SteveDrabynMath


 * Lesson Topic and Description:** Normal Distribution

**__Focus on Concepts:__**
Bell curve, 34% on each side of the mean for 1 standard deviation, 13.5% to the next standard deviation!

**__Provision for Acceleration and Compression of Content__**
Make a normal distribution for something in the real world with 3 standard deviations.

**__Enrichment__**
Make a normal distribution for a product that sells 84% of the items produced. Give students several different data sets. Ask them to determine which data sets represent data that is normally distributed.

**__More Advanced Reading and Vocabulary__**
Bill Gates uses normall distributions with Microsoft:?

**__Use of Primary Sources, Artifacts, and Real World Objects__**
Find 3 examples of normal distributions in the real world.

**__Interdisciplinary Connections__**
In a business class...do they use normal distributions?

**__Includes In-Depth and Critical Analysis__**
Use of normal distributions for the sale of a new product! Explain use of normal distributions in grading. Ask students to write about whether or not they would like to be graded on the bell curve using what they know about normal distributions. Track the class through the semester to see how it would effect each students grade if their grades were figured using this method.

**__Fosters Creative Expression__**
Use of different sales techniques to improve the sale of a new product.

‍ **__Exploration of Areas of Choice...why would this be helpful to a new business owner?__**
**__Knowledge or Remembering:State the Percentages for a normal distribution.__** **__Comprehension or Understanding: Starting witht the mean...34% is on either side for the 1st standard deviation, 13.5% is next on either side for the second standard deviation.__** **__Application or Applying: Provide an example of a normal distribution.__** **__Analysis or Analyzing: Use the actual class grades for a normal distribution.__** **__Synthesis or Evaluating: Provide examples of different distributions and their differences.__** **__Evaluation or Creating: Using the class grades...provide different scenarios for grades based on different distributions!__** (include appropriate citations and copyright permissions if not original work) Students have an understanding of how to use trigonometry to solve for missing sides of a right triangle. Students will work in groups to measure the height of chosen objects around the school. Examples include things such as flag pole, bell tower, school building, etc. (brief description including objective, type of lesson, use of grouping, etc.) (likely some or all will be above grade, may be from more than one subject, includes skills) This project will take approximately one class period of 70 minutes. (gives time in days and minutes per day) Tape measure, angle finder guns, paper, pencil. (include numbers of items needed, all technology needed, titles and authors of any materials needed) (logical progression, clear teaching instructions with good detail; how students are working; type of learning) (for particular steps with guidance for what, who and how to use it) (for students who have already mastered material or who can work at a higher level than other high ability students) (measures identified Student Learning Outcomes; clear directions for students; evidence of higher level thinking is included; written materials attached; scoring system attached including any rubric, checklist, etc. )
 * Unit Name and Lesson Plan Title: Right Triangles – Measuring difficult to measure objects.**
 * Author: Steve Drabyn Grade and Subject: Geometry Honors**
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 * Student Learning Outcomes or Objectives:**
 * 1) Know how to apply the use of trigonometry to measure the height of difficult to measure objects.
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