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Trigonometry Common Board ConfigurationALGEBRA 1 HONORS LESSON PLANUnit Statistical modelsMonday May 25Essential Question WICORLearning GoalMeasurable Objective: Benchmark Higher Order Thinking Questions ( Hot)ICORVocabulary WICORDaily Agenda Bell Ringer1. WICORSummarizing Activity/Comprehension Check WICTuesday May 26Essential Question What are the differences between categorical data or numerical data and why would you use either type of data? WICORLearning Goal Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables. Measurable Objective: Students will learn the differences between categorical data and numerical data and be able to explain why they would use either type of data using Algebra NationBenchmark MAFS.912.S-ID.2.5: (DOK 2) MAFS.912.S-ID.2.6.a, b, c (DOK 2)MAFS.912.S-ID.3.7: (DOK 2) MAFS.912.S-ID.3.8: (DOK 2) MAFS.912.S-ID.3.9: (DOK 2) Higher Order Thinking Questions ( Hot)What evidence will support your solution? How has your model served its purpose? Why you used the specific tool on these problems? explain Explain how you might improve your model to better serve its purpose. Can you Construct a viable argument to support your solution and solution pathway?ICORVocabulary Bivariate Categorical Data Joint Frequencies Relative Frequencies Two-way Relative Frequency Table Residuals Two-way Frequency Table Conditional Relative Frequencies Marginal FrequenciesWICORDaily Agenda Bell Ringer1. Discuss previous Knowledge2. Watch Algebra Nation video pausing to discuss points3. Fill out bookletWICORSummarizing Activity/Comprehension Check Answer essential questionWICWednesday May 27Essential Question How do you compare center/spread and interpret differences using appropriate data displays? WICORLearning Goal. Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables.Measurable Objective: Students will learn to analyze scatter plots and function models using algebra nationBenchmark MAFS.912.S-ID.2.5: (DOK 2) MAFS.912.S-ID.2.6.a, b, c (DOK 2)MAFS.912.S-ID.3.7: (DOK 2) MAFS.912.S-ID.3.8: (DOK 2) MAFS.912.S-ID.3.9: (DOK 2) Higher Order Thinking Questions ( Hot)What evidence will support your solution? How has your model served its purpose? Why you used the specific tool on these problems? explain Explain how you might improve your model to better serve its purpose. Can you Construct a viable argument to support your solution and solution pathway?I,C,O,RVocabula ry Bivariate Categorical Data Joint Frequencies Relative Frequencies Two-way Relative Frequency Table Residuals Two-way Frequency Table Conditional Relative Frequencies Marginal FrequenciesI, C,O,R WDaily Agenda Bell Ringer4. Discuss previous Knowledge5. Watch Algebra Nation video pausing to discuss points1. Fill out booklet W,I,C,O,RSummarizing Activity/Comprehension Check: Answer essential questionW,I,CThursday May 28Essential Question How do you compare center/spread and interpret differences using appropriate data displays? WICORLearning Goal. Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables.Measurable Objective: Students will learn to graph using residuals and residual modelsBenchmark MAFS.912.S-ID.2.5: (DOK 2) MAFS.912.S-ID.2.6.a, b, c (DOK 2)MAFS.912.S-ID.3.7: (DOK 2) MAFS.912.S-ID.3.8: (DOK 2) MAFS.912.S-ID.3.9: (DOK 2) Higher Order Thinking Questions ( Hot)What evidence will support your solution? How has your model served its purpose? Why you used the specific tool on these problems? explain Explain how you might improve your model to better serve its purpose. Can you Construct a viable argument to support your solution and solution pathway?I,C,O,RVocabulary Bivariate Categorical Data Joint Frequencies Relative Frequencies Two-way Relative Frequency Table Residuals Two-way Frequency Table Conditional Relative Frequencies Marginal FrequenciesI, C,O,R WDaily Agenda: Daily Agenda Bell Ringer1. Discuss previous Knowledge2. Watch Algebra Nation video pausing to discuss points3. Fill out bookletW,I,C,O,RSummarizing Activity/Comprehension Check: Answer essential questionW,I,CFriday May 29Essential Question How do you compare center/spread and interpret differences using appropriate data displays? WICORLearning Goal. Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables.Measurable Objective: Students will lern to examine correlations using Algebra nationBenchmark MAFS.912.S-ID.2.5: (DOK 2) MAFS.912.S-ID.2.6.a, b, c (DOK 2)MAFS.912.S-ID.3.7: (DOK 2) MAFS.912.S-ID.3.8: (DOK 2) MAFS.912.S-ID.3.9: (DOK 2) Higher Order Thinking Questions ( Hot)What evidence will support your solution? How has your model served its purpose? Why you used the specific tool on these problems? explain Explain how you might improve your model to better serve its purpose. Can you Construct a viable argument to support your solution and solution pathway?I,C,O,RVocabulary Bivariate Categorical Data Joint Frequencies Relative Frequencies Two-way Relative Frequency Table Residuals Two-way Frequency Table Conditional Relative Frequencies Marginal FrequenciesI, C,O,R WDaily Agenda: Daily Agenda Bell Ringer1. Discuss previous Knowledge2. Watch Algebra Nation video pausing to discuss points3. Fill out bookletW,I,C,O,RSummarizing Activity/Comprehension Check: Answer Essential questionW,I,CSOL/ESE ACCOMODATIONSVisual Aids, Concrete Objects, Gestures, RepetitionsPeer tutoringWritten Outline, Copy of NotesUse of Dictionary Small Group InstructionAvoidance of IdiomsIncorporation of LEP students Culture & LanguageCopies of NotesVerbal and Written DirectionsSummarize & Review FrequentlyHands on ActivitiesStudent TranslatorRequest of Text in Students LanguageReading Aloud QuestionsCorrelation With ESOL/ESE Resource PersonnelPreferential SeatingCooperative GroupsExtended TimeStudent Friendly Mathematical Practice StatementsMAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Make a plan! Try different approaches when your problem is hard. Solve your problem in more than one way. Check whether your solution makes sense. MAFS.K12.MP.2.1 Reason abstractly and quantitatively. Explain the meanings of the numbers, words, pictures, symbols, and objects you and others useMAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. Explain both what to do and why it works. Work to make sense of others mathematical thinking. MAFS.K.12.MP.4.1 Model with mathematics. Apply math to real-world situations. Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems. MAFS.K12.MP.5.1 Use appropriate tools strategically. Choose appropriate tools for your problem. Use mathematical tools correctly and efficiently. Estimate and use what you know to check the answers you find using tools. MAFS.K12.MP.6.1 Attend to precision. Communicate your mathematical thinking clearly and precisely. Use the level of precision you need for your problem. Be accurate when you count, measure, and calculate. MAFS.K12.MP.7.1 Look for and make use of structure. Find, extend, analyze, and create patterns. Use patterns and structures to solve problems. MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. Use patterns and structures to create and explain rules and shortcuts. Use properties, rules, and shortcuts to solve problems. Reflect on your thinking before, during, and after you solve a problem. Reading Standards for Literary and Informational TextSpeaking and ListeningWriting and Language Standards8.RL/RI.1.1 (DOK2) Text evidence that supports analysis and inferences drawn from text8.LS.1.1 (DOK 3)Collaborative discussionsa. Prepare/research materialb. Follow rules for collegial discussions; track progress toward goals/deadlines;c. Pose questions that connect ideas , respond to others; qualify/justify own viewsd. Acknowledge new information expressed by others; qualify or justify their own views in light of the evidence presented8.W.2.4 (DOK 3)Produce clear and coherent writing; organization, style are appropriate to task/purpose/audience8.RI.2.4(DOK 2)Meanings of words/phrases as used in a text.8.W.2.5 (DOK2)With guidance, develop and strengthen writing as needed by planning/revising/editing/rewriting/ trying a new approach.8.RI.4.10 (DOK2)By the end of the year, read and comprehend literary nonfiction at the high end of 6-8th grade text complexity band independently and proficiently8.W.2.6 (DOK2)Use technology, including Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.8.SL.2.6 (DOK2)Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.8.W.4.10 (DOK3)Write routinely over extended and short time frames for a range of discipline-specific tasks/ purposes/audiences8L.3.4 (DOK2)Determine or clarify the meaning of unknown and multiple-meaning words/phrases based on grade 8 reading and content,a. Use context as clueb. Use common, grade-appropriate Greek or Latin affixes and rootsc. Consult general and specialized reference materialsd. Verify the preliminary determination of the meaning of a word or phrase (e.g., checking inferred meaning in context or in a dictionary).

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