Lesson Plan Template
Teacher: Kanwal Sumnani
Subject & Grade: 7th Grade Mathematics
Lesson Date: March 28, 2019
OBJECTIVE(S)/STANDARD(S)
What will your students be able to do?
Reference Common Core or your state’s
standards, as applicable.
Compare two populations based on data in
random samples from these populations, including
informal comparative inferences about differences
between the two populations (7.12C).
Solve problems using data represented in bar
graphs, dot plots, and circle graphs, including
part-to-whole and part-to-part comparisons and
equivalents (7.6G).
PREREQUISITE SKILLS
What will your students need to know to master
the grade-level objective?
Students will need to have mastery with being
able to solve for percentages using a proportion.
They will need to understand that fractions can be
converted into decimals and then percentages
and converted directly into percentage values by
setting a given fraction equal to x/100.
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CONNECTION TO ACHIEVEMENT GOAL(S)
How does the objective connect to the goal(s) you
have for your students this year?
I am always looking for ways for students to be
able to directly connect the relevancy of a given
lesson to their everyday lives. The existence of
bar graphs and population statistics are commonly
found in the news to make comparisons across
different products, trends, etc. and are also forms
of data collection and representation companies
use to target consumers. Through this lesson,
students will be able to interpret bar graphs and
see trends based on fields of interest to them and
see how they are bought in as consumers.
DIAGNOSTIC
How will you assess students’ mastery of these
foundational skills?
During the “Do Now” portion of the lesson, prior to
the “Hook,” students will be given five problems in
multiple forms (written statements and fractional
setup) and asked to compute percentages.
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 ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?

While informal forms of assessment will be gathered throughout the lesson, by way of teacher
circulation and scaffolding, students will be given an exit ticket that consists of a bar graph scenario
and short answer questions. There has been a push from administration to insert STAAR-formatted
word problems as the sole format of exit tickets; however, I still want for students to be able to compute
calculations on their own, explain their justification using relevant vocabulary, and not rely solely on
test-taking strategies and process of elimination.

KEY POINTS
Key points are student-facing statements that include important content students needs to know to be
successful in the lesson. What three to five key points will you emphasize?

-As soon as a sample has been gathered from a population, an inference about the whole population
can be gathered by proportional solving
-The inferences made can also apply to various populations, where comparisons and predictions can
be made about the data
-One way to represent population data with different categories, or categorical data, is to draw a
horizontal or vertical bar graph
-Key features of a bar graph include that all of the bars need to add up to the total population and that
the length of the bar determines the value

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 OPENING/HOOK (10 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?

Many of our students enjoy breakfast tacos and they are a popular featured
breakfast dish in our school’s free meal program. The hook will be delivered in the
form of a whole class survey, in which three different breakfast taco options are
presented (chorizo and egg, bean and cheese, potato and egg) and students are
asked to cast a vote for their favorite taco out of the three selections.
As students cast their votes by raising their hands, I will draw a bar graph on the
board with the x-axis labeled with the taco options and the y-axis labeled with the
population number (my class sizes vary in size, between 22-28, with additional
variance due to absences). Students will have space given to them on their notes
sheet to replicate the bar graph drawn on the board.
After the data is gathered, I will give students 10 seconds to turn-and-talk and
compute the total population size based on the data represented on the bar graphs.
As my verbal countdown goes down, I will stay at my post and glance at each of the
table groups to ensure on-task conversation and 100% mastery on this basic
mental addition skill. The population will be shared as a group call out and then the
students will be instructed to calculate the percentage for each of the breakfast taco
options out of the total population, using either a proportion, decimal multiplication,
or fractional equivalency.
Handout, Pencil
Commented [MOU1]: Prior to moving to San Antonio,
breakfast tacos were a foreign concept to me. By “honoring
and respecting the children’s home and culture,” making a
conscious decision to integrate student interests as hooks
within a lesson is a demonstration of “equitable teaching for
students” (Vescio, 2016).
Commented [MOU2]: 85% of our students at my school
are on the Free/Reduced Meal program and thus this
example addresses a commonality the majority of the
students share in a culturally responsive way without
exclusion.

INTRODUCTION OF NEW MATERIAL (10 min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?

The only two new explicit vocabulary words are inference and prediction, both of Handout, Pencil
which are cross-curricular in nature due to its frequent use in English/Language
Arts. Students will first be asked to define the two words, after having the
opportunity to converse in their groups at a whisper volume for one minute, and I
will circulate to listen in on conversations.

Students have typically only used proportions to solve for percentages using x/100;
however, for this particular lesson, students will have to think in equivalent
percentages, being able to understand that a smaller sample from a smaller
population is being used to make an inference of a larger population. Thus, the
denominator will have to be of the larger population, as we are finding a sample
number and not necessarily a percentage.

The INM will be presented as taking the bar graph survey activity completed during
the Opening/Hook and posing a question of how we can use this class-wide data
and apply it to the entire grade level or perhaps the whole school. Students will
engage in conversation with one another and compute population percentages and
make inferences using proportional setup, following along with the teacher at the
board, as part of the INM.
Commented [MOU3]: By prompting “students to identify
and analyze the data presented in problems,” even though
students are following along with teacher exemplars during
the INM, they are still engaging in conversation with one
another and engaging in the culturally responsive practice of
story sharing and academic discourse (Brown University,
2018).

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 GUIDED PRACTICE (30 min.)
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?
Four stations will be implemented:
-Short Answer Responses Based on Bar Graphs
-Electronic Integration: Interactive Bar Graph at
http://shodor.org/interactivate/activities/BarGraph/
-STAAR Practice with Extension
-Electronic Integration: Analyzing Bar Graph Purpose
http://www.tv411.org/reading/understanding-what-you-read/reading-charts-and-graphs
For the short answer response and the STAAR practice station, students will be
working independently to answer questions, serving as the Independent Practice
portion of the lesson. Students will have a combined total of 14 minutes of practice
with questions that look similar to questions administered on the state assessment.
These two stations will be at a Volume Zero, or silent volume.
Students love working with technology and the electronic integration components of
the lesson will be twofold in nature. The interactive bar graph will allow for students
to observe changes in scale based on the y-axis and personalize the graph with
their own x and y labels to apply to a scenario of their choice, based on a topic that
they collectively decide as a group and of interest to them. The bar graph purpose
analysis activity will also serve as multiple choice practice; however, the
engagement piece of online use and immediate feedback provides scaffolding for
students through a non-teacher source. These two stations will be partner-based
and the voice level expectation will be a Volume One, or a whisper/low-voice
volume. Students will be responsible for writing a two to three sentence summary
at each of the technology stations of what they did and learned.
I will circulate between all of the groups and will assign my support teacher (if
available) for my class that has special education students to two of the four rotating
groups. Students will be randomly selected and not moving with their usual table
groups (with the exception to students receiving special education services, in
which partial pre-assignment will need to be determined), to be in line with culturally
responsive practices and allow for students to be able to interact with students they
are not typically used to interacting with.
INDEPENDENT PRACTICE (14 min (taken from two of the four activities above.)
In what ways will students attempt to demonstrate independent mastery of the
objective?
Why will students be engaged/interested?
How will you provide opportunities for extension?
How will you clearly state and model behavioral expectations?
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MATERIALS
Commented [MOU4]: “Reshaping the curriculum” is
Handout, evidenced through this station-based lesson component
Chromebook (Brown University, n.d). The curriculum from which I chose
with Internet to base some of the independent practice problems on did
Access, Timer not provide a comprehensive list of potential engagement
activities for student application.
Commented [MOU5]: While the independent practice
portion is straightforward in nature, the level of teacher
scaffolding provided to students that might be struggling is
a use of “building fluencies with graduated levels of support
for practice and performance” (CAST, 2018).
Commented [MOU6]: As per the Universal Design for
Learning, the integration of these specific technology-based
activities “provides multiple means for engagement and
action & expression” (CAST, 2018). For the former,
“collaboration” is a key component in these two stations
with “multiple media” forms and student relevancy is
facilitated through the opportunity for choice in creating a
bar graph of students’ own topic choosing.
Commented [MOU7]: Here is an opportunity for students
to share their “personal stories” and interests, giving them
the opportunity to “make connections with one another”
(Degner, 2018). The students are able to directly integrate
their interests and generate realistic sample numbers based
on their interest topics.
Commented [MOU8]: This is an example of student
“shared responsibility of instruction,” through the creation
of cooperative learning groups taking on new types
MATERIALS discussion opportunities that students might not typically
have, due to usually previously-determined, mostly stagnant
small groups (Brown University, n.d).
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 As stated above, a voice level of Zero will be normed for the independent practice Handout, Pencil
stations, where they are working individually. Students will have the opportunity for
extension by way of the lesson summary and any lingering questions they may
have that they would like to see addressed in future lessons. Commented [MOU9]: “Self-regulation” is seen here, as per
the Universal Design Learning Framework, underneath
Engagement (CAST, 2018).

CLOSING (5 min.) MATERIALS

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?

Students will be asked underneath their exit ticket to summarize in two to three
sentences what they learned during the lesson. Students will be instructed to utilize
relevant vocabulary, give an example of how bar graph use can be applied in
everyday life,
Handout, Pencil
Commented [MOU10]: Multiple modes of analysis and
representation, as per the Universal Design Learning
objective of Action and Expression (CAST, 2018).

DIFFERENTIATION MATERIALS
How will you vary your approach to make information accessible to all students?

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 As stated in previous annotated lessons throughout my involvement in this program,
I will scaffold for struggling students by helping them set up equations if they have
difficulty with identifying parts, wholes, and different populations based on their
independent practice problems. I will provide scaffolding questions as students
complete their problem/graph annotations. In my class with special education
students, I sometimes have a support teacher present who can help me divide my
attention across the classroom, to ensure that even more intensive small group
practice is administered. With the technology portion of the lesson, scaffolding will Commented [MOU11]: Thinking of “Differentiated
be provided for the graph creation feature. Instruction as a mindset,” adjustments are made group to
group for students who need additional supports by way of
scaffolding (Wormeli, 2011).

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 Handouts & Resources

Please include copies of any handouts, student worksheets, or other resources.

Do Now

Convert the following into percentages, using any calculation method of your choice:

1. What is eight forty percent of?

2. 40/600

3. Which number is ninety percent of 280?

4. 15/225

5. 70/280

SWBAT interpret bar graphs and make population inferences based off of sample data

What are inferences and predictions in English/Language Arts?

*scholar note space*

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Opening/Hook

(sample breakfast taco bar graph survey)

INM

Now, if we were to take all 78 students in the seventh grade and try to make an inference based on our
sample data, how many students in the entire grade level would prefer bean and cheese AND potato and
egg tacos?

(setup: 13/24=x/78)

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Guided Practice/Independent Practice

STAAR Formatted Problem Practice

1. How many total people were surveyed? ______

2. What fraction of people chose Country Music as their favorite? Reduce your answer. ______

3. What is 40% of 55? ______

4. Select the best answer:

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 5. What fraction of people chose Opera music? Reduce your answer. ______

6. What is 20% of 55? ______

7. Which types of music received 20% or more of the votes?

8. True or False: Rock received more votes than Jazz and Opera combined. _______

Explain your reasoning for # 8:

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

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G

Short Answer Practice

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Analyzing Bar Graph Purpose Computer Sample

Create own Bar Graph Computer Sample

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Exit Ticket

Commented [MOU12]: I hope to rework this graph to

integrate popular forms of transportation in San Antonio.
Many of our students and their families take the city bus,
walk, drive, or ride on downtown rental scooters. The
integration of this in place could be an easy re-working of
the previously-developed content.

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 References

CAST. (2018, August 31). The UDL guidelines. Retrieved from

http://udlguidelines.cast.org/?utm_medium=web&utm_campaign=launch&utm_so

urce=cast-news&utm_content=image-caption

Degner, J. (2018, June 27). How universal design for learning creates culturally

accessible classrooms. Retrieved from

https://www.edweek.org/tm/articles/2016/11/14/udl-creates-cultural-competency-

in-classroom.html

Education Alliance, Brown University. (n.d.). Culturally responsive teaching. Retrieved

from http://www.brown.edu/academics/education-alliance/teaching-diverse-

learners/strategies-0/culturally-responsive-teaching-0

Education Alliance, Brown University. (2008). Culturally responsive teaching. Retrieved

From http://www.brown.edu/academics/education-

alliance/sites/brown.edu.academics.education-

alliance/files/uploads/KLOOM_crt_entire.pdf

Maneuvering the Middle. (2017). Data and statistics unit. Retrieved from

https://www.teacherspayteachers.com/Product/7th-Grade-Data-and-Statistics-

Unit-TEKS-3476180

Vescio, V. (2016). An equal chance at success: Culturally responsive teaching practices

address students’ differing needs. Journal of Staff Development, 37(5), 18–22.

Retrieved from

http://search.ebscohost.com.proxy1.library.jhu.edu/login.aspx?direct=true&db=eri

c&AN=EJ1125653&site=ehost-live&scope=site

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Wormeli, R. (2011, October). Teaching in the middle: Differentiated Instruction: Setting

the Pedagogy Straight. Retrieved from

https://pdfs.semanticscholar.org/9a18/96b8b16601b558b56eb22d8de8ea7867aa

b.pdf

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