Lesson+Plans

Week 2-9, 3-1, 3-2, 3-3,... [] Common Core Standards approached: Chapter 2 "Analyzing Data" blue book Chapter 2 red book questions posed on "Math Problems" on our wikispace || 7th grade Chapter 8 "Applying Percent" blue book questions posed on "Math Problems" on our wikispace || 8th grade Chapter 11 "Linear Equations" green book Chapter 2 "Analyzing Data" blue book questions posed on "Math Problems" on our wikispace || 8th grade reading and social studies || Skill practice and maintain: memory work - "O Captain! My Captain!" || Objectives: Assessment: chapter test (used for showing mastery along with questions students are allowed to create if they choose to do A-Level projects) ||  ||   ||   || Read about ... use multiple intelligences Understand ... use multiple intelligences Apply in context ... use multiple intelligences Analyze and Evaluate: A-Restaurant: student creates analysis/evaluation question and discusses it with teacher via the "student blog" at our wikispaces.com
 * 6th grade
 * 6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. //For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.//
 * 6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
 * 6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
 * 6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
 * 6.SP.5.Summarize numerical data sets in relation to their context, such as by:
 * Reporting the number of observations.
 * Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
 * Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
 * Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. || 7.RP.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
 * 7.SP.5.7.SP.5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
 * 7.SP.6. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. //For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.//
 * 7.SP.7.Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
 * Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. //For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.//
 * Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. //For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?//
 * 7.SP.8.Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
 * Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
 * Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.
 * Design and use a simulation to generate frequencies for compound events. //For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?// || * 8.F.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
 * 8.F.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). //For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.//
 * 8.F.3. Interpret the equation //y = mx + b// as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. //For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.//
 * 8.SP.2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
 * 8.SP.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. //For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.//
 * 8.SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. //For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?// ||  ||
 * 8.SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. //For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?// ||  ||
 * 6th grade || 7th grade || 8th grade || 8th grade reading and social studies ||
 * ||  ||   || daily reading time (DEAR) 20 minutes
 * 6th grade || 7th grade || 8th grade || 8th grade reading and social studies ||
 * 6th grade || 7th grade || 8th grade || 8th grade reading and social studies ||
 * section quizzes
 * 6th grade || 7th grade || 8th grade || 8th grade reading and social studies ||
 * 6th grade || 7th grade || 8th grade || 8th grade reading and social studies ||
 * 6th grade || 7th grade || 8th grade || 8th grade reading and social studies ||
 * 6th grade || 7th grade || 8th grade || 8th grade reading and social studies ||

Vocabulary scale interval line plot mean median mode ||  ||   ||   ||
 * 6th grade || 7th grade || 8th grade || 8th grade reading and social studies ||
 * frequency table

Multiple Intelligences Teaching Framework
 * Planning and Preparation || The Classroom Environment || Instruction || Professional Responsibilities ||
 * Teacher's plans,based on extensive content knowledge and understanding of students, are designed to engage students in significant learning. All aspects of the the teacher's plans-instructional outcomes, learning activities, materials, resources, and assessments- are in complete alignment and are adapted as needed for individual students. || Students themselves make a substantive contribution to the smooth functioning of the classroom, with highly positive personal interactions, high expectations and student pride in work, seamless routines, clear standards of conduct, and a physical environment conducive to high-level learning. ||  ||   ||