a
report of their findings. Students will create suggested solutions to help stop
poverty.
Some resources
http://www.publicschoolreview.com/
http://gosa.georgia.gov/report-card
http://www.gadoe.org/Pages/Home.aspx

I believe all of the following resources are transformative because they allow my students view poverty (which is an issue) from

multiple points of view. They also allow my students to study poverty by gathering information (data) on poverty, determine their

position on poverty, and come up with solutions to end poverty.

What is poverty? (2013, May). Retrieved July 22, 2015, from

http://www.poverties.org/what-is-poverty.html

Poverties.org is a website that provides a variety of articles comparing what works and what doesn't when fighting poverty. This

website has navigation tabs that led you the definitions of poverty, the case and effects of poverty, food crisis, and poverty in different

regions/countries. I’m using this resource to help introduce the reality of poverty (worldwide) to my students. My students will

compare this interpretation of poverty with their own definition of poverty.

Poverty in America (2013, September). Retrieved July 22, 2015, from

http://video.foxnews.com/v/2668167174001/poverty-in-america/?#sp=show-clips

FOXnews.com is a website that report worldwide news related to various topics. This website has navigation tabs that led you the

news on the U.S./World, video news clips, news related to health, science, sports, entertainment, and much more. I’m using this

resource to give my students another interpretation of poverty (specifically poverty in America) to compare with their definition of

poverty.

Who are the poor? (2013, September). Retrieved July 22, 2015, from

http://www.census.gov/hhes/www/poverty/data/incpovhlth/2013/tables.html

The Unity States census burea is a website that provides quality data about the nation's people and economy. This website has

navigation tabs that led you data related to different topics (poverty, population, and economy), geographic data, and their library
 filled with multimedia files. I’m using this resource to give my students another data on the poverty level in the 50 states and the

District of Columbia with demographic characteristics of people in poverty.

How is poverty related to school achievement? (n.d.). Retrieved July 22, 2015, from

http://www.publicschoolreview.com/
http://gosa.georgia.gov/report-card
http://www.gadoe.org/Pages/Home.aspx

The three websites listed above provides data/information on public school districts and public schools. My students can use these

websites to collect data for poverty level and achievement level of school districts.

Part V: Plan for Family and/or Community Engagement

 Home Journals: with home journals parents can see their child’s interpretation of poverty from sources given in class and

their own interpretation of poverty. Parents can share their definition of poverty with their child and the class (through the

journal). Parents can also come up with a budget for their family and see how it compares to the budget their child created for

their family (What is poverty?)

 Interviews: students can interview various community members on the past, present, and future poverty levels in the Osborne

community. This can be another resource to collect data/information on Osborne school district.
  Community Meeting: students organize a meeting for family members and community members to present their findings

(data and summarize conclusions) and ask the community for suggested solutions to help stop poverty in the Osborne school

district.

Part VI: Assessment

Final Project Rubric (summative assessment)

How is poverty related to school achievement?

Teacher Name: Ms. Favors 

Student Name:     ________________________________________

CATEGORY 4 3 2 1
Representation of Data Clear and consistent evidence Evidence that the student: Limited evidence that the Limited to no evidence that the
that the student: student: student:
Constructed a graph (bar, circle, Constructed a graph (bar, circle, Constructed a graph (bar, circle, Constructed a graph (bar, circle,
or line), a scatter plot, and a or line), a scatter plot, and a or line), a scatter plot, and a or line), a scatterplot, and a
regression equation for the regression equation for the regression equation for the regression equation for the
collected data (4 pts) collected data (3 pts) collected data (2 pts) collected data (1 pts)
Report Clear and consistent evidence Evidence that the student: Limited evidence that the Limited to no evidence that the
that the student: student: student:
Analyzed collected data and Analyzed collected data and Analyzed collected data and Analyzed collected data and
determined if there is a determined if there is a determined if there is a determined if there is a
relationship between poverty and relationship between poverty and relationship between poverty and relationship between poverty and
school achievement and gave school achievement and gave school achievement and gave school achievement and gave
suggestions of solutions to help suggestions of solutions to help suggestions of solutions to help suggestions of solutions to help
stop poverty (4 pts) stop poverty(3 pts) stop poverty(2 pts) stop poverty(1 pts)
Organization Clear and consistent evidence Evidence that the student: Limited evidence that the Limited to no evidence that the
that the student: student: student:
Information is very organized Information is very organized Information is very organized Information is very organized
with well-constructed paragraphs with well-constructed paragraphs with well-constructed paragraphs with well-constructed paragraphs
and subheadings (4 pts) and subheadings (3 pts) and subheadings (1 pts) and subheadings (1 pts)
Internet Use Clear and consistent evidence Evidence that the student: Limited evidence that the Limited to no evidence that the
that the student: student: student:
Successfully uses suggested Successfully uses suggested Successfully uses suggested Successfully uses suggested
internet links to find data and internet links to find data and internet links to find data and internet links to find data and
information on poverty level and information on poverty level and information on poverty level and information on poverty level and
achievement level (4 pts) achievement level (3 pts) achievement level (2 pts) achievement level (1 pts)