1. LearnZillion Notes:
--This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific. For example, the hook could be “How do you know if 2/3 is greater than 5/8?” rather than something more generic such as “How do you compare fractions?”
--You can fill in an example using the blue text or you can delete that text box and include some other image that explains what you’re talking about.

2. In this lesson you will learn how to generate a representative sample
by identifying types of random samples.
LearnZillion Notes:
--This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll learn it in blue. For example, “In this lesson you will learn how to compare fractions with different denominators by using a number line.”

3. LearnZillion Notes:
--Some lessons may build off of previous lessons. In those cases, it may be helpful to include one or more review slides. Use these slides to remind students of previous concepts you’ve taught in other lessons.
--Feel free to move or resize the blue text box to fit your content.
--Remember that you can add multiple “Let’s Review” slides if you need them or you can just delete this slide!

4. An unbiased sample is generated by carefully selecting members of the population that create a representative sample.
But you need a sample because you don’t know what the whole population looks like…so you can’t choose a representative sample.

6. John Doe Jane Doe
Jack Doe
Frank Doe
Lori Doe

9. Unbiased sampling methods are random
Simple random sample
Stratified random sample
Systematic random sample

10. by identifying types of random samples.
In this lesson you have learned how to generate a representative sample
by identifying types of random samples.
LearnZillion Notes:
--This is the lesson conclusion. On this slide you’ll change your original lesson objective to past tense and explain what the student has just learned. You can retype it here or you can delete the text on this slide and then just copy and paste the text box from the original Lesson Objective slide and then edit it to make it past tense!

11. A candidate for mayor wants to know who is leading in the election
A candidate for mayor wants to know who is leading in the election. Identify which type of random sample is used in each case.
1) Adults in every 100th household in the phonebook are surveyed about which candidate they plan to vote for.
2) A computer program selects telephone numbers at random for a survey on which candidate people plan to vote for.
LearnZillion Notes:
--The “Guided Practice” should include 1 practice problem that targets the skill that was used in the Core Lesson. Use the same vocabulary and process you used in the original lesson to solve this problem. You’ll be making a video in which you solve this question using your tablet and pen, so all you need to do is write the question on this slide.

12. For each scenario, identify the type of random sample and discuss whether it will generate valid inferences.
1) Fans are chosen for a survey of favorite players by picking seat numbers from a hat.
2) One fan from each section of the stadium is selected to vote for his or her favorite player.
LearnZillion Notes:
--On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient.
--If you need more than one slide to list your extension activities, feel free to copy and paste this slide!

13. 1) Describe a systemic random sample.
You are collecting data about the amount of allowance that middle school students in the United States receive each month.
1) Describe a systemic random sample.
2) Describe a stratified random sample.
3) Describe a simple random sample.
LearnZillion Notes:
--On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient.
--If you need more than one slide to list your extension activities, feel free to copy and paste this slide!

14. Every 12th customer in the ticket line Ten movie-goers in each theater
You are studying the favorite movie snacks of movie-goers. Label each sample as biased or unbiased. Then indicate whether it is a simple random sample, systemic random sample, or stratified random sample.
Every 12th customer in the ticket line
Ten movie-goers in each theater
One movie-goer entering the ticket line every 30 minutes
LearnZillion Notes:
--On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient.
--If you need more than one slide to list your extension activities, feel free to copy and paste this slide!

15. Researchers are studying the migration pattern of Canadian geese
Researchers are studying the migration pattern of Canadian geese. Identify which type of random sample is used.
GPS devices are put on one male and one female goose from each of 100 groups of geese throughout Canada.
LearnZillion Notes:
--”Quick Quiz” is an easy way to check for student understanding at the end of a lesson. On this slide, you’ll simply display 2 problems that are similar to the previous examples. That’s it! You won’t be recording a video of this slide and when teachers download the slides, they’ll direct their students through the example on their own so you don’t need to show an answer to the question.

16. 2) Identify which type of random sample is used.
An exit poll is meant to predict the results of an election before the votes are counted. Reporters outside a voting site ask every 20th voter who they voted for.
LearnZillion Notes:
--”Quick Quiz” is an easy way to check for student understanding at the end of a lesson. On this slide, you’ll simply display 2 problems that are similar to the previous examples. That’s it! You won’t be recording a video of this slide and when teachers download the slides, they’ll direct their students through the example on their own so you don’t need to show an answer to the question.

17. Use this rubric to ensure your lesson plan is great!
Lesson Slides Rubric
Use this rubric to ensure your lesson plan is great!
LearnZillion Notes:
--You can delete this page and everything below it once you’re finished with your presentation!

18. Storyline or Arc of the Lesson
Criteria for Success
Things to avoid
Storyline or Arc of the Lesson
There is a clear arc to the lesson. One slide leads naturally to the next so that there is a flow and a building of meaning
All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole.
Hook Slide
The teacher poses a simple question that illicits the response, “yeah, I do wonder how that works…”
The question is short
A relevant example is included when it is short and further pulls the learner in
The question mirrors what the student will learn, then need to do later in the guided practice
The question seems formulaic, inauthentic, or overly “school-ish” (message: you have to learn this because you’re in school rather than, this is genuinely interesting)
The hook is overly-complicated and potentially confusing
The question does not parallel the guided practice questions
Objective Slide
The objective follows the form (you will learn X by doing Y)
Is concise and follows the form provided in the examples
Does not follow the form
Is overly vague in describing either the X or the Y
Is too long
Is written for teachers but not students
Let’s Review
Reminds the student of how this lesson fits with other lessons (the lesson, however, should still be able to stand on its own)
Reminds the student of important vocabulary
Is as concise as possible
Uses visuals whenever possible
Is either too detailed or not detailed enough in connecting the lesson to other lessons
Leaves out important touch points
Makes the lesson overly dependent on the other lessons (student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)

19. Modeling a Way of Looking at It
Common Mistake
Points out a common mistake that students make
Concisely explains the thought process that leads to that mistake
Isn’t actually a mistake students make (too simple)
Is confusing or vague
Modeling a Way of Looking at It
Clearly models a way to look at the standard
Uses visuals as often as possible to show how the way of looking works
Is in “think aloud” format. The teacher is opening up his/her thought process to the student
Takes advantage of every opportunity to explain why the math works the way it works
Engages the learner by asking questions along the way to build suspense
Uses an an example to show the way in action
Explains how this way of looking at it shows why the common mistake (see above) is a mistake
Focuses on the algorhythm (or trick) instead of on showing a way of looking at the math
Fails to use visuals to show a way
Fails to explain his/her thinking along the way. The teacher effortlessly runs through the steps as if it’s all obvious and easy
Does not ask any questions along the way to pull the learner in
Misses opportunities to explain the why behind the math
Fails to explain why this way of looking at the math addresses the common mistake
Objective Review
Reviews the objective in a way which conveys, “we’ve come full cicle and now you see this objective with new eyes.”
Serves as a “let’s pull this all together” moment that helps organize the lesson in the learner’s mind
Creates abrupt feeling between the lesson and the reviewing (subtext: “we’re done with this lesson, let’s quickly bring it to a close.”)
Guided Practice
Is at the same difficulty level modeled in the lesson
Is connected to the initial hook question
Seem unrelated to the hook question
Is at a different difficulty level than that modeled in the lesson

20. Extension Activity Suggestions
Includes a suggestion for a struggling student who needs more opportunities for practice
Includes a suggestion for students who seem to get it but need more practice
Includes a suggestion for students who get it and are ready to be challenged further
Suggestions should clearly build from the approach in the core lesson
Does not include differentiation
Does not thoughtfully connect or flow from the lesson
Does not clearly build from the approach in the core lesson
Does not give a range of activities
Aesthetics
The slides use the correct colors (blue, green, red) in the correct sequence.
The slides use the correct fonts
The slides use handwriting and the handwriting appears as written in the right places
The slides only use the headers/titles provided
The slides use the provided visuals or include visuals created by the author or LearnZillion
The slides use animation, highlighting, and circling to scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining
The slides clean and uncluttered. The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)
The slides use other colors or vary the order of the colors
The slides add new headers/titles that aren’t part of the template
The slides use clip art
The slides are cluttered
Animation is distracting and feels more like sizzle than part of the steak

21. Graphic and Image Templates
Copy and Paste items from these slides to make your presentation look great!
LearnZillion Notes:
--You can delete this page and everything below it once you’re finished with your presentation!

22. LearnZillion Notes:
--The first time text appears, it should always appear letter by letter using animation. If the same text appears later (perhaps in a review section), the text should simply fade in.
--Use green text for headlines and main ideas, blue for examples and detail, and red for even more intricate details or examples.
--Always use black text on the “yellow sticky note” images.
--Never use a font size smaller than 28

23. LearnZillion Notes:
--The bubbles and text are separate pieces (not “grouped”). That means that you’ll want to select both of them before you can move, copy or paste the set. You can select both of them and resize them together or you can select just the text box or just the bubble and adjust either one.
--If you select just the bubble, you can grab the yellow square to manipulate or elongate the tail.
--Use letter-by-letter animation the first time you show a given text bubble, but if the same bubble appears later, use “fade” animation.

24. LearnZillion Notes:
--The sticky notes and text are separate pieces (not “grouped”). That means that you’ll want to select both of them before you can move, copy or paste the set. You can select both of them and resize them together or you can select just the text box or just the sticky note and adjust either one.
--Use letter-by-letter animation the first time you show a given sticky note, but if the same note appears later, use “fade” animation for the text.

25. Common Issues:
--To rotate an arrow, select it and then drag the green dot to rotate however you like.
--To change the color of an arrow, select the arrow, then on the “Home” tab select “Shape Fill”

26. LearnZillion Notes:
--You can delete any of these that you don’t need.

27. LearnZillion Notes:
--You can resize these boxes and use them to highlight text in a passage or an important piece of an equation etc. You can also use a pen or other drawing tool though.

28. LearnZillion Notes:
--You can create a new slide that automatically uses one of these banners by clicking the arrow under “new slide” and choosing from one of the master templates.
--If you want to edit the text though, you can grab one of these and adjust as necessary.