Standards-Aligned Lesson Plan Template

Subject(s): Mathematics Grade: 7

Teacher(s): Sharon Warden School: Mendez Fundamental Intermediate School

Date: 04/18/2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
7.SP-1: Understand that statistics can be used to gain information about a population by examining a sample of the
population; generalizations about a population from a sample are valid only if the sample is representative of
that population. Understand that random sampling tends to produce representative samples and support valid
inferences.
7.SP-2: Use data from a random sample to draw inferences about a population with an unknown characteristic of
interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in
estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words
from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far
off the estimate or prediction might be.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
MP.2: Reason abstractly and quantitatively.
MP.3: Construct viable arguments and critique the reasoning of others.
MP.7: Look for and make use of structure.

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.A.7.1.BR: Exchanging Information/IdeasContribute to class, group, and partner discussions by following turn-
taking rules, asking relevant questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback.
ELD.PI.A.7.4.BR: Adapting Language ChoiceAdjust language choices according to task (e.g., facilitating a science
experiment, providing peer feedback on a writing assignment), purpose, and audience.
ELD.PI.B.7.5.BR: Listening activelyDemonstrate active listening in oral presentation activities by asking and
answering detailed questions, with minimal prompting and support.
 4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION
Students will be able to differentiate between and properly implement four I will learn how to identify and
different sampling methods. Students will also be able to determine whether or use four different sampling
not a sample is biased, and they will be able to establish a sample for their methods, as well as establish
Symposium population that is unbiased. the sample that I will use for my
Symposium project.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION
This is directly connected to Symposium, which is required for all honors students. This is important because I need
This is the third of 4 mini-lessons, so it will build upon the previous lesson (writing to establish an unbiased,
survey questions based on a driving question) and continue prepare students for appropriate sample for the
the survey requirement of their Symposium project. survey section of my
Symposium project.
6. Essential Questions (TPE1.5):
What is bias? How does bias affect your life?
How would having a biased sample affect your Symposium survey?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:
a. Total number 37
b. English Learners/Standard English Learners There are a lot of redesignated ELs, and most of the
students are bilingual, speaking both Spanish and English. It is the school's goal to have all ELs be classified
as redesignated before moving on to high school. This allows them to start with college accredited English
courses.
c. Students with Special Needs 1 (ADHD) The student is on medication but is inconsistent with taking his
medication due to side effects. He requires structure, predictability of routine, and positive and direct
feedback to support his learning.
d. Academic language abilities, content knowledge and skills in content area This is an honors
class, so it is both accelerated and more in depth than a standard 7th grade math course. Academic
vocabulary is emphasized in every class under the Common Core State Standards, and the students are
able to pick up new concepts very quickly. These students are able to complete more than one main idea in
one class period and then apply it accurately to class work and homework.
 e. Linguistic background English & Spanish; I rarely hear anything spoken besides English.
f. Cultural background (home/family) Almost the entire class is Hispanic, there are only one or two Asian
students. This school is in Santa Ana, so it is a lower socioeconomic area; however, it is a fundamental
school so students have ample resources. Most of the parents of these students are immigrants, and they
understand that their parents moved to this country to provide a better life for them. They are almost all
bilingual, but they almost all speak English both in class and out of class.
g. Health considerations (if any) One student has a hearing aid, but she does not require any special
accommodations. One student has a 504 plan, he has been diagnosed with ADHD, and he is currently taking
medication.
h. Physical development factors that may influence instruction in this academic content area
Physical development is normal overall. These students are 11-13 years old so their physical development
can vary quite a bit, but there are no students that have any developmental delays or physical disabilities.
i. Social development factors that may influence instruction in this academic content area It is an
honors course, so the students are ready and willing to learn new information and participate. Just like in
any other class, some students are more outgoing and talkative while other students are shy and quiet. I
have not observed any isolation of students in this class, which I think can be attributed to the group
seating arrangement. Students get comfortable with the few students that they talk to every day.
j. Emotional development factors that may influence instruction in this academic content area It
is a 7th grade class, so emotional development varies from student to student; some students are more
mature than others, but I haven't heard any inappropriate jokes or comments that can be somewhat
expected in a junior high class.
k. Interests/Aspirations (relevant to this academic area) Students want to remain in honors math, and
they both encourage and challenge each other to get the answer correct as efficiently as possible. This
creates a high-achieving atmosphere where students push themselves to exceed expectations. I have heard
various aspirations for what they are hoping to pursue as a career. One girl, Giselle, wants to become a
doctor, a few of the boys want to be professional athletes, another boy wants to be a professional gamer,
and one of the girls wants to be fashion designer. I think that because they are in junior high, some of their
aspirations are based solely on their interests. This allows the teacher to utilize their interests in order to
keep them interested in math.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs.):
Although there are only redesginated English Learners in the class, I still need to focus on English literacy as well as
academic and content vocabulary. Because the students are seated in groups, they often talk about things unrelated
to math. However, I think that the benefit of these groups during instruction outweighs the negative consequences.
The student with the hearing aid does not need any accommodations if her hearing aid is functioning. If her hearing
aid fails, then accommodations will need to be made. The student will ADHD struggles with mood swings and often
has trouble staying on task. The first activity in this lesson will be used for the bell work, but because the students
have a very limited understanding of bias and how it relates to sampling, some students may struggle with this.
Many honors students always want to get the right answer, so they often do not attempt to do the problems or
activities that they do not fully understand. This activity is intended to spark the interest and curiosity of the
students, but it may not have the desired effect.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )
The students are always sitting in their normal heterogeneous groups of 4-5, so they are comfortable interacting and
sharing ideas with those particular students. This can be a support system for the redesginated English Learners
because the affective filter in these familiar groups in very low. Over 90% of this class speaks Spanish, so the teacher
could allow the discussion and collaboration to be done in Spanish. This would help the English Learners feel even
more comfortable within their groups. For new vocabulary, the teacher could provide sentence structures in order for
students to use the new vocabulary in the context of the lesson. This will develop their ability to use proper
terminology correctly. The student that wears a hearing aid does not usually need accommodations, but it for some
reason her hearing aid were to fail, accommodations may need to be made. She may need to be moved closer to the
teacher or be seated in a seat where her good ear is toward the teacher. For the one student with a 504 plan,
diagnosed with ADHD, there are some specific accommodations that can be made to make learning the material
more accessible to him. The teacher can provide him with preferential seating, near the teacher or at the front of the
class, with quieter peers sitting directly next to him. The teacher should give him clear, concise directions in multiple
formats (verbally and written). He also needs to receive positive, direct praise for his effort level and for following
directions. For any written assignments, he should be allowed to type his responses because his pencil to paper
writing speed is very slow. This is one of the reasons why their online document is on canvas, and they are not
required to turn in a hard copy.
 10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
CommunicationStudents will need to communicate verbally during the two discussions, and they will need to
communicate their thoughts and ideas to their partner during the Think-Pair-Share activity. Certain students will also
share out to the class what their partner told them.

Critical Thinking The whole class discussions following the bell work activity and while going through the 4
methods of sampling should activate critical thinking within the students. The students will need to compare their
prior knowledge of bias to what is being presented as sampling bias. Students will also need to apply their
understanding of random sampling to their own Symposium projects, as well as decide on which sampling method
they are going to use.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
Students will be watching a video from Brain Pop on statistics, sampling, and populations. Their homework
assignment will also be online. They will need to finish the online document where they wrote their driving question
and survey questions. They will access this document on Canvas.

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
There is no visual or performing art in this lesson.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)
a. Formative:
The whole class discussions following the bell work activity and while going through the 4 methods of sampling
should activate critical thinking within the students. The students will need to compare their prior knowledge of bias
to what is being presented as sampling bias. The discussions will be considered formative assessments, but the
teacher will judge their success based on the level of participation, how many students are actively participating,
and the quality of the discussion (how deep they are able to go with their analysis). The Think-Pair-Share activity will
allow the teacher to see who is able to apply what they just learned to their own Symposium topic. The more
traditional formative assessment is their homework on Canvas. This will give the teacher a clear assessment on how
successful the lesson was.
b. Summative (if applicable):
There is no summative assessment for this mini-lesson. The summative assessment will be their final Symposium
projects.
c. (Attach rubric here, if applicable):
There is no rubric for any of the formative assessments in this mini-lesson. Students will only be receiving a
completion grade for the bell work activity. So as long as the students complete the activity, they will receive full
points. These points will be given when the students are asked to grade their notebooks at the end of the semester.
The homework will be specific to each group's driving question, but it should include their population, sample,
sampling method, demographic questions, and their revised survey questions.
d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
Students will self-assess their understanding of the material presented in class when they have to apply it to their
Symposium topic and driving question during the Think-Pair-Share activity. If the students find themselves struggling
to apply it, then they will probably pay more attention when other students begin to share out about what their
partner told them. For students who can apply it to their driving question will know that they fully understood the
idea of random, unbiased sampling, and sharing it with their partner will help solidify that understanding.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning
Although there is direct instruction within this lesson, the think-pair-share activity qualifies this lesson as a
cooperative learning lesson. The students will work in pairs in order to express their thoughts and ideas. They will
learn how to actively listen to their partners so that they are able to share out about their partner's thoughts and
ideas.

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Students will be given the handout for their notebooks. They will bring their notebooks and pencils themselves. They
will also need their chrome books in order to complete their homework assignment.

16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
0-20 min: (Agenda & Bell Work)
Students will come in the room and immediately begin writing their homework down in their agendas. The teacher
will pass out the bell work, which is the Random Samples vs. Biased Samples worksheet. After they finish writing in
their agenda, the students complete the bell work and glue it into their notebooks on page 73. The student were
introduced to bias in a previous lesson, but they have not yet applied it to random sampling. The teacher will explain
what a true random sample is and how they can be biased using the first 3 examples from the bell work. A true
random sample is representative of the population. A biased sample contains an overrepresentation of a specific
demographic (age, gender, ethnicity). The teacher will then have students justify their reasoning for whether they
believe the next 3 examples are random or biased. The teacher will ask students how the biased samples could be
made into random samples. This will allow students to identify what within the biased sample made it biased (age,
gender, location).

BODY:
20-30 min: (Populations & Demographics)
Mrs. Earl will explain what demographics are and why they are necessary to include within a survey. She will also
review what a population is. The students will continue taking notes on their "new vocabulary" page in their
notebooks while she is explaining the new words. This will give the students the foundation for their third mini-lesson
regarding their Symposium projects.

30-45 min: (Methods of Sampling)

The teacher will pass out the second worksheet: 4 Methods of Sampling. The teacher will go through each of the
methods with the entire class (they are listed in detail on the worksheet), leading a whole class discussion. Students
will randomly be called on to read the methods, the definitions of the methods, and the examples aloud to the class.
The class will then discuss why these examples fit within this method and whether or not this type of sampling could
lead to biased samples. The class will repeat this for all four methods. While discussing, the teacher will ask the class
questions regarding the examples of each method ("What would make this sample biased?" "What would make this
sample unbiased?" What do those answers have in common?") Once the students begin to answer "It depends on
the population" then the activity has succeeded. Students will have figured out that the aspects that make up a
biased sample are dependent on the chosen population.

45-50 min: (Brain Pop Video)

Students will watch a short 5-minute video on statistics reviewing what they've been doing with Mrs. Earl the past
few days, as well as touching on what populations and samples are and how to avoid bias.
50-65 min: (Think-Pair-Share)
The teacher will have the students think about their driving question for symposium, the population that they want
to focus on (which may mean a tweak to their driving question), the sample that they will use, and the method of
sampling they will use to obtain their sample. Students will then share with their neighbor what they've come up
with. The students will then share what their neighbor's driving question, population, sample, and sampling method
are with the class. The students will be told before the activity starts that they will be expected to share what their
neighbor shares with them, so they will need to be active listeners.

CLOSE:
65-75 min: (Homework)
Mrs. Earl will pull up their online document on Canvas so that they can see it, and she will go through each box,
explain what is required for each question, and examples for them to read. The students will be given the rest of the
period to get with their partner(s) (Symposium is a group project), if they are in the same period, and begin to work
on this assignment. There will only be one document per Symposium group, so the students who have group
members in other periods will need to create a group on Canvas and share the document with those students in
order for them to have access to it during their period. The teacher will answer any questions regarding Canvas or
their homework assignment.

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, &
Student with Special Needs
There is no rubric for the online document. Each section will be different for each group, so they will be graded
according to their cohesiveness, clarity, and thoroughness. Each group is required to include their driving question
(which has previous been approved by a teacher), their chosen population, a representative sample of that
population, the sampling method they've chosen to use, their demographic questions, and their revised survey
questions (they received feedback on their survey questions from their last homework assignment). I have attached
3 student samples: low, medium, and high. The low student sample was very low, and not at all a representation of
the overall quality of work for this assignment. This group's driving question is very weak, and I'm not sure it is even
their driving question. From what they turned in, they are unaware of what a population is, what a sample is, what a
sampling method is, what survey questions are, and what the purpose of the a survey is. This group will need to do a
lot of work before they are ready to survey people for their Symposium project. My master teacher and I are going to
meet with them to go over the whole process again. The medium sample includes some mistakes, but it also has
some good aspects. With this particular sample, the group struggles with demographic questions and they did not
specify where they are going to obtain their sample. This group's survey questions were very good, but they
struggled with identifying what type of answer each survey question would require. All of their mistakes are easily
fixed, and they are close to assembling a very effective survey. The high student sample correctly identified their
population, sample, and sampling method, but they did not include as must detail as they should have. (This is
where multiple, specific questions would be beneficial to them). This group's survey questions are solid, they just
need to rethink the wording a little bit to make sure that they are able to properly quantify the results.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.
The majority of students understood how to identify their population and a sample of their population; however,
some of them forgot to include their sampling method. They simply weren't specific enough. I think that if I had
broken up the questions on the assignment, it may have made it easier for students to not forget to include
anything. For example, instead of asking for the sampling method, I could have asked "Where is you obtain this
sample from?" "Is this representative of your population?" "If you chose systematically sampling, what will be your
system?". Overall, the students answered the questions accurately, some of them were just lacking the specifics.
Asking them multiple, specific questions probably would have made students more successful with this assignment.
b) If not, explain which areas in which students were not successful, according to your data
analysis. Why do you think they were not able to achieve the lesson objective in these areas?

3. What instructional strategies did you use to help students achieve the lesson objective? Which
subject-specific pedagogical skills did you employ to help students be successful? (Reference TPE
Part 2: Subject-Specific Pedagogy)
I made sure the model and discuss each step in the process. I modeled how to identify biased samples based on the
chosen population. I provided guided practice and independent practice during class. I went over each of the 4
methods of sampling and had students answer situation-specific questions regarding sampling methods. I also went
over the process from start to finish with two of the students' actual driving questions. This shows the directly
applicability of what they learned in class to their Symposium projects.

4. What would you change about the lesson and why (according to your data analysis)?
I think that the lesson as I designed it went very smoothly, but I did not include any measurable progress monitoring
assessment during the whole class discussions. Also, I did not met the requirement of a cooperative lesson. This is
much more representative of direct instruction. The actual lesson plan needs the most work. My delivery of the
lesson is designed was great, but the lesson plan itself was not adequate.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.