Docstoc

M4D1. Students will gather_ orga

Document Sample
M4D1. Students will gather_ orga Powered By Docstoc
					M4D1. Students will gather, organize, and display data
            according to the situation
          and compare related features.


   a.   Represent data in bar, line, and pictographs.
   b.   Investigate features and tendencies of graphs.
     Stage 1: Identify Desired Results
    Big Ideas:                                     Enduring Understandings:

a.   The students will gather, organize, and    a.   Questions can be used to promote the
     display data according to the situation         collection of data.
     and compare related features.
                                                b.    Data may be organized and interpreted
b.   The students will represent data in bar,        to understand its meaning.
     line, and pictographs
                                                c.   Data may be organized using charts,
                                                     tables, pictographs, line graphs, bar
                                                     graphs, and circle graphs.

                                                d.   The purpose of organizing data is to
                                                     better determine the mean, median, and
                                                     mod of the facts in question.
    Stage 1: Identify Desired Results
   Enduring Understandings:                 Essential Questions:

   Questions can be used to promote        a. Why do I need to ask questions
    the collection of data.                    and collect data?
   Data may be organized and               b. What is the purpose of collecting,
    interpreted to understand its
    meaning.                                   organizing, and displaying data?

   Data may be organized using charts,     c. In what way(s) can I use a table,
    tables, pictographs, line graphs, bar      chart, line graph, pictograph, bar
    graphs, and circle graphs.                 graph, and circle graph to
                                               represent data?
   The purpose of organizing data is to
    better determine the mean, median,
    and mode of the facts in question.
     Stage 1: Identify Desired Results
     Knowledge and Skills:
a.    Hypothesize conclusions and make convincing arguments
      based on data analysis.

b.    Generate and analyze data that represent a sample of a given
      population.

c.    Devise and carry out experiments that demonstrate the power
      of using a probability model.

d.    Compare experimental results with mathematical expectations.

e.    Generate and analyze graphical representations on a coordinate
      system.
Stage 2: Determine Acceptable
                Evidence
 Performance Tasks

 First, supply each student
 with worksheet 1 and a
 small bag of "M&M's"®
 Candies. Do not allow the
 students to touch or open
 the bag! (Some students will
 try to feel how many
 "M&M's Candies are
 inside.) The teacher will ask
 the students to estimate the
 total number of "M&M's"®
 Candies in their bags and
 write their estimate on the
 top of their paper.
Stage 2: Determine Acceptable
                Evidence
 Next, the students will
 estimate the number of each
 color they will find in their
 bag and write their
 prediction down. The
 teacher will ensure the
 student’s total prediction
 for all colors matches their
 estimate count of "M&M's"
 Candies in their bag. (For
 example, a student predicts
 there are 10 "M&M's"
 Candies in their bag. The
 student predicts there are 3
 red, 1 orange, 2 yellow, 1
 green, and 3 brown. When
 these are added together
 they should equal 10.)
Stage 2: Determine Acceptable
                Evidence
 Finally, the teacher will authorize
 the students to open their bags
 (The teacher will stress the
 important of not eating any
 "M&M's" until this part of the
 activity is complete!) The teacher
 will ask the students to record their
 actual total and actual total of
 colors of "M&M's" Candies on the
 worksheet.
 Each student will write their total
 of "M&M's"® Candies in their
 bag on a sticky note and post it on
 a line plot on the chalk board. As a
 whole class, the students will
 determine the mean, median, and
 mode. (This should be review.) The
 students will also determine the
 average of "M&M's"® Candies in
 each bag. The teacher will ask the
 students to compare the average to
 the mean. The teacher will collect
 all of the students work and leave
 the line plot on the board for the
 next day’s lesson.
Stage 2: Determine Acceptable
                Evidence
 Day 2: The students will       Line Plot for each Color
 plot class results for each    (Example)
 color of "M&M's" on
 Worksheet 2. (Each student
 will need three copies: one
 for red and orange, one for
 yellow and green, and the
 other for blue and brown.)
 The students will record
 their data using sticky
 notes. The entire class will
 start with one color and
 record the number of
 "M&M's" of each color
 they have on a chalkboard
 line plot. The students will
 plot the number of red per
 person on the chalkboard.
Stage 2: Determine Acceptable
                Evidence
 The students will discover the
 mean, median, and mode for         Line Plot on Chalkboard (Example)
 red. The students will provide a
 total number for each
 remaining color (orange,
 yellow, green, blue, and brown)
 and write those amounts on a
 sticky note to post on
 chalkboard. (Do one color at a
 time). Individually or in small
 groups, using the information
 on the chalkboard, students
 will construct line plots for
 each individual color. The
 students will unearth the mean,
 median, and mode for each
 color and compare class results
 of mean, median, and mode for
 each color.
Stage 2: Determine Acceptable
                Evidence
 Day 3:Worksheet 3: Using the       Day 4: After illustrating various
 information gathered from          pictographs, the teacher will ask
 Worksheet 1, the students will     students to use their data to create
 color in the bar graph using the   their own pictograph. The students
 same color for the "M&M's"®        will compare a line plot to a
 Candies they are graphing. The     pictograph. The students will
 students will convert this         discuss and list the differences and
 information into fractions and     the similarities of the graphs. The
 percentages. The teacher will      class will form small groups of 4-6.
 permit the use of calculators to   (Possibly by rows in the classroom)
 help determine percentage.         The teacher will ask the groups to
                                    combine their data and make a
                                    new chart illustrating the results.
                                    After discussing bar graphs, the
                                    teacher will ask the groups to
                                    create and color a bar graph using
                                    the new figures. The students will
                                    compare this graph to the
                                    individual pictographs. The
                                    teacher will ask the students, “Do
                                    you think the ratios the same?” “If
                                    they are or are not, tell me how.”
Stage 2: Determine Acceptable
                Evidence
 Day 5: The teacher will ask      .
 the groups to combine all of        Quizzes, Tests, Prompts
 the data to create a class       a. No quizzes or tests will be
 chart. (You may want to do          given.
 this together on the board
 or an overhead projector.)       b. The students will be
 The teacher will ask the            evaluated by their group
 students to compare each            work produced. The class
 color to the total number of        will be using the same data,
 "M&M's in the bag. With this        therefore the results should
 information, the students           be the same or very similar.
 can predict the probability         Unprompted Evidence
 of selecting one color at           Self-Assessment
 random from a large bag.         a. Please refer to Essential
 The teacher will ask, “How          Questions a-c.
 many of each color would
 be likely to be found in a
 handful of 10, of 20?” Try it.
 The teacher and students
 will discuss the results.
Stage 3: Plan Learning
Experiences and Instruction
    Plan the Sequence of             c.   Third, ask student to create on
     Learning Experiences and              butcher paper a mural that
     Instruction                           represents the different colors of
                                           M & M’s. The students will draw
    Plan for Student                      a timeline beneath the mural to
     Engagement                            show the production of different
a.   First, engage the students by         colors of M & M’s available in the
                                           United States.
     asking, “Why do you think
     the makers of M&M's make
     more brown ones than             d.    Finally, distribute three blank
     green?” The teacher will              index cards to each student. Have
                                           students individually prepare
     allow time for the students           Jeopardy-style questions and
     to write a creative essay in          answers related to the content of
     their reflection journal.             this lesson. Collect student’s
b.   Second, to enhance the                cards, eliminate any duplicate
     students’ research skills, the        questions, and have students take
                                           turns giving correct questions for
     students will investigate why         the answers.
     there was a period of years
     that no red M & M’s were
                                      e.    Please refer to Stage 1:
     produced and what year the            Knowledge and Skills a-e for
     company started                       further learning experiences
     reproduction of red M &               and instruction.
     M’s?
            Group Members
Renetta Britt
               Lisa Duncan
Ca’Vana Hatcher
             Christine Johnson
Evelyn Smith
                  ECED 4322
                 April 25, 2007

                  Dr. Hoosain

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:12
posted:7/7/2011
language:English
pages:13