Ninth Grade Flipped Algebra Lesson - Box Plots

1. Analyze Learners

Grade Level: Ninth Grade Self-Contained Special Education class

Ethnicity: Ethnically Diverse

Demographics: School poverty rate is at 50%. This class poverty rate is near 100%. Parents education level is

a mix of high school graduate, GED or dropout.

Learning Background: Students are all self-contained special education students. The majority are math-aversive.

Few will ever use this level of math after high school and see little value in the class. Most

have huge gaps in their knowledge due to chronic absenteeism and/or multiple moves. Many

were socially promoted and have not passed a math class in middle school.

Class Description: First year of a two-year algebra class taught in a self-contained setting.

2. Common Core Standards

1. CCSS.MATH.CONTENT.HSS.ID.A.1

Represent data with plots on the real number line (dot plots, histograms, and box plots).

2. CCSS.MATH.CONTENT.HSS.ID.A.2

Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread

(interquartile range, standard deviation) of two or more different data sets.

3. Objectives

Students will be able to:

◦ Use technology to gather appropriate data.

◦ Name the five major points of a box plot with 100% accuracy.

◦ Determine the values of the key components of a box plot with 80% accuracy.

◦ Identify the minimum, lower quartile, median, upper quartile and maximum on the number line with 100%

accuracy.

◦ Construct the Box Plots using a real number line with 75% accuracy.

◦ Identify and compare key components of two sets of data from given box plots with 75% accuracy.

4. Essential Questions

◦ How can we compare two box plots?

◦ What are some benefits for using box plots to represent data?

◦ What does the IQR represent?

5. Materials Needed

1. Chromebooks (school provided)

2. Internet access for web resources

3. Graphing Calculators

4. Interactive Notebooks

5. Box Plot Foldable

6. Technology Resources

7. Summary

Students have been working on creating statistical graphs within the Statistics Unit. This lesson is a flipped lesson explaining how to use a given set of data to create a box plot. Students will watch the tutorial video for homework, then complete the questions and submit them, allowing me to create groups based on skill level. After exploring how data affects the graphs, students will find their own data, either online or by sending out a Google form to gather data. We will create a foldable on box plots for our interactive notebooks; then each student will use their data to create a unique box plot. We will use graphing calculators to check our plots. This lesson will take about two forty minute periods, but may extend to three. The teacher's role is to reteach material to students who did not understand the video. Once all students are working on their Chromebooks, the teacher will circulate and answer questions as needed.

8. Learning Activities

Pre-Learning

Students will access Google Classroom the night before this lesson and watch the tutorial “Box and Whisker Plots” from Brainingcamp. Students will follow our flipped procedure of watching the entire video or slide presentation once, then rewatching it and taking notes. Students should click on the provided link for Math is Fun to find definitions of unknown words. Any words looked up should be written in their notebooks, along with the definition. Students will then complete and submit the questions portion of the video.

Before class, I will go through submissions and place students into two groups, those who understand the concept and those who require reteaching. The groups are fluid, meaning students can move from one group to the other based on their current knowledge and skill level.

Day One

Students who are able to work on their own will work on the Brainingcamp problem section. Students should be working as a group and talking through any difficulties. Once these five problems are completed, each student should complete the challenge section. Any student who gets stuck may move to the reteaching group for some help.

Students in the reteaching group will rewatch the video with me. I will provide the audio, giving the students a third look at the material. We will then work through the questions on the Hotmath page together, using the manipulative section of Brainingcamp. Once a student feels more secure with the topic, they may move to the other group and start working on the problems page.

Once a student has successfully completed the Challenge page, they will be required to demonstrate their knowledge with completion of a project. Each student will create a box plot using at least 15 data points that they have either researched on the internet or received from a survey. As a class, we will discuss the types of data that graph well as a box plot, such as time between Old Faithful eruptions. Students may choose to research data on the Internet to use OR create a Google form to share with peers to gather their own data on a topic of their choice. Homework will be to gather data to use for box plot project tomorrow.

Day Two

Students will begin the class in whole class instruction. We will be creating a foldable for box plots to put in our interactive notebooks. Once that is complete, students will use the data collected from their survey or from the internet to complete a box and whisker chart. When the chart is complete, they should check their work by creating the box plot on their graphing calculators. For help, they may use this tutorial: Youtube Video - Making a Box Plot or this one: RegentsPrep - Box and Whisker Plots. To wrap up the lesson, we will work through the problems in IXL, focusing on the ones that require us to compare box plots.

Assessment

The final assessment for this material will be part of a unit test that covers different types of graphs. Assessment during these two days will be formative in nature with most coming from observation. The submissions generated from the Brainingcamp site will also be used to determine mastery levels.

1. Analyze Learners

Grade Level: Ninth Grade Self-Contained Special Education class

Ethnicity: Ethnically Diverse

Demographics: School poverty rate is at 50%. This class poverty rate is near 100%. Parents education level is

a mix of high school graduate, GED or dropout.

Learning Background: Students are all self-contained special education students. The majority are math-aversive.

Few will ever use this level of math after high school and see little value in the class. Most

have huge gaps in their knowledge due to chronic absenteeism and/or multiple moves. Many

were socially promoted and have not passed a math class in middle school.

Class Description: First year of a two-year algebra class taught in a self-contained setting.

2. Common Core Standards

1. CCSS.MATH.CONTENT.HSS.ID.A.1

Represent data with plots on the real number line (dot plots, histograms, and box plots).

2. CCSS.MATH.CONTENT.HSS.ID.A.2

Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread

(interquartile range, standard deviation) of two or more different data sets.

3. Objectives

Students will be able to:

◦ Use technology to gather appropriate data.

◦ Name the five major points of a box plot with 100% accuracy.

◦ Determine the values of the key components of a box plot with 80% accuracy.

◦ Identify the minimum, lower quartile, median, upper quartile and maximum on the number line with 100%

accuracy.

◦ Construct the Box Plots using a real number line with 75% accuracy.

◦ Identify and compare key components of two sets of data from given box plots with 75% accuracy.

4. Essential Questions

◦ How can we compare two box plots?

◦ What are some benefits for using box plots to represent data?

◦ What does the IQR represent?

5. Materials Needed

1. Chromebooks (school provided)

2. Internet access for web resources

3. Graphing Calculators

4. Interactive Notebooks

5. Box Plot Foldable

6. Technology Resources

- Brainingcamp Lesson - “Box and Whisker Plots”
- Math is Fun - Dictionary
- Brainingcamp Questions - "Box and Whisker Plots"
- Brainingcamp Problems - “Box and Whisker Plots”
- Brainingcamp Challenge - “Box and Whisker Plots”
- Hotmath Practice Problems - “Box and Whisker Plots”
- Math Bits - "Box and Whisker Plots"
- IXL - "Interpret Box and Whisker Plots"
- Google Forms
- TI-84 Graphing Calculator

7. Summary

Students have been working on creating statistical graphs within the Statistics Unit. This lesson is a flipped lesson explaining how to use a given set of data to create a box plot. Students will watch the tutorial video for homework, then complete the questions and submit them, allowing me to create groups based on skill level. After exploring how data affects the graphs, students will find their own data, either online or by sending out a Google form to gather data. We will create a foldable on box plots for our interactive notebooks; then each student will use their data to create a unique box plot. We will use graphing calculators to check our plots. This lesson will take about two forty minute periods, but may extend to three. The teacher's role is to reteach material to students who did not understand the video. Once all students are working on their Chromebooks, the teacher will circulate and answer questions as needed.

8. Learning Activities

Pre-Learning

Students will access Google Classroom the night before this lesson and watch the tutorial “Box and Whisker Plots” from Brainingcamp. Students will follow our flipped procedure of watching the entire video or slide presentation once, then rewatching it and taking notes. Students should click on the provided link for Math is Fun to find definitions of unknown words. Any words looked up should be written in their notebooks, along with the definition. Students will then complete and submit the questions portion of the video.

Before class, I will go through submissions and place students into two groups, those who understand the concept and those who require reteaching. The groups are fluid, meaning students can move from one group to the other based on their current knowledge and skill level.

Day One

Students who are able to work on their own will work on the Brainingcamp problem section. Students should be working as a group and talking through any difficulties. Once these five problems are completed, each student should complete the challenge section. Any student who gets stuck may move to the reteaching group for some help.

Students in the reteaching group will rewatch the video with me. I will provide the audio, giving the students a third look at the material. We will then work through the questions on the Hotmath page together, using the manipulative section of Brainingcamp. Once a student feels more secure with the topic, they may move to the other group and start working on the problems page.

Once a student has successfully completed the Challenge page, they will be required to demonstrate their knowledge with completion of a project. Each student will create a box plot using at least 15 data points that they have either researched on the internet or received from a survey. As a class, we will discuss the types of data that graph well as a box plot, such as time between Old Faithful eruptions. Students may choose to research data on the Internet to use OR create a Google form to share with peers to gather their own data on a topic of their choice. Homework will be to gather data to use for box plot project tomorrow.

Day Two

Students will begin the class in whole class instruction. We will be creating a foldable for box plots to put in our interactive notebooks. Once that is complete, students will use the data collected from their survey or from the internet to complete a box and whisker chart. When the chart is complete, they should check their work by creating the box plot on their graphing calculators. For help, they may use this tutorial: Youtube Video - Making a Box Plot or this one: RegentsPrep - Box and Whisker Plots. To wrap up the lesson, we will work through the problems in IXL, focusing on the ones that require us to compare box plots.

Assessment

The final assessment for this material will be part of a unit test that covers different types of graphs. Assessment during these two days will be formative in nature with most coming from observation. The submissions generated from the Brainingcamp site will also be used to determine mastery levels.