# M4D1. Students will gather_ orga

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```					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

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
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
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
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.
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

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 views: 12 posted: 7/7/2011 language: English pages: 13