Technology Mini Lesson Plan
Technology Mini Lesson Plan
Technology Mini Lesson Plan
CCSS.MATH.PRACTICE.MP4
statistics to real life situations and evaluate the results in a realworld context
CCSS.MATH.PRACTICE.MP5
It is assumed that students are familiar with the simple linear regression
equation f(x)=mx+b and that m represent the slope and b represents
the y-intercept
Students understand the terms mean and variance in relation to a data
se, although they do not necessarily need to know the formulas to
complete the worksheet
Students have some prior knowledge of the program R
Mean
Variance
Scatterplot
Slope
Y-intercept
Linear regression
Line of best fit
Students should be able to model a data set with simple linear
regression
Students should be able to interpret a linear regression equation in the
context of the problem
Students will use the program R to create a linear regression model for a
data set and look at trends in the data
On the worksheet, students will be asked to fit a linear model to the data set
and also analyze the data using box plots and a scatter plot. They will also
have to interpret the slope and y-intercept of the linear regression equation
they find in context with the problem. Students can work in pairs but each
student will be asked to turn in their own copy of the worksheet and if it seems
that students are not taking advantage of working in groups they will be asked
to finish the worksheet on their own. Students will use the computer program R
which is helpful for statistics related problems. Using R, they will create a linear
model for the data, create boxplots for the variables, find the mean and
variance of each of the variables, and create a scatterplot for the data.
In going through the worksheet, students will have a partner but we will
progress through the worksheet mostly as a class where we introduce a
question, students work with their partner for some time, and then we come
back together and arrive at an answer we can all agree on. This way, as the
teacher, I can also make sure that the use of technology is aiding the lesson
(providing answers to computation, providing visuals) and not holding students
back.
1 Warm-Up
2 Launch
3 Group
Work/Discussi
on
Time
Estimat
e
(min)
Start the class with a quick review on: What do we know about linear regression?
Write students responses on the board so we can a collection of ideas about their
prior knowledge about linear regression from past classes
Today we are going to continue looking at simple linear regression and we will be
using the computer program R to analyze our data
Hand out the worksheets and have students bring up the program on R. One
computer per pair of students should suffice.
We will go through the worksheet as a class and in groups of 2. Students will work
with their partner on sections of the worksheet and we will also come back as a class
often to project the question on the screen to make sure that we agree as a class on
our answers and so that students are using the correct commands in R to obtain
correct answers. We will continue this way for questions #1-4 on the worksheet.
Students will first attempt the problems with their partner. When the students are
working in pairs, the teacher will circulate the room and assist where needed.
5 min
5 min
20 min
6 Closure
Questions #5-7 will be formative assessment that students should try to complete on
their own.
Take the next 5 or so minutes and complete problems 5-7 on your own. Then we will
come back as a class and discuss.
Have students use R to create histograms of the data for cans or gravy and for the
weight of the turkey.
Looking at each of the histograms, describe the center and spread of the data for
each one
Do we think that our model was a good fit for this data? Why?
What do you think about using programs like R to analyze data?
15 min
5 min
5 min