Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 334 views

    Anna and Sophia

    Uploaded by

    api-720088250
    This lesson plan is for an 8th grade math class that focuses on creating and analyzing scatter plots using historical voter registration data from 1964 to 2020. Students will create scatter plots, observe patterns in the data, find the line of best fit, and discuss how major historical events impacted voter registration trends over time. The lesson aims to help students understand relationships between variables and see the real-world relevance of math concepts. It also incorporates culturally responsive elements like supporting English language learners and connecting the topic to students' families and communities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Anna and Sophia

    Uploaded by

    api-720088250
    334 views3 pages
    This lesson plan is for an 8th grade math class that focuses on creating and analyzing scatter plots using historical voter registration data from 1964 to 2020. Students will create scatter plots, observe patterns in the data, find the line of best fit, and discuss how major historical events impacted voter registration trends over time. The lesson aims to help students understand relationships between variables and see the real-world relevance of math concepts. It also incorporates culturally responsive elements like supporting English language learners and connecting the topic to students' families and communities.

    Original Title

    anna and sophia

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This lesson plan is for an 8th grade math class that focuses on creating and analyzing scatter plots using historical voter registration data from 1964 to 2020. Students will create scatter plots, observe patterns in the data, find the line of best fit, and discuss how major historical events impacted voter registration trends over time. The lesson aims to help students understand relationships between variables and see the real-world relevance of math concepts. It also incorporates culturally responsive elements like supporting English language learners and connecting the topic to students' families and communities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    334 views3 pages

    Anna and Sophia

    Uploaded by

    api-720088250
    This lesson plan is for an 8th grade math class that focuses on creating and analyzing scatter plots using historical voter registration data from 1964 to 2020. Students will create scatter plots, observe patterns in the data, find the line of best fit, and discuss how major historical events impacted voter registration trends over time. The lesson aims to help students understand relationships between variables and see the real-world relevance of math concepts. It also incorporates culturally responsive elements like supporting English language learners and connecting the topic to students' families and communities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 3

    Anna and Sophia

    Culturally Responsive Math Teaching: Voter Registration

    We would implement this lesson in an 8th grade math classroom. (60 mins)

    Learning Goals for this Lesson:

    SWBAT create scatterplots with a given data set

    SWBAT discuss the scatterplots and make observations and make connections and
    discussions about the scatterplots

    SWBAT find the line of best fit, and understand what that means in relation to the data
    points

    SWBAT discover links between historical laws and the data

    The SOL standard this would be based on is;

    ​ 8.13 The student will


    ​ a) represent data in scatterplots;
    ​ b) make observations about data represented in scatterplots; and
    ​ c) use a drawing to estimate the line of best fit for data represented in a
    scatterplot

    Leading Questions for Discussion:

    ● How do the various groups compare to one another?


    ● What major historical events caused these shifts in voter registration?
    ● What are some current day limitations to voter registration?
    ● Why is plotting these data points so important?
    ● What can we learn from finding the line of best fit?

    How to assess our students learning:

    ★ Students are able to create scatter plots as well as estimate the line of best fit
    ★ Students are able to have productive and engaging discussions about the scatterplots
    and understand what the plots and line of best fit are representing
    ★ Students are able to have productive conversations about voter registration and how this
    can be linked to historic events
    Differentiation in this lesson:

    ➔ Students may either estimate the line of best fit during this lesson, or they may
    calculate the exact line of best fit.
    ➔ Student may be able to use calculators to help them find the line of best fit if
    needed
    ➔ Students may plug in data points to a graphing calculator or other related tools,
    so that it may graph the points for them
    ➔ Students may have pictures and translated key terms for those who are ELL

    How is this lesson mathematically rigorous:


    Depth of student knowledge and understanding
    a. Students will have visible thinking and understanding as you can see their
    scatterplots and know if they understand what they are doing
    b. You can also view their understanding through the discussions they have
    Mathematical Analysis
    c. Students have to be able to read, understand, and analyze the graphs in order to
    find the line of best fit
    d. Students also have to be able to plot the different data points and will know how
    to create scatter plots out of a given data set
    Mathematical Discourse and communication
    e. There are many places and opportunities for discussion within this lesson
    i. Students discuss the scatter plots that they made, and are able to draw
    up comparisons as well as differences between each others graphs
    ii. They have meaningful discussions in a rigorous way as they must use
    math vocabulary and have a deep understanding in order to make these
    connections
    Student engagement
    f. Student will have mastered being able to create a scatter plot at the completion
    of the lesson, and by making it relevant to their lives they will not only hopefully
    remain involved in this mathematically, but socially as well in understanding and
    following voting trends

    How is this lesson culturally relevant/responsive:


    6.) Academic Language Support for ELLs
    We can add in pictures and we can translate key terms of the lesson. We can also give a
    translated version of the data set. We can also give extended time for tasks and pair
    English language learners together for the task.
    7.) Funds of Knowledge, Culture, and Community Support
    Although these students are not of legal age to vote, it is important for them to know the
    history of voter registration and understand the importance of voting. Also, since the data
    is from 1964 to 2020, it is relevant enough for them to ask their parents, grandparents,
    other family members, etc.
    Social Justice Standards:

    Justice 12- I can recognize, describe or distinguish unfairness and injustice at different
    levels of society.

    Justice 14- I am aware of the advantages or disadvantages I have in society because


    of my membership in different identity groups, and I know how this has affected my life

    You might also like