Mathematics Lesson Plan I: Juice Taste Test

Mathematics Lesson Plan I: Juice Taste Test

Teacher:	Nicolette Speziale
Subject:	Eighth Grade Mathematics
Unit:	Samples and populations: Comparing data sets
Topic:	Introduction to Unit – Juice Taste Test
Time:	70 Minutes

Related Standards:

NCTM: Under the data analysis and probability standard for Grades 6-8, NCTM states that students should

• discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatterplots.

NCSCOS (http://www.dpi.state.nc.us/curriculum/mathmatics/scos/):

In Grade 8, Competency Goal 4 states, “The learner will understand and use graphs and data analysis”.

Objective 4.01 Collect, organize, analyze, and display data (including scatterplots) to solve problems.

Goals and objectives:

· Given two types of soda, the student will collect and organize data regarding the juice’s quality.

· Given a set of data, the student will create a line plot.

· Given a set of data, the student will create a histogram.

· Given two histograms comparing data sets, the student will compare and contrast the distribution of the data.

Special considerations:

For students with Learning Disability/ADHD/Asperger’s Syndrome:

• Cooperative learning will allow students peer interaction.
• A vocabulary worksheet helps students organize their note taking.

Prerequisite Knowledge:

The students are expected to be familiar with line plots.

Assessment plan:

I will use observations and questions to assess student understanding.

· As students go to the board and post their quality ratings, I will assess their understanding of intervals.

· I will observe student understanding during guided practice to make sure that they understand how to create intervals and place data into the correct interval.

· I will asses students when they come to the Elmo to share their answers with the class.

· I will ask students to compare the two graphs and select the juice that was liked best by the class. I will have students explain why they chose the juice that they did.

Materials:

Teacher: Two types of juice, two different colored Dixie cups, post-it notes, large piece of paper
Students: Notebooks, vocabulary handout

Notes and Reminders:

Prepare taste test before students come to class, draw number lines on board for two different data sets.

Topic:

This lesson plan serves as an introduction to data and statistics. Students will collect data and then use it to create a line plot and histogram. Specifically, students will perform a taste test on two brands of juice and give each brand a quality rating. They will use sticky notes to create a line plot on the board and then use this line plot to create histograms.

Overview of Objectives:

The juice taste test engages students in collecting data and keeps them engaged throughout the activity as they analyze the data to determine which juice was rated higher by the class.

Anticipatory Set:

Students examine the opening page of the chapter samples and populations (appendix A) and complete a visualization activity where they predict what topics the chapter will cover. I will write these on a large piece of paper and place it on the board.

Instructional Input:

Collecting Data:

• I will briefly introduce my educational background to the class explaining that I worked in psychological labs and collected and analyzed different types of data. I will then explain that the students will collect data from their class by completing a taste test. Students will complete the taste test for two different types of colas and rate each for quality on a scale of 1 to 10.
• When rating for quality, what characteristics of juice would you consider? (color, sweetness, etc.)
• Students will write a quality rating for each juice on a post-it note.

Modeling:

• I will show groups where I would put each of my quality ratings – I will explain that I want to put my quality rating in the correct interval.

Line Plot:

• Students will write the definition for line plots on their vocabulary sheet. I will model how to draw a line plot from the data for JUICE A and students will draw this line plot on their vocabulary sheet.

· Line plot – a graphing tool that shows frequency of data within intervals

Histogram:

· Students will write the definition of histogram on their vocabulary sheet. I will model how to draw a histogram from the data for JUICE A and students will draw the histogram on their vocabulary sheet.

· A histogram is a bar graph that shows how often data occur within certain intervals.

Guided Practice:

Students will work in groups to complete a line plot and histogram for the data from the second juice (JUICE B) in their notebooks.

Checking for Understanding :

As I circulate among the groups, I will observe student understanding. If students are having problems, I will stop the group work and have students share their answers and then discuss the correct answer and approach. I will also check for understanding when students are called upon to share their answers on the Elmo.

Independent Practice:

Students will not be given homework for this activity.

Closure:

Students will share their histograms and line plots with the class. We will compare these with the line plots and histograms from the data from the first juice and decide if there was a better drink. Afterwards, I will summarize the day’s lesson.