Lesson Plan Organizer

Mathematics Education
Subject: Math
Grade : 6th
Time: 45 min.
Number of Students: 25
Population: Breckenridge Middle School
Content Standards:
CCSS.MATH.CONTENT.6.SP.B.4 Display numerical data in plots on a number line, including dot plots,
histograms, and box plots.
CCSS.MATH.CONTENT.6.SP.A.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.
CCSS.MATH.CONTENT.6.SP.B.5.A Summarize numerical data sets in relation to their context, such as
by: Reporting the number of observations.
Practice Standards:
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. (Students will
make sense of the problems and persevere through them by using concrete objects, pictures, and examples
to help aid them in conceptualizing to solve their problems.)
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively. (Students will makes sense of
quantities and their relationships in problem situations.)
Topic: Line Plots, Frequency Tables & Histograms (Chapter 6 Section 4)
Key Vocabulary:
- Frequency the number of times it occurs
- Frequency Table the number of items an event, category, or group occurs
- Histogram a bar graph that shows the number of data items that occur within each interval
- Line Plot a number line that uses xs or other symbols to show frequencies of value
Objective(s):

Being able to apply the properties for creating line plots, frequency tables and histograms.
Being able to read and assimilate a histogram, a line plot or a frequency table.
Understanding what values in the frequency table, line plot or histogram are the least and the
greatest.

Name: Mikel Williams

Lesson Plan Organizer

Mathematics Education
Materials:
- 25 Mini-White Boards
- 25 Dry Erase Markers
- Projector
- Computer (for the Projector)
- Tall Trashcan
- Tennis ball or Lacrosse Ball
- Candy (Optional)
Teacher Preparation:
- Make sure I know and easily comprehend the definitions.
- Have my CTs computer ready and available to use for the necessary online resources.
- Have a nice opener to make my students minds clear, ready and excited to learn mathematics.
Assessment of prior knowledge:
I will assess my students prior knowledge formatively by having a class discussion as far as what
they understood or remember from yesterdays lesson and allowing the students to notify me on
what really did not make sense.
Assessment of objectives on content knowledge:
The students will show what they have learned by participating in Trashket Ball and completing
each problem to the best of their ability. This will let me know whether or not my class was able to
understand the concept and able to apply the concept.
Assessment of objectives on practice standards:
The students assessment of the objectives will be completing the Chapter 6 Section 4 homework.

Name: Mikel Williams

Lesson Plan Organizer

Mathematics Education
Introduction:
The lesson begins with me checking how well the students feel they did on their homework and
what they feel I should have explained to them better. Then, I will answer the questions that the
students had and clear any missing gaps of information or just use a different way to explain the
content in a way that can help the struggling students. The students will have about eight to fifteen
minutes to ask questions if the time is needed.
After we finish discussing any questions the students may have on the content, then it is time to
explain Trashket Ball!
Body:
First, well go over the rules of Trashket Ball, which are the following:
o Each student must attempt each problem that I have listed on the board from their teams, then I
will call on one student from each group to show me the answer to their problems on their white
boards.
o If the students get the problem correct they earn one point as well as get to attempt scoring in the
bonus round. The bonus round is shooting the tennis ball or lacrosse ball from the two point or
three point line.
o If the student makes the shot behind the two point or three point line then those points will be
added to the teams total score.
o After the students who got the math problem correct shoot. I will have the students erase their
mini-white boards and have them do another problem with different team members shooting if the
selected individual gets the problem right.
o The students will have no longer than ninety seconds to answer the problem.
o The students are allowed to talk to each other, so they can help each other in their groups, but the
student who answers the problem must have written it on their board and cannot use their
teammates board to answer their problem.
o The team with the most points wins, but points can also be taken away if the teams are talking
obnoxiously when they are not supposed to!!!
Then, we will play Trashket Ball!!!
Closure:
Last, I will close the lesson in the last five to eight minutes by having the students go back to their
correct seats, assign the students their homework for the weekend and award the winning team
their candy.
If there is any remaining time the students will begin their homework.

Name: Mikel Williams

Lesson Plan Organizer

Mathematics Education
General Differentiation Plan
Students will always be called upon to answer questions and show the work they are learning to do
whether they willingly volunteered or not, but some of the ways that Professor Wolfgang and myself
make it more comfortable are the following:
o Allowing the students to vote with their feet; meaning the instructors will put a problem on the
board and the students will have to walk to the designated area in the room if they believe their
answer is correct.
o Students will be able to swipe correct answers into the correct answers bank when available on
their Chromebooks as they finish their problems from their practice book or the example put on
the projector.
o Sometimes students are just scared to go up to the board and do a problem by their self, so I allow
the students to take a partner with them if need be as a way for the student to feel more
comfortable and ask for help from their friend if they are struggling.
o There is an activity on socrative.com that is called, Space Race. This activity randomly puts the
students into groups on their Chromebook and has them compete against the other groups in math
problems to see which team will win, while keeping the teams and team members anonymous.
Reflection
I really enjoyed teaching this lesson side-by-side this activity because my students enjoyed Trashket Ball.
The best part to me was how much the students struggled the day before with the concept of Line Plots,
Frequency Tables & Histograms, but when having a chance to implement this information in an activity
my students blossomed! It makes me wonder do the engaging activities force students to learn faster or
are the students learning the information on the spot, in order to do well in the competition? Either way,
the results Trashket Ball produced with this difficult section was beautiful, and I will definitely use this
engaging activity again in the future!

Name: Mikel Williams