RJ+Math+IP

=Instructional Plan/Learning Activities=
 * Content:** Math
 * Instructional Plan || Understanding || Know || Skills || MLR ||
 * 1.
 * Hook**: Students will receive various data about the Holocaust. The ages of people who survived the concentration camps, the migration percentages, and the ratio of deaths to living.
 * Learning Activity**: I want students to have enough time to really look and absorb the data. Students should be able to see which ages are the norm, where the most people migrated to, and how many people survived the Holocaust compared to those who didn't. After students have made their predictions either individually or in small groups, as a class we'll find the mean, median, mode, range, and quartiles of the data.
 * Artifact**: Written predictions using blogs || Students will understand that the mean, median, mode, range, and quartiles are great tools to understand the impact of lives affected by the Holocaust. || **Terms** - probability, population, migration, percents, ratios
 * Concepts** - probabilities for certain events based on population and migration || Predict outcomes by using raw data and information. || Probability (Grade 8) #4a ||
 * 2.
 * Hook**: I'll make up some data to give students in order for them to figure out how to make box and whisker plots and histograms on their computer. They'll have time to explore the program and become familiar with it.
 * Learning Activity**: Students are going to take the data from the previous class and create their own box and whisker plots, histograms, charts, and tables using their laptops. Then they'll see how close their predictions were to the actual outcome.
 * Artifact**: Tables, graphs, plots using laptops || Students will understand that the mean, median, mode, range, and quartiles are great tools to understand the impact of lives affected by the Holocaust. || **Terms** - mean, median, mode, quartiles, outliers
 * Concepts** - how to make tables and graphs by hand and on computers || Translate raw data and information into tables, line graphs, pie charts, stem and leaf plots, box and whisker plots, and histograms. || Data Analysis (Grade 8) #3

Probability (Grade 8) #4c ||
 * 3.
 * Hook**: I will have various sports written on the board: baseball, basketball, volleyball, and golf. Students can choose which sport they want and therefore pick their own groups. Each person will be given a different histogram, graph, or plot about their sport. They'll be asked to analyze each one as a group.
 * Learning Activity**: After that students will be split up by which picture they have. All the histograms will be in one group, all box and whisker plots in another, and so on. Students will be asked to compare pictures by looking at the mean, median, and mode. Students will present their findings to the class and then be asked to do the same process with the pictures they made on the Holocaust.
 * Artifact**: Written conclusions using blogs || Students will understand that the mean, median, mode, range, and quartiles are great tools to understand the impact of lives affected by the Holocaust. || **Terms** -stem and leaf plots, box and whisker plots, histograms
 * Concepts** - how to make conclusions about tables and graphs || Analyze conclusions based on tables, line graphs, pie charts, stem and leaf plots, box and whisker plots, and histograms. || Data Analysis (Grade 8) #3

Probability (Grade 8) #4b || - that linear equations only have one solution || Solve any linear equation including linear equations of the form ax + b = cx + d. || Data Analysis (Grade 8) #3
 * 4.
 * Hook**: Before class I'm going to find out everyone's age. I'll tell the class their mean age, and I want them to tell me what all their ages add up to without actually adding them.
 * Learning Activity**: The activity is going to be about solving for an unknown. For example, if you know the mean and how many is in your sample, how do you find the total of all the samples? Or what if you know the total but not how many is in the sample?
 * Artifact**: Steps in solving equation and final answer using discussion page on class wiki || Students will understand that the mean, median, mode, range, and quartiles are great tools to understand the impact of lives affected by the Holocaust. || **Terms** - unknown variables
 * Concepts** - how to combine like terms and manipulate equations to solve for an unknown variable

Equations and Inequalitiles (Grade 8) #2a ||
 * 5.
 * Hook**: [|Show website] and discuss why different graphs are used for different data.
 * Learning Activity**: Students will be given class time to look for their own data about the Holocaust. They will have to represent the data in a different form than how they found it and explain why they decided to choose the form they did.
 * Artifact**: Find and discuss alternate representation of data || Students will understand that the mean, median, mode, range, and quartiles are great tools to understand the impact of lives affected by the Holocaust. || **Terms** - equations, graphs
 * Concepts** - that there are alternate approaches to solve problems and how to recognize them || Consider alternate pictures to represent the same data. || Data Analysis (Grade 8) #3

Equations and Inequalities (Grade 8) #2c ||
 * 6.
 * Hook**: I am going to pick my favorite thing that we did during our unit on the Holocaust and just tell the students what I learned and why I liked it so much.
 * Learning Activity**: Students will be given the opportunity to share a part of their portfolio, the part that stood out to them the most, either because it was the most interesting or most disturbing.
 * Artifact**: Portfolio with all 4 content areas || Students will understand that the mean, median, mode, range, and quartiles are great tools to understand the impact of lives affected by the Holocaust. || **Terms** - data, Holocaust
 * Concepts** - that all 4 content areas can be connected into one unit || Knowledge: Reflect on equations, graphs, tables, and plots that were created from the Holocaust || Data Analysis (Grade 8) #3 ||