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EDU3216 LESSON PLAN

Aligned with the Minnesota Standards of Effective Practice on Planning
and the Minnesota Teacher Performance Assessment Package

Teacher Candidate: Theresa Go Date: May 15-16, 2014
Unit/Subject: Linear Functions Grade Level: 8
th

Lesson Title/Lesson Focus: Scatter Plots Estimated Length of Lesson: 90 minutes
(Two 45-min. class periods)
PRE-INSTRUCTIONAL PLANNING
Context for Learning and Provision for Diverse Learners: (Think about your unit framework and how you
described your class.)
Who are the students in your class? What are these students strengths, needs, and interests related to
your lesson focus? (Answer below).
There are two students with 504 plans in the class. One student, Rob, has dyslexia and often gets frustrated with
assignments when he does not immediately understand how to complete them; however, he has a great memory
that allows him to retain knowledge to draw upon in future lessons. The second student, Tanya, has dysgraphia,
and this makes it difficult for her to organize her thoughts on paper while solving math problems. She has trouble
solving problems in an orderly, methodical fashion. But she is also very curious and enjoys learning about math.
Another student, Marcus, has an IEP due to his muscular dystrophy. He has a paraprofessional with him who takes
care of his physical needs and helps him to behave properly within the classroom. His friendly, talkative nature is
great when students work cooperatively but a challenge when they are to work independently.

Anas first language is Spanish. Her family speaks Spanish within the home, and this is her third year being enrolled
in an American school. She understands and uses conversational English, but she struggles with academic
language. Math is not her strongest subject, and she is afraid to ask her peers for help. Four boys, Josh, Lucas,
Jordan, and Kyle, are basketball and soccer players, and it is a struggle to get them to focus on anything aside from
sports and to contribute to the class in a meaningful way.
Based on your answers to prompts above, what specific supports have you planned (or will you plan) for
students to help them reach the lesson objective?
I chose to begin the lesson by giving an abbreviated lecture on scatter plots. This will help students by giving them
a visual representation of a few scatter plots, including ones with positive and negative correlation. It will also give
all students a basic level understanding of what a scatter plot is before expecting them to work with them. Their
small groups will also serve as a built-in support for students as they reach the learning objectives (especially the
cognitive objective). Hopefully some students will have an easier time answering some questions, while others will
be able to answer others. I will separate Josh, Lucas, Jordan and Kyle when I make groups. I will also place no more
than two of the above listed students in the same group. I will separate the high achievers and try to place the
students who I think will serve as the scribes in separate groups. Finally, I will make myself available to students as
they work in their small groups and will periodically check in with all students to make sure they are completing
the assignment correctly.
Central Focus and Alignment:
What is the learning goal you have identified for your students?
Students will understand some real-life applications of scatter plots and be able to use scatter plots to make
predictions about sets of data.
What state adopted academic or content standard(s) are you addressing? (Provide the name of the
standards document, the grade level, the correct numerical citation, and the text of the standard(s)
you select.)
-Minnesota K-12 Academic Standards in Mathematics, 8
th
grade 8.4.1.1 Interpret data using scatterplots and

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approximate lines of best fit. Use lines of best fit to draw conclusions about data.
- Minnesota K-12 Academic Standards in Mathematics, 8
th
grade 9.4.1.3 Display and analyze data; use various
measures associated with data to draw conclusions, identify trends and describe relationships.
What is your objective(s) for this lesson? (Observable behavior or product. Stated in terms of the
student. Assessment and criteria defined.)
1. Given a data set from a real-life scenario, students will be able to work in groups of four to draw a scatter plot
that represents the data, accurately determine whether there is a correlation between the two quantities
represented by x and y, discuss the meaning and significance of this correlation by answering their particular
questions, and present and defend their conclusions through a 2-3 minute presentation to the rest of the class.
2. Students will demonstrate an ability to collaborate with others by contributing to a small group discussion and
listening to their peers input to correctly answer their assigned questions and present their answers to the class.

Academic Language and Support:
What are the academic language demands? Identify key vocabulary, forms, and functions.
Forms:
1. Scatter plot: A graph that consists of a collection of ordered pairs (x, y).
2. Trend: The direction a set of data tends to go.
3. Positive correlation: The y-values tend to increase as the x-values increase.
4. Negative correlation: The y-values tend to decrease as the x-values increase.
Functions:
1. Draw a scatter plot: Plot (x, y) coordinates from a given data set on a Cartesian grid to create a visual
representation of the collection of ordered pairs (x, y).
2. Deduce: To use reason or logic to come to a conclusion.
How have you planned to support students in meeting the academic language demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to use.)
I will begin with a brief presentation on what a scatter plot is. In this presentation, I will explain that its purpose
is to show whether trends exist in sets of real-life data and demonstrate that points are plotted on a scatter plot
just as they are on a typical Cartesian grid. (By this point in the unit, they know how to plot points on Cartesian
grids.) Students will draw a scatter plot on the graph paper I provide while I draw it on the SMART Board. I will
provide visual representations of positive and negative correlation on the SMART Board. I will also use my arm
to model positive and negative correlation and will have my students do the same (despite how embarrassed it
may make them feel).
Assessment: Attach to your lesson plan any rubrics, checklists or other assessment tools that you will use.

Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson
objective(s). Multiple and varied assessments may be used in the lesson.
I will have one rubric for each student and will pay attention during the work time to see how well small groups
and individual students are working together. I will circle the appropriate boxes in the Collaboration and
Work Ethic sections of the rubric during the in-class work time and make comments as necessary. I will fill out
the rest of the rubric when I grade their worksheets. The worksheets will be scored out of 10 points, primarily on
effort and completion. I will give each student an individual score from 0-5 on their portion of the presentation.

Feedback: How will you plan to provide specific feedback to students on their progress toward reaching
the lesson objective? How will students use this feedback to improve their learning?
I will be available throughout the in-class work time to answer students questions and guide them as they work
on the worksheets. I will require groups to raise their hands once they have finished making their scatter plots so
I can ensure that they plotted points correctly, have correct labels and units, and have an appropriate title. If they
are missing any of these elements, I will let them know. I will also have groups raise their hands once they think
they have completed the entire assignment and think they are ready to present. I will have them explain their
answers to me, and I will show them any mistakes or any places they could explain better. Each of these means of
providing feedback is intended to help students improve their work and understand the material as clearly as

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possible.
Materials and Special Arrangements:

Teacher Materials:
SMART Board presentation on scatter plots
Six different scatter plot worksheets (one copy per group)
35 pieces of graph paper (one per student during the presentation plus one per group during the
discussion and a few extras in case of emergency)
Student Materials:
Pencil
Notebook
Graph paper (provided by the teacher)
Theories and or Research-Based Best Practices:
You may leave this section blank. However, if you are able to identify a theory or approach based in
research, please identify it here.
Identify relevant research/theory to justify why learning tasks (or their application) are appropriate.
How have you intentionally linked this to your instructional planning?

References (APA) and Acknowledgments: (Cite any source you used for this lesson. This includes articles,
texts, handouts, personal communication, curriculum generating web sites, etc. )
Holliday, Ed.D., B., Cuevas, Ph.D., G. J., Moore-Harris, B., Carter, Ph.D., J. A., Marks, Ed.D., D., Casey, R. M., Day, Ph.D.,
R., & Hayek, L. M. (2005). Algebra 1. (pp. 298-305). Columbus, OH: Glencoe McGraw-Hill.
Larson, R., Boswell, L., Kanold, T. D., & Stiff, L. (2007). Math course 3: Teacher's edition. (pp. 583-592). Boston,
Dallas, or Evanston, Illinois: McDougal Littell.
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Pre-algebra. (pp. 49-50). Evanston, IL: McDougal Littell.
State Motor Vehicle Registrations, By Years, 1900-1995. (1997, April 1). U.S. Department of Transportation:
Federal Highway Administration. Retrieved April 22, 2014, from
http://www.fhwa.dot.gov/ohim/summary95/mv200.pdf.
Expectations for Student Behavior:
Describe how your students will be intellectually engaged. How will you communicate expectations for
them?
Students will be accustomed to taking a slip of scratch paper for the warm-up as they walk into class, sitting
down in their assigned seats, placing last nights homework at the upper left-hand corner of their table, and
beginning the warm-up activity once the bell rings. Before beginning the presentation, I will explain to them that
they will need to know this material to be able to do the activity that follows and that I expect them to pay
attention. I will instruct them to write in their notes what I have written on the SMART Board and draw the
scatter plot on their graph paper as I draw it on the board.

I will place my expectations for the discussion portion of the lesson on the SMART Board and go over them with
students before I dismiss them to work in their groups. They will be expected to first decide who will fulfill which
role, and each must abide by the expectations for that particular role. Scribes must draw their scatter plot neatly
and write legibly. All four students must clearly communicate his/her portion of the material to the rest of the
class during the presentation. The scribe will describe how the group made their scatter plot, including what the

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x- and y- axes represent, as well as what scales they used for the axes (i.e. whether each tick mark on the graph
represents one unit or 1000). The second student will state whether the group members think there is a
correlation and, if so, whether it is positive or negative and will defend their reasoning (questions 3 and 4 on the
worksheets). The third student will explain the groups answers to the predictive questions (questions 5 and 6),
and the last student will answer the critical thinking question(s) (questions 7 and 8, if applicable) and state the
groups conclusions on why this data would be helpful to know.

Plan your teaching steps by addressing What will the teacher do and What will students do.
Provide evidence of scaffolding, linking new content to prior learning, engaging students, monitoring progress,
supporting students so they can use academic language, and transitioning.
INSTRUCTIONAL SEQUENCE
Time What will the teacher do? What will students do? Why? (Make connections to
theory/theorists when possible.)

5
min.















1
min.






2
min.
Thursday, May 15, 2014
Introduction:
Activating prior knowledge
Theres the bell. You should all be sitting in your seats
with your homework out, and you should be starting to
work on the warm-up. Save your conversations until the
end of class. I will put the warm-up question on the
SMART Board for students to copy and complete while I
walk around the room, stamp completed homework
assignment, and speak with students who do not have
their homework. I will briefly look over each homework
assignment to see how prepared students are for todays
lesson. Once I have finished checking homework and
most students have completed the warm-up, I will take
volunteers to share their answers. I will write out the
correct answers and explanations on the SMART Board
once students have stated the correct answers and
provided adequate explanations..

Motivating
After discussing the warm-up, I will show the second
page on the SMART Board. This will activate students
prior knowledge of graphs of linear functions. Then I will
show the third page to encourage them to be thinking
about how graphs could look like the graph pictured
there. Do you think this graph is linear?

Communicating the learning objective
Over the past two days, we learned about linear
functions and how to plot data points on a graph. We also
learned how to write rules, or formulas, that describe
sequences of numbers. While linear functions are helpful
in real life, they are usually not perfectly linear. When


Students will get a piece of scratch paper for the warm-
up, seat themselves in their assigned seats, place last
nights homework assignments in the upper left-hand
corner of their spots, and copy and complete the warm-
up activity on the SMART Board. After 5 minutes,
students will volunteer to share their answers with the
rest of the class. Three students will share their answers
and explanations.









Students will sit quietly in their assigned seats and listen
as I introduce the lesson. They will raise their hands to
share whether they think the graph is linear.




Students will remain seated and continue to listen. If they
desire, they will think about the structure of the class
period and what they can expect to be doing.


Standard Lesson Plan Form

LESSON PLAN

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looking at real-life data, we usually look for trends that
look similar to lines, rather than exact lines. For example,
in this graph, the points look like theyre headed in this
direction [motion with hand]. We call this kind of graph a
scatter plot. First, Ill teach you the basics of a scatter plot
and then a little less than halfway through class, Ill
assign you small groups for an activity so you can learn
firsthand how scatter plots are used and why they are so
helpful.

3
min.





3
min.
9
min.




























Lesson Tasks
-Im going to give you two minutes to turn to your table
partner and share why you think real-life data might look
more like this [point to third page] than this [point to
second page]. Why do you think real-life data doesnt
usually look like a straight line? After two minutes, Ill ask
you what you came up with. Does everyone understand
what were doing? ReadyGo!
-Specifically call on 2-3 students to share their answers.

-Today were going to learn how to create a graph that
looks like this [point to scatter plot on SMART Board]
based on real-life sets of data.
-Draw graph of y=2x-1 on the blank grid using the data
points given to remind students how to plot points.
-Show next page with real-life data set and explain that
the process remains the same.
-Write out all (x, y) coordinates.
-Plot all points in the graph on the next page.
-Tell students that this is called a scatter plot. Write this
term on the SMART Board next to the scatter plot you
just created.
-Explain that real-life data rarely looks like a perfectly
straight line. So instead of looking for perfect lines,
mathematicians look for trends, the way a data set tends
to go. We describe these trends using the terms positive
correlation and negative correlation.
-In the positive correlation example, as the x values
increase, what happens to the y-values?
-Write, As x increases, y increases below the positive
correlation graph.
-In the negative correlation example, as the x values
increase, what happens to the y-values?
-Write, As x increases, y decreases below the negative
correlation graph.
-Explain that scatter plots are not only used to show
trends, but theyre also used to make predictions. Show
visually how one could guess a point in the middle of two
others and at the upper and lower ends of the graphs.
-Ask students why it could be helpful to find trends in

-Students listen as the teacher gives directions.
-Students turn to their table partners and share why they
think real-life data rarely looks like a straight line when
graphed.
-Students prepare answer(s) to share with the class.


-2-3 students share their answers.

-Students listen quietly as the teacher presents the
material. They may take notes but are not required to do
so because they will be drawing their own scatter plots,
identifying trends in data, and making predictions during
the small group discussion time.












-Students raise their hands and one answer the question
(more than one if the first student is wrong).



-Students raise their hands and one answer the question
(more than one if the first student is wrong).





-1-2 students raise their hands and share their answers.

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5
min.










































1
min.

2
min.






data and be able to predict values not in the graph.

-All right. Now that weve talked about scatter plots and
seen glimpses of what they can be used for, Im going to
give you guys the opportunity to learn some real-life
applications of scatter plots. Ive divided you into groups
of four, and Im going to give each group a different
worksheet. So it wont do any good to eavesdrop on other
groups because they will have different answers than you
will. [Put one worksheet under doc cam.] Each of you will
be given a table like this with headings. One column is
labeled x and another is labeled y. Ill give each group a
piece of graph paper, and youll plot these (x, y) points on
a graph, just like we did yesterday when we had data
tables with x and y values. Then youll use your graph,
which will be a scatter plot, and the data table to answer
the rest of the questions. Some will ask you to predict
values, and others will require you to think about what
the scatter plot shows you and what you might use it for.
So after I assign you into groups and give you your group
numbers, find your group members and rearrange your
chairs so you can work around the table. Then have one
of your members come to me and tell me your group
number, and Ill give you your worksheets. Next, youll
have to decide among yourselves who will fill each role.
One of you will be the scribe. Your job is to draw the
scatter plot and write down the answers to all the
questions. Youll want this person to be someone who
can write neatly and understand what the groups
answers are. All four of you should contribute to making
of the scatter plot and answering the questions. Youll
also all have a part in presenting. During the
presentation, the scribe will describe how your group
made your scatter plot, including what the x- and y- axes
represent, as well as what scales they used for the axes.
The second person will share the groups answers to
questions 3 and 4 on the worksheets. The third person
will explain the groups answers to questions 5 and 6,
and the fourth person will explain the answers to
questions 7 and question 8 if you have a question 8 and
why this information would be helpful to know. Ill give
each of your groups a sheet that lists the roles and
responsibilities. Your presentations will be short. Each
group should only take 2-3 minutesjust enough time to
show the rest of the class an application that a scatter
plot can be used for. Are there any questions?
-Assign students their group numbers, and assign groups
to specific tables in the room (Group 1 in the far back
right corner, Group 2 in the far back left corner, etc.).
-Tell students to get in their groups and send one person
to get papers from the teacher. Tell them they are to
bring their stuff with them since this activity will take the
remainder of the class period.
-Stand at the front of the room with worksheets, Roles
and Responsibilities sheets, and graph paper. Ask
students what number they are and give one worksheet,
one Roles and Responsibilities sheet, and one piece of


-Students listen carefully as the teacher gives instructions
so they know what to do when she dismisses them to
begin the activity.









































-Students listen for their name so they know which group
to join and which area of the room they are to report to.

-Students get into their assigned groups and seat
themselves and their belongings at their new assigned
tables.

-One student from each group goes to get papers from the
teacher. The rest wait quietly at their tables.



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19
min.








3
min.








13
min.


2
min.








2
min.
24
min.
graph paper to each group representative.
-Tell students to raise their hands once they have
finished their scatter plot. Check to make sure they plot
(x,y) coordinates correctly and have labels and a title for
the scatter plot. Then dismiss them to work on the rest of
the worksheet.
-Walk around to individual groups and make sure they
understand what the data represents. Ask which values
will be their x-values and which will be their y-values.
Make sure they are writing ordered pairs as (x,y)
coordinates (not (y,x) coordinates).
-By this point, you should at least be through #4 on your
worksheet. If your group has not yet reached that point,
use the last three minutes of class to figure out if some of
your group members have a study hall during which they
can work on it. You will have 15 minutes tomorrow to
finish your worksheets and prepare your presentations.
-Tell students to put tables and chairs back into their
usual arrangement, clean up their stuff, and pack up.
-------------------------------------------------------------------------
Friday, May 16, 2014
-Show SMART Notebook page that says, No Warm-Up
and instructs students to work in their groups for the
first 15 minutes of class.
-Verbally give these instructions once the bell has rung.
-Tell students they have two minutes remaining. They
should at least make sure they read through every
question and give some answer to each one. Tell them to
at least show evidence of thinking about each question
and state how they would solve each problem if they did
not figure out how to fully solve it.
-Finish writing your last thoughts. Were now going to
switch gears and present to the rest of the class what you
all have been working on in your small groups. Turn your
chairs so they face the front but stay in your groups.
-Students situate themselves.

-Ask, Do I have any volunteers who would like to go
first? If no one volunteers, roll a die and the group
whose number appears face up will present first.
-It looks like Group __ is up first. Group ___, come to the
front. Make sure you state the title of your worksheet and
what your data represents before explaining the scatter
plot so we know what your data represents. Now lets
listen to Group ___.
-Ask clarifying or prompting questions if students give
incorrect or unclear answers, or if they do not know how
to answer a question. For example, ask, If there were
5800 bald eagle pairs in 2000 and we saw that the
number of pairs has been increasing since 1985, what
clue does that give us about the number of bald eagle
pairs in 2002?
-Write down students names on the rubric as they
present. Take notes on whether each student meets the
expectations of the presentation. Give each individual a
score of 1-5 based on the quality of their presentation
and their content.

-Students raise their hands once they have finished their
scatter plot so the teacher can check to see that they did it
correctly.

-Students begin to work on their group worksheets. They
should start by examining the data and listing the (x,y)
coordinates and should proceed to create the scatter plot
and answer the questions that follow. All members
should participate. Students raise their hands when they
have questions, and the teacher will come to help them.
-Groups that finish early share their answers with the
teacher.






--------------------------------------------------------------------------




-Groups finalize their work and prepare to present.




-Students finish writing their last answers.





-Students face their chairs forward. They remain seated
with their groups.
-Students volunteer if they would like to first. If not, they
wait to see whether it is their turn to present.

-Students present their portions of the presentation as
stated on the Roles and Responsibilities sheet when
their groups are called upon to present. All students
participate in the presentation.
-Students who are not presenting listen quietly to their
peers presentations. They may ask questions and take
notes, but they are not required to do so.











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-Continue in like manner. Ask for volunteers, and if no
one volunteers, roll the die to determine who goes next.




3
min.












3
min.

(plus
any
time
left)
Closure (Summarize the lesson with students, provide
further opportunities for learning, and build a bridge to
the next lesson.)
-So what have we done today? We learned how to make
scatter plots by plotting sets of (x, y) points on a graph,
just as we did yesterday. Only today we graphed real-life
data and used scatter plots to show trendsthats the
positive and negative correlationand to make
predictions. Did you find it hard to make the scatter
plots? [Allow students to answer without raising their
hands. They will likely say this was not too hard.] Was it
difficult to answer the questions that required you to
make predictions? [Allow students to answer without
raising their hands. One or two students may want to
explain their answers. They will likely say this was more
difficult.]
Extension
We didnt do this today, but one thing people often do
when making scatter plots that show a positive or
negative correlation is to draw a line that represents the
trend. [Draw line through scatter plot on last page of
SMART Board.] Tomorrow were going to learn how to
write equations for lines using x and y so we can know all
the (x, y) points on a line. There is no homework for
tonight. So tomorrow I will expect you to be in your seat
with your notes out, ready to learn how to write
equations of lines. I would now like you to put your
chairs back in their usual places. When youre done with
that, you may pack up and sit in your usual assigned seats
and talk quietly until the bell rings.



-Students listen and look at the SMART Board as the
teacher reviews the material covered during class.
-They answer the debriefing questions asked by the
teacher.










-Students listen and watch as the teacher draws a line of
best fit and leads into tomorrows lesson.
-When the teacher gives the directions, students put their
chairs back in their usual places and sit in their normal
assigned seats. They pack up their belongings and talk
quietly until the bell rings.