CONTENT

KNOWLEDGE
I N TA S C # 4
ERICA CONDON
JOHNS HOPKINS UNIVERSITY

INTASC STANDARDS
InTASC Standard 4: Content Knowledge: The teacher understands the
concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and create learning experiences that make the discipline accessible
and meaningful for learners to assure mastery of the content.
InTASC Standard 5: Application of Content: The teacher understands
how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.

INTASC STANDARD #4:

CONTENT KNOWLEDGE
The teacher understands the concepts, tools of
inquiry, and structures of the discipline(s) he or
she teaches and create learning experiences that
make the discipline accessible and meaningful for
learners to assure mastery of the content.
Each area of the standard above can be identified throughout this presentation based on
the following color coding descriptions:
Understanding of the concepts, tools of inquiry, and structures of the discipline
Create learning experiences that make the discipline accessible and meaningful for
learners to
Assure mastery of the content

STATISTICS UNIT PLAN

This plan, executed over the course of two weeks, is an example
of my understanding of the central concepts, tools of inquiry, and
structures of Algebra I and my ability to create learning
experiences that make the discipline accessible and meaningful
for all of my students, regardless of their current grade level in
math, to assure mastery of the CCSS content.
This Unit Plan includes:
An exploratory venture in which students use tools of inquiry to recall
previous learned content
A concept map that shows my ability to meet the needs of all learners by
breaking down the central concepts in a way that students can really see
the meaning of the content
Lesson slides from a week long portion of the unit in which students my
understanding of how to create learning experiences that make Algebra I

EXPLORATORY VENTURE
During the Bellwork, students are asked to
list all of the graphical representations of
data that they remember learning about
junior high and to draw a basic sketch of
each type of graph. I am able to assist
students in this process because of my
deep understanding of the central concepts
and structures of Algebra I and Statistics in
particular.
Students used a variety of tools of inquiry
to work independently and with their peers
to create a list that covered as many
graphical representations of data as
possible. Their willingness to question their
classmates and inquire about different
possible answers displays my ability to
create a learning experience in which all

CONCEPT MAP
Histogra
m
Quantitative
(Numerical)
Data

Plot
Dot

Graphically
Representing

Plot

Statistical
Data

Box

Bar
Qualitative
(Categorical)
Data

Graph
Pie
Chart

By creating a
concept map, I
am providing
students with a
visual tool that
makes the unit's
content more
accessible.

LESSON SLIDES
Creating a Histogram
Make a frequency table that counts up each interval
amount and put it on a graph!
Daily high temperatures in degrees Fahrenheit: 63, 70, 64, 71,
70, 62, 68, 67, 68, 72,65, 62, 59, 58, 60, 59, 56, 53, 51, 55, 56, 60, 53,
57, 55, 50, 46, 49, 46, 52, 48

The central concept of

histograms is introduced
and students use inquiry
based thinking to complete
their own histogram. This
learning experience is
meaningful to learners as it
gives them a basis with
which to start the lesson
though a data set that they

LESSON SLIDES
Following an
introduction of the
central concepts
related to histograms,
students are able to
apply their
understanding of the
content. Because
some of my students
are particularly more
successful when
relating the content to
a real-world situation,
these parts of the
lesson display my
ability to create
learning experiences
that make the
discipline accessible to

LESSON SLIDES

Students are not only practicing fluency within the lesson, but they are being asked to
interpret and conceptualize the content using tools of inquiry. In order to do this, I had
to ensure that students understood that using conceptualization to break down
aspects of our content was an important skill to master. My understanding that the
structure of Algebra I often refers back to real-world situations allows me to create
learning experiences that will assure mastery of the concept that, not only do students

STUDENT
INVESTMENTS
Making Meaningful
Connections
By eluding to the use of
Statistics in professional
sports, I was able to make
the content meaningful for
my students. Once they
realized that math could
be relevant outside of the
classroom, they became
better equipped to
achieve mastery of the
content.

TRACKING ASSESSMENT
MASTERY
I am able to show my
commitment to the content
by involving my students in
activities that flow from the
subject matter content. By
listing classroom averages, I
am displaying the real life
applications of Statistics
throughout the year, even
when we are on a different
unit. This promotes inquiry
based learning as students
are always referring back to
our understanding of
different representations of
data and continue to show
their understanding of the
central concepts of Algebra I

STATISTICAL ANALYSIS PROJECT

AND RUBRIC
This project could
have been
approached in a
variety of ways,
making it accessible
to all students and
assuring their
mastery of the
content. In creating
a multi-layer project
with a detailed
rubric, I show my
understanding of
how to create
learning experiences
that address the
central concepts and
structures of Algebra

EXEMPLAR STUDENT
SUBMISSIONS

EXEMPLAR STUDENT
SUBMISSIONS