Grade 3 Mathematics Frameworks€¦ · Web viewUnit 5 Data Analysis Unit 5 Organizer DATA ANALYSIS (4 weeks) TABLE OF CONTENTS Overview 3 Key Standards and Related Standards 4 Enduring

Grade 3 Mathematics Frameworks

Unit 5Data Analysis

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Georgia Performance Standards FrameworkThird Grade Mathematics Unit 5 1st Edition

Unit 5 OrganizerDATA ANALYSIS

(4 weeks)

TABLE OF CONTENTS

Overview.............................................................................................................................3

Key Standards and Related Standards.................................................................................4

Enduring Understandings.....................................................................................................5

Essential Questions..............................................................................................................5

Concepts and Skills to Maintain..........................................................................................5

Selected Terms and Symbols...............................................................................................6

Classroom Routines.............................................................................................................7

Strategies for Teaching and Learning..................................................................................7

Evidence of Learning...........................................................................................................8

Performance Tasks...............................................................................................................9

How Many in a Handful?.......................................................................................10 How Do I Spend My Day?.....................................................................................18 Say Cheese!............................................................................................................25 What’s Your Favorite?...........................................................................................31 We Love Data!.......................................................................................................38

Culminating Task It’s a Data Party!....................................................................................................43

Georgia Department of EducationKathy Cox, State Superintendent of Schools

MATHEMTATICS GRADE 3 UNIT 5: Data AnalysisMay 24, 2023 Page 2 of 50

Copyright 2010 © All Rights Reserved


OVERVIEW

In this unit students will: collect, organize, and display data in charts, tables, line plot graphs, pictographs, Venn

diagrams, and bar graphs construct bar graphs using scale increments of 1, 2, 5, and 10 interpret data in line plot graphs, pictographs, Venn diagrams, and bar graphs

Although the units in this instructional framework emphasize key standards and big ideas at specific times of the year, routine topics such as operations with numbers, working with calendars and clocks, counting collections of coins, and patterning should be addressed on an ongoing basis through the use of a daily math meeting board, centers, and games. Ideas related to the five process standards, problem solving, reasoning, connections, communication, and representation, should be addressed continually as well. The first unit should establish these routines, allowing students to gradually enhance their understanding of the concept of number and to develop computational proficiency.

To assure that this unit is taught with the appropriate emphasis, depth, and rigor, it is important that the tasks listed under “Evidence of Learning” be reviewed early in the planning process. A variety of resources should be utilized to supplement, but not completely replace, the textbook. Textbooks not only provide much needed content information, but excellent learning activities as well. The tasks in these units illustrate the types of learning activities that should be utilized from a variety of sources.





STANDARDS ADDRESSED IN THIS UNIT

Mathematical standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics.

KEY STANDARDS

M3D1. Students will create and interpret simple tables and graphs.a. Solve problems by organizing and displaying data in charts, tables, and graphs.b. Construct and interpret line plot graphs, pictographs, Venn diagrams, and bar graphs

using scale increments of 1, 2, 5, and 10.

RELATED STANDARDS

M3M1. Students will further develop their understanding of the concept of time by determining elapsed time of a full, half, and quarter-hour.

M3M2. Students will measure length choosing appropriate units and tools.b. Measure to the nearest ¼ inch, ½ inch and millimeter (mm) in addition to the previously

learned inch, foot, yard, centimeter, and meter.

M3P1. Students will solve problems (using appropriate technology). a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts.c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving.

M3P2. Students will reason and evaluate mathematical arguments. a. Recognize reasoning and proof as fundamental aspects of mathematics. b. Make and investigate mathematical conjectures. c. Develop and evaluate mathematical arguments and proofs. d. Select and use various types of reasoning and methods of proof.

M3P3. Students will communicate mathematically. a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and

others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely.

M3P4. Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a

coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics.





M3P5. Students will represent mathematics in multiple ways. a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. c. Use representations to model and interpret physical, social, and mathematical

phenomena.

ENDURING UNDERSTANDINGS

Charts, tables, line plot graphs, pictographs, Venn diagrams, and bar graphs may be used to display data.

One way to compare data is through the use of graphs. The scale increments used when making a bar graph is determined by the scale intervals

being graphed.

ESSENTIAL QUESTIONS

How are tables, bar graphs, and line plot graphs useful ways to display data? How do I decide what increments to use for my scale? How can you prove to your parents you do not spend too much time watching

television? How can you use graphs to answer a question? How can you use data to describe a typical third grader’s smile? How can surveys be used to collect data? How can surveys be used to answer a question? How can graphs be used to display data gathered from a survey? How can graphs be used to compare related data? How can data displayed in tables and graphs be used to inform? How can data be used to make decisions? How can data displays be used to describe events?

CONCEPTS/SKILLS TO MAINTAIN

It is expected that students will have prior knowledge/experience related to the concepts and skills identified below. It may be necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help students develop a deeper understanding of these ideas.

Basic Facts – addition, subtraction, multiplication, division Estimation Elapsed time Measurement Interpreting tally marks, picture graphs, pictographs, Venn diagrams, and bar graphs Organizing and recording data using objects, pictures, tally marks, picture graphs,

pictographs, Venn diagrams, bar graphs, and simple charts/tables

SELECTED TERMS AND SYMBOLSGeorgia Department of Education

Kathy Cox, State Superintendent of SchoolsMATHEMTATICS GRADE 3 UNIT 5: Data Analysis

May 24, 2023 Page 5 of 50Copyright 2010 © All Rights Reserved


The following terms and symbols are often misunderstood. These concepts are not an inclusive list and should not be taught in isolation. However, due to evidence of frequent difficulty and misunderstanding associated with these concepts, instructors should pay particular attention to them and how their students are able to explain and apply them.

The definitions below are for teacher reference only and are not to be memorized by the students. Teachers should present these concepts to students with models and real life examples. Students should understand the concepts involved and be able to recognize and/or demonstrate them with words, models, pictures, or numbers.

The websites below are interactive and include a math glossary suitable for elementary children. It has activities to help students more fully understand and retain new vocabulary. (i.e. The definition for dice actually generates rolls of the dice and gives students an opportunity to add them.) Note – At the elementary level, different sources use different definitions. Please preview any website for alignment to the definitions given in the frameworks.

http://www.teachers.ash.org.au/jeather/maths/dictionary.htmlhttp://intermath.coe.uga.edu/dictnary/

Bar graph: A way of displaying data using horizontal or vertical bars so that the height or length of the bars indicates its value.

Chart: An organizational format for recording and displaying information.

Graph: A display of data.

Increment: The amount or degree by which something changes.

Interval: A set of real numbers between two numbers, a regular distance or space between values.

Line plot graph: (sometimes called a dot plot) A number line with an “x” or mark representing each piece of data.

Pictograph: A graph in which the data is displayed in a table using pictures or symbols.

Scale: A series of marks at known intervals on an axis of a graph.

Table: An arrangement of data usually in rows or columns.

Venn diagram: A diagram using circles or other shapes, to show the relationship between sets.




http://intermath.coe.uga.edu/dictnary/

http://www.teachers.ash.org.au/jeather/maths/dictionary.html


CLASSROOM ROUTINES

The importance of continuing the established classroom routines cannot be overstated. Daily routines must include such obvious activities such as estimating, analyzing data, describing patterns, and creating daily graphs. They should also include less obvious routines, such as how to select materials, how to use materials in a productive manner, how to put materials away, and how to access classroom technology such as computers and calculators. Routinely allow plenty of time for children to explore new materials before attempting any directed activity with these new materials. The regular use of the routines is important to the development of students’ number sense, flexibility, fluency, collaborative skills and communication. These routines contribute to a rich, hands-on standards based classroom and will support students’ performances on the tasks in this unit and throughout the school year.

STRATEGIES FOR TEACHING AND LEARNING

Students should be actively engaged by developing their own understanding. Mathematics should be represented in as many ways as possible by using graphs, tables,

pictures, symbols and words. Students should be asked to explain their thinking and defend their opinions through

conversation, demonstration, and by showing their work. Appropriate manipulatives and technology should be used to enhance student learning. Students should be given opportunities to revise their work based on teacher feedback,

peer feedback, and metacognition which includes self-assessment and reflection. Students need to write in mathematics class to explain their thinking, to share how they

perceive topics, and to justify their work to others.

Helpful Websites http://www.amstat.org/education/gaise/ Link to the online version of the Guidelines for

Assessment and instruction in Statistics Education (GAISE) Report: A Pre-K-12 curriculum Framework.

http://www.nctm.org/uploadedFiles/Lessons_and_Resources/figurethis/Family %20Brochure%203.pdf Ideas for parents to help their children with homework (from NCTM).

http://www.ed.gov/parents/academic/help/math/index.html Helping Your Child Learn Mathematics, a brochure from US Department of Education.

Literature Connections Lemonade for Sale by Stuart J. Murphy Cecil Learns to Smile by Charlotte Bucher or Grandpa’s Teeth, by Rod Clement The Great Graph Contest by Loreen Leedy The Guinness Book of World Records or similar book of records National Geographic World Atlas for Young Explorers, Third Edition or similar atlas Biggest, Strongest, Fastest by Steve Jenkins or similar book about animals Georgia: The Peach State by Eric Siegfried Holtz (from the series, World Almanac

Library of the States) or similar book about Georgia




http://www.ed.gov/parents/academic/help/math/index.html

http://www.nctm.org/uploadedFiles/Lessons_and_Resources/figurethis/Family%20Brochure%203.pdf

http://www.nctm.org/uploadedFiles/Lessons_and_Resources/figurethis/Family%20Brochure%203.pdf

http://www.amstat.org/education/gaise/


EVIDENCE OF LEARNING

By the conclusion of this unit, students should be able to demonstrate the following competencies:

collect, organize, and display data in charts, tables, line plot graphs, pictographs, Venn diagrams, and bar graphs

construct bar graphs using a variety of scale increments interpret data in line plot graphs, pictographs, Venn diagrams, and bar graphs make decisions based on data collected and displayed answer questions using data collected from surveys





TASKS

The following tasks represent the level of depth, rigor, and complexity expected of all third grade students. These tasks or a task of similar depth and rigor should be used to demonstrate evidence of learning. It is important that all elements of a task be addressed throughout the learning process so that students understand what is expected of them. While some tasks are identified as performance tasks, they also may be used for teaching and learning (learning task).

Task Name Task TypeGrouping Strategy Content Addressed

How Many in a Handful? Learning TaskSmall Group Task

Collect, record, and display data (tables, line plot graphs, bar graphs)

*** Please Note: The “How Do I Spend My Day?” task below requires a week of gathering data.***

How Do I Spend My Day? Performance TaskIndividual/Partner Task

Collect, record, and display data to answer a question

(tables, bar graphs)

Say Cheese! Performance TaskPartner/Small Group Task

Collect, record, and display data(line plot graphs)

What’s Your Favorite? Performance TaskPartner/Small Group Task

Survey to collect, record, and display data(pictographs, Venn diagrams)

We Love Data! Performance TaskIndividual/Partner Task

Create a brochure/poster with data displays (line plot graphs, pictographs, Venn

diagrams, or bar graphs)

Culminating Task: It’s a Data Party!

Performance TaskPartner/Small Group Task

Survey to collect, record, and display data(line plot graphs, pictographs, Venn

diagrams, or bar graphs)





LEARNING TASK: How Many in a Handful?

STANDARDS ADDRESSED



M3P1. Students will solve problems (using appropriate technology).a. Build new mathematical knowledge through problem solving.b. Solve problems that arise in mathematics and in other contexts.c. Apply and adapt a variety of appropriate strategies to solve problems.d. Monitor and reflect on the process of mathematical problem solving.

M3P2. Students will reason and evaluate mathematical arguments.a. Recognize reasoning and proof as fundamental aspects of mathematics.b. Make and investigate mathematical conjectures.c. Develop and evaluate mathematical arguments and proofs.d. Select and use various types of reasoning and methods of proof.

M3P3. Students will communicate mathematically.a. Organize and consolidate their mathematical thinking through communication.b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and

others.c. Analyze and evaluate the mathematical thinking and strategies of others.d. Use the language of mathematics to express mathematical ideas precisely.

M3P4. Students will make connections among mathematical ideas and to other disciplines.a. Recognize and use connections among mathematical ideas.b. Understand how mathematical ideas interconnect and build on one another to produce a

coherent whole.c. Recognize and apply mathematics in contexts outside of mathematics.

M3P5. Students will represent mathematics in multiple ways.a. Create and use representations to organize, record, and communicate mathematical ideas.b. Select, apply, and translate among mathematical representations to solve problems.c. Use representations to model and interpret physical, social, and mathematical

phenomena.

ESSENTIAL QUESTIONS

How are tables, bar graphs, and line plot graphs useful ways to display data? How do I decide what increments to use for my scale?





MATERIALS

“How Many in a Handful? Part I” student recording sheet

“How Many in a Handful? Part II” student recording sheet

Plain paper Large container of small objects –

buttons, blocks, marbles, or Unifix cubes, or similar object

Chart Paper and Markers Sticky notes (one per student) Paper, markers, crayons, rulers and

other supplies needed to create graphs

Lemonade for Sale by Stuart J. Murphy, or a similar book

GROUPING

Small Group Task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Students will collect, record, and display data using tables, line plot graphs, and bar graphs.

CommentsThis task could be introduced by reading Lemonade for Sale by Stuart J. Murphy, or a similar

book that incorporates the use of bar graphs.

Part I To begin this task, ask students to predict how many items (buttons, blocks, marbles, Unifix

cubes, or whichever material was chosen for this task) they can hold in a handful. Have each student record a prediction and the predictions of their groupmates on the “How Many in a Handful?” student recording sheet. If students have a difficult time determining a reasonable estimate, they can be shown how a group of five or ten of the items looks. Then students can think about how many groups of five or ten they think they could hold in a handful.

After students have recorded their predications, ask them to each grab a handful and count the number of items. (There may need to be some discussion about how a handful should be taken. May students scoop up the items or must they reach in and pull the items up? Should any items that fall after the hand is out of the bucket count, or should only the items that stay in the hand be counted? Should students be required to shake off excess items before removing their hands from the bucket?) Students may want to do a trial run and talk about what makes a handful before actual handfuls are measured.

Create a Bar Graph - Using the actual handful data collected, each student will create a bar graph to represent the data for their group. Groups should then be given the opportunity to talk





about what their graphs show about the handfuls of the group members, and then share this information with the class. The bar graph (below, left) was created using Excel; alternatively, students can use the Create A Graph website (below, right). http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=3525a186ca2b4d3e8589a61cbefa47ac.

How Many in a Handful?

0

5

10

15

20

25

30

35

Johnny Sally Keyton Cheryl Sarah

Student

Num

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Part II (To be done the next day or on a different day)

Return to the question about the student who can grab the largest handful. Students need to consider if they have enough information in their groups to determine who in the class has the largest handful. Students should recognize that they don’t; they should indicate that the class data needs be displayed in a table or graph.

Data for the class should then be displayed on a line plot graph. This may serve as an introduction to line plot graphs. To create a line plot graph of the class data, ask each student to record the actual number of items in their handful on a small sticky note. Then, begin the graph by placing a number line along the bottom of a piece of chart paper (or on the whiteboard) and label it with the values needed to display the class data. Next, label the number line and create a title for the line plot graph. Finally, allow students to place a sticky note above the value representing the number of items in their handful.




http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=3525a186ca2b4d3e8589a61cbefa47ac


Initiate a conversation about the data presented on the line plot graph. What is the largest/smallest handful? What are some reasons for this variation?

Where is the data clumped? Where are the gaps in the data? What is the number of objects in a handful for most students? Least students?

Use the line plot graph for students to check their prediction about the student who can grab the largest handful.

Once students have created a line plot graph as a class, they can be asked to create a line plot graph on their own. Allow students to work in small groups or with a partner even though each student will create their own graph. For their line plot graph, students will collect new data regarding handfuls of a different object. Students will then record the data collected on “How Many in a Handful? Part II” student recording sheet. It may be helpful to insert student names on the student recording sheet to ensure data is collected accurately for each student in the class. Students will use the data to create their own line plot graph.

Once students have created a line plot graph, they can discuss what the data tells them in their small groups and then a class discussion can be held where student groups are able to share their thinking.

Background KnowledgeLine plot graphs (sometimes called dot plots) are an excellent way to display data in an easy

and quick manner. Line plot graphs can be used to find out about the students in the class. Questions such as

How many pets at your home? How many people are in your family? How many years have you been at this school? How many letters in your first name? Last name? Whole name? What time did you go to bed last night? What time did you wake up this morning? How many hours did you sleep last night? How many teeth have you lost? How many pockets on your clothing do you have today?

Or to graph data that might be interesting to your students Height of players on the local/state basketball team. Weight of defensive players and/or offensive players on local/state football team. Height/weight of animals in a zoo or on a farm.

Basically, any numerical data that would be interesting to collect can be graphed on a line plot. Students do not need to use sticky notes; an “X” can be used to indicate each piece of data.

Task DirectionsGeorgia Department of Education




Part IStudents will follow the directions below from the “How Many in a Handful?” student

recording sheet.

Look at the objects you will be using to find out “How Many in a Handful.”

1. Of the students in your group, who do you think can hold the most? 2. Of the students in your class, who do you think can hold the most? 3. Each student in your group should predict how many objects they can hold in one

handful. Record the predictions in the table below.

4. Each student in your group should take a handful of objects. Count how many objects can be held in a handful. Record the results in the table above.

5. How close was your estimate to your actual handful? How do you know?

6. Whose estimate in your group was closest to the actual number of objects in a handful?

7. Using the data in the table above, create a bar graph to display the data. Be prepared to share your group data with the class.

Part IIStudents will follow the directions below from the “How Many in a Handful? Part II” student

recording sheet.You will be finding handful data for a different object. Record the data for each student in your class in the table below.

Use the data in the table above to create a line plot graph on a separate sheet of paper. Think about the following questions before you create your graph.

What values will you use to label your number line? (What is the largest handful, what is the smallest handful?)

How will you label your line plot graph? (Title, number line label)





How will you be sure you record the data on the line plot graph accurately? (Be sure to include the data for each student in your class, use each piece of data only once.)

Questions/Prompts for Formative Student AssessmentCreating a bar graph How will you label the horizontal and vertical axes? How do you know? How will you label the scale on your vertical axis? How do you know? How did you choose the increments (1, 5, or 10) used to label the scale on the vertical

axis? How would the graph be different if different increments were used? What does the graph show you about the data? What do you notice?





Creating a line plot graph What values need to be included on the number line? How do you know? Where will you place your sticky note? How do you know? Where is the data clumped? Where are the gaps in the data? What is the number objects in a handful for most students? Fewest students?

Questions for Teacher Reflection Which students were able to create a bar graph accurately from the group data? Which students demonstrated an understanding of the line plot graph? Were students able to compare accurately their estimate to their actual number of items in

a handful?

DIFFERENTIATION

Extension Ask students to create a line plot graph for their group data. Next, ask them to discuss

similarities and differences between a line plot graph and a bar graph? What are the advantages/disadvantages of one over the other?

Intervention In a small group or individually, discuss with students the choices they can make

regarding the increments used on the bar graph’s vertical axis. In most cases, bar graphs should start at zero. Ask students to think about how easy the data will be to read if the scale is labeled with increments of 1, 2, 5, or 10. Also, ask students to consider what will fit on the paper.

TECHNOLOGY CONNECTION

http://nces.ed.gov/nceskids/createagraph/default.aspx “Create A Graph” by the National Center for Education Statistics is a web-based program which allows students to create a bar graph.

http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html Limited in its use but very simple to use – most labels can be renamed.

http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/nsovey/P5/P5.html Provides instructions to create a line plot graph as well as features to look for in a line plot graph.




http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/nsovey/P5/P5.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html

http://nces.ed.gov/nceskids/createagraph/default.aspx


Name _____________________________________ Date ___________________________

How Many in a Handful?Part 1

Look at the objects you will be using to find out “How Many in a Handful.”

1. Of the students in your group, who do you think can hold the most?

_________________

2. Of the students in your class, who do you think can hold the most? _________________

3. Each student in your group should predict how many objects they can hold in one handful. Record the predictions in the table below.

Number of Objects in a Handful

Student Name Prediction Actual

4. Each student in your group should take a handful of objects. Count how many objects can be held in a handful. Record the results in the table above.

5. How close was your estimate to your actual handful? How do you know?

___________________________________________________________________________

___________________________________________________________________________

6. Whose estimate in your group was closest to the actual number of objects in a handful? ___________________________________________________________________________





7. Using the data in the table above, create a bar graph to display the data. Be prepared to share your group data with the class.

Name _____________________________________ Date ___________________________

How Many in a Handful?Part 2

You will be finding handful data for a different object. Record the data for each student in your class in the table below.

Student NameNumber of Objects in a Handful

Student NameNumber of Objects in a Handful

Use the data in the table above to create a line plot graph on a separate sheet of paper. Think about the following questions before you create your graph.

What values will you use to label your number line? (What is the largest handful, what is the smallest handful?)

How will you label your line plot graph? (Title, number line label) How will you be sure you record the data on the line plot graph accurately? (Be

sure to include the data for each student in your class, use each piece of data only once.)





PERFORMANCE TASK: How Do I Spend My Day?

STANDARDS ADDRESSED

M3D1. Students will create and interpret simple tables and graphs.

a. Solve problems by organizing and displaying data in charts, tables, and graphs.

b. Construct and interpret line plot graphs, pictographs, Venn diagrams, and bar graphs using scale increments of 1, 2, 5, and 10.

M3M1. Students will further develop their understanding of the concept of time by determining elapsed time of a full, half, and quarter-hour.








phenomena.





ESSENTIAL QUESTIONS

How can you prove to your parents you do not spend too much time watching television?

How can you use graphs to answer a question?

MATERIALS

“How Do I Spend My Day?” students recording sheet

Paper, markers, crayons, rulers, and other supplies needed to create graphs

GROUPING

Individual/Partner Task


Students spend a week collecting data about how they spend their day. They use the data collected to create a graph of how they spend their time and to answer the question, “Do you spend too much time watching television?”

Comments *** Please Note: This task will require a week of gathering data.***This task can be introduced by asking students the following questions (Record responses on

the board or chart paper):‐ What do you do during the day?‐ What is your favorite TV show? How long does it last? How many times a week do

you watch it?It is important to understand student interests before beginning this task. A different question may be more appropriate for different groups of students. Literature Connections: Lemonade for Sale by Stuart J. Murphy – Elm Street Kids’ Club sells lemonade to raise money. They keep track of the number of cups sold using tallies and make a bar graph to show how much they’ve sold.

The book Lemonade for Sale by Stuart J. Murphy or a similar book about using bar graphs to display data would be appropriate to use with this task. The characters in the book keep track of the number of cups of lemonade sold using tallies and make a bar graph to show how much they’ve sold.

To begin this task, discuss with students possible activities – homework, school, eating, watching TV, reading, sports, sleeping, etc. Provide each student with a copy of the template and go through the example of how to complete the chart. Students should record ALL of their





possible activities on the blank lines at this time. For the next 5 school days, students should record the time spent on each activity.

Students should record the time they spend on each activity. This does not have to be an exact time, to the nearest quarter hour is sufficient.

Check charts daily to ensure that students are keeping up with their data.Once students have completed collecting data, they can begin creating displays for their data.

Discuss how to display the data. What information will your parents need to be convinced you do not spend too much time watching television? One way to display their data is to find the total number of hours spent on each activity for the week and graph these results.

Background KnowledgeStudents should have had opportunities to create and interpret data from bar graphs.

Additionally, students should have had opportunities to work with telling time and working with elapsed time.

As elapsed time calculations are made, you may want to encourage students to explore a linear model of time as well as a traditional analog clock. The linear model can be created using an open number line. Jumps are made from the beginning time to the ending time much like movement on a number line and increments of time may be recorded above the jumps. An example is shown below:

To find the elapsed time from 2:15 pm to 4:30 pm, start with an open number line:

Add the starting time:

Then count up to the ending time using jumps that make sense to the students:

Because students can record their time to the nearest quarter hour, student should use start and finish times to the nearest quarter hour as shown in the example above. The exact start time may have been 2:21, which is closest to 2:15.

Task DirectionsStudents will follow the directions below from the “How Do I Spend My Day?” student

recording sheet.

Your parents claim you are spending too much time watching television during the week. You need to show your parents exactly how little of your time is spent watching television.




2:15


Keep track of what you do during a normal school week, graph the results, and show your parents how you spend your time.

On a separate piece of paper use the data you collected to display your data and to answer the following questions:

How much time do you spend on each of your activities? Do you spend too much time watching television? How do you know?

After completing your table, complete the following. 1. Use the data above to create a bar graph display of the data.2. Use the data and your graph to decide whether or not you spend too much

time watching television. 3. Write a paragraph explaining how the data informed you in your decision.

Questions/Prompts for Formative Student Assessment What activities do you typically participate in each week? How many minutes in a quarter hour? Half hour? (Students may want to work with

minutes rather than fractions of an hour.) What data is important to display in your graph? Why? Do you spend too much time watching television? How do you know? What parts of a graph need to be included? What increments will you use to label the scale of your graph? (Typically the scale would

be along the vertical axis, but a bar graph can be horizontal or vertical, so don’t limit students to labeling the vertical axis with a scale and the horizontal axis with categories.)

What categories will you display on your graph? Why did you choose those categories?

Questions for Teacher Reflection Which students are able to display data accurately in a bar graph? Which students are able to defend their opinion using data? Which students are able to work with elapsed time accurately?





DIFFERENTIATION

Extension Ask students to describe how the data could be used to convince parents to allow the

student to add an activity to or remove an activity from their weekly schedule. Would this require a new graph? How would it need to be different?

Intervention Support students in the use of student clocks and/or open number lines to determine

elapsed time. Allow students to use one of the web-based applications in the “Technology Connection”

section below to create a bar graph.


http://illuminations.nctm.org/ActivityDetail.aspx?ID=63 – Students can use this website to enter their data and create a bar graph.

http://www.shodor.org/interactivate/activities/BarGraph/ – different link to the same program as above.




http://www.shodor.org/interactivate/activities/BarGraph/

http://illuminations.nctm.org/ActivityDetail.aspx?ID=63


Name _____________________________________ Date ___________________________

How Do I Spend My Day?

Your parents claim you are spending too much time watching television during the week. You need to show your parents exactly how little of your time is spent watching television.

Keep track of what you do during a normal school week, graph the results, and show your parents how you spend your time.

On a separate piece of paper use the data you collected to display your data and to answer the following questions:

How much time do you spend on each of your activities? Do you spend too much time watching television? How do you know?

Daily Activities(Cross out any

activity below you do not do.)

Length of Activity(Number of Hours)

Example Monday Tuesday Wednesday Thursday Friday Total Time for Activity

Sleeping 9

School (including travel) 8

Eating

Homework

Reading 1

Sports/Playing

Watching TV 2

Taking Care of Me

TOTAL TIME( for each day) 24





After completing your table, complete the following. 1. Use the data above to create a bar graph display of the data.2. Use the data and your graph to decide whether or not you spend too much time

watching television. 3. Write a paragraph explaining how the data informed you in your decision.





PERFORMANCE TASK: Say Cheese!

STANDARDS ADDRESSED



M3M2. Students will measure length choosing appropriate units and tools.c. Measure to the nearest ¼ inch, ½ inch and millimeter (mm) in addition to the previously

learned inch, foot, yard, centimeter, and meter.








phenomena.





ESSENTIAL QUESTIONS

How can you use graphs to answer a question?

How can you use data to describe a typical third grader’s smile?

MATERIALS

“Say Cheese!” student recording sheet Tally table to record class data (on the

board or on chart paper) Paper, markers, crayons, rulers, and

other supplies needed to create graphs Cecil Learns to Smile by Charlotte

Bucher or Grandpa’s Teeth, by Rod Clement (optional)

GROUPING

Partner/Small Group Task


Students collect and display data on the size of smiles of students in the class to determine a typical smile for a third grader. Line plot graphs are used to display the data in this task.

CommentsThis task can be introduced by reading Cecil Learns to Smile by Charlotte Bucher or a light-

hearted story about smiles, Grandpa’s Teeth, by Rod Clement. With either book, students will be engaged in looking at smiles.

After students have created the line plot graphs for the class data, begin a conversation about each graph separately.

Width of Smile

Initiate a conversation about the width of a smile graph by asking students what they notice

about the data. Collectively, students should be able to identify the following features:





The highest and lowest measures. The length that occurred most often. The clump of data at 6, 7, and 8 cm. Measures of 7 and 8 cm are in the middle of the widths measured. There were 24 students measured. There is a 5 cm difference between the largest smile measure and the smallest smile

measure. There is no outlier in this data.

Counting Teeth

Next, initiate a conversation about the graph representing the class data for the number of teeth showing by asking students what they notice about the data. Collectively, students should be able to identify the following features:

The highest and lowest measures. The length that occurred most often. The clump of data from 7 to 12 teeth showing. Measures of 9 and 10 are in the middle of the number of teeth showing. There were 26 students measured. There is a “5 teeth” difference between the largest number of teeth showing and the

smallest number of teeth showing. There is no outlier in this data.

This data can be revisited on a different day to consider the criteria for the biggest smile in the classroom. A Venn diagram can be used to identify the students with the most teeth showing and the widest smiles. There may be no intersection as is shown below, but sorting the data in this way is a great way to begin a conversation about who has the biggest smile.





If there is a concern that some students may be uncomfortable being determined the student with the biggest smile, or conversely, upset because they were not determined to have the biggest smile, magazine photos could be used instead of student data. (Just be sure all of the faces are about the same size before measuring smiles.) Alternatively, fictional data could be created to engage students in this type of conversation.

Background KnowledgeWhile students are not introduced to median and mode (measures of central tendency), and

range until fourth grade, students begin to notice these features when they look at line plot graphs. Therefore, in third grade, students should begin to notice the largest/smallest values (i.e. The widest smile is 10 cm and the smallest smile was 5 cm wide.); the data that occurs most often (i.e. More students had 10 teeth showing than any other number.); where the data clumps (i.e. For number of teeth showing, 9 and 10 are in the middle of the clump of data.) These informal observations will lay the foundation for making sense of data in the coming years.

When students measure to collect data, errors are inevitable. Use these errors as a learning opportunity regarding “outliers.” If a student measures in inches rather than centimeters, the width of the smile might be 3.

Task DirectionsStudents will follow the directions below from the “Say Cheese!” students recording sheet.

Smiles are understood in any language. Today, you will be exploring the characteristics of a typical third grade smile. First collect the following data about your partner:

How many teeth are showing when your partner smiles? How wide is your partner’s smile measured (to the nearest centimeter) from

corner to corner? Once you and your partner have collected this data, record the data on the class tally table.

Using all of the data collected for the students in your class; create two line plot graphs, one for the number of teeth showing and one for the width of the smile. Looking at those two graphs, determine the criteria that should be used to describe a typical third grade smile. Include a paragraph to justify your thinking.





Questions/Prompts for Formative Student Assessment What do you notice about the data? What criteria are you using to describe a typical third grader’s smile? Why? Do any of the pieces of data appear to be outliers?

Questions for Teacher Reflection Which students are able to display data accurately using a line plot graph? Which students are able to establish and justify criteria for the smile of a typical third

grader?

DIFFERENTIATION

Extension Ask students to create two separate line plot graphs for the class data, for example, one

graph displaying the number of teeth showing for girls, the number teeth showing for boys. Students can compare the two graphs and note similarities/differences.

Intervention Students who need support measuring to the nearest centimeter may benefit from being in

a small group with adult guidance.


http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/nsovey/P5/P5.html Provides information regarding line plot graph

http://ellerbruch.nmu.edu/cs255/jnord/lineplot.html Provides information regarding line plot graphs




http://ellerbruch.nmu.edu/cs255/jnord/lineplot.html

http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/nsovey/P5/P5.html


Name _____________________________________ Date ___________________________

Say Cheese!

Smiles are understood in any language. Today, you will be exploring the characteristics of a typical third grade smile. First collect the following data about your partner:

How many teeth are showing when your partner smiles? How wide is your partner’s smile measured (to the nearest centimeter) from corner to

corner? Once you and your partner have collected this data, record the data on the class tally table.

Using all of the data collected for the students in your class; create two line plot graphs, one for the number of teeth showing and one for the width of the smile. Looking at those two graphs, determine the criteria that should be used to describe a typical third grade smile. Include a paragraph to justify your thinking.





PERFORMANCE TASK: What’s Your Favorite?

STANDARDS ADDRESSED










phenomena.

ESSENTIAL QUESTIONS

How can surveys be used to collect data? How can surveys be used to answer a question? How can graphs be used to display data gathered from a survey?





MATERIALS

“What’s Your Favorite?, Directions” student sheet Paper, markers, crayons, rulers, and other supplies needed to create graphs The Great Graph Contest by Loreen Leedy or similar book “What’s Your Favorite? Data Collection – Favorites” student recording sheet (optional) “What’s Your Favorite? Data Collection – Preferences” student recording sheet

(optional)

GROUPING

Partner/Small Group Task


Students survey their classmates to collect data and then display the data using pictographs and Venn diagrams.

CommentsThis task could be introduced by reading The Great Graph Contest by Loreen Leedy or a

similar book that uses Venn diagrams and pictographs. (Note: Circle graphs are used in The Great Graph Contest, but they are not formally introduced until 5th grade.)

To begin this task, ask the students in the class to brainstorm ideas for categories of student favorites. Some possible ideas are: pet, shoe, color, movie type, animal, dessert, school subject, or sport.

Students should record respondents’ names when collecting data for favorites in order to ensure every student in the class is asked the survey question. Alternatively, a student’s name can be checked off when they answer the survey question.





As a part of the summarizing for this task, each pair (or selected pairs) of students can share the results of their research, presenting their graphs, and explaining the conclusions they drew from the data.

Background KnowledgeStudents were introduced to Venn diagrams in second grade; however, they focused on two –

circle diagrams. This task requires students to create a Venn diagram with three circles. It is important for students to have some experiences with Venn diagrams with three circles before working on this task.

Task DirectionsStudents will follow the directions below from the “What’s Your Favorite?, Directions”

student sheet. This is your chance to get to know your classmates better! You will work with a

partner to research favorites of your classmates and then display the results in a pictographs.

Pictograph

Choose from the list your class brainstormed, a topic on which you would like to survey your classmates.

Write a question for your survey. (Example: What is your favorite pet, bird, cat, or dog?)

Create a data collection sheet for favorites of your classmates. Ask each student in your class the survey question and record their responses.

Students can only have one favorite. Organize the data in a table. Display the data in a pictograph. Write a paragraph to share conclusions you can draw about your classmates’

favorites. Justify each conclusion with evidence from your pictograph.

Venn Diagram


Write a question for your survey. (Example: What types of pets do you like: bird, cat, or dog?)

Create a data collection sheet for preferences of your classmates. Ask each student in your class the survey question and record their responses.

Students can choose more than one of the choices. Display the data in a Venn diagram. Write a paragraph to share conclusions you can draw about your classmates’

preferences. Justify each conclusion with evidence from your Venn diagram.

Questions/Prompts for Formative Student Assessment How many students chose _______ as their favorite? How is that displayed in your

graph?Georgia Department of Education




How did you choose the number of students represented by each symbol on your pictograph?

How is the pictograph similar to/different from the Venn diagram? What does the pictograph tell you about your classmates’ favorites? What does the Venn diagram tell you about your classmates’ preferences?

Questions for Teacher Reflection Which students were able to create pictographs accurately displaying the data collected? Which students were able to create a Venn diagram accurately displaying the data

collected? Which students were able to translate data collected through a survey into a graph?

DIFFERENTIATION

Extension Create 3 questions per graph…don’t forget to include the answers. Create a book of Class Favorites. Share it on Family Math Night, during parent

conferences, etc.

Intervention Some students may require some support in a small group setting to be successful with

this task. For example, provide some guidance in narrowing a topic, choosing a graphic representation, and/or scaffolding for creating graphs.

Allow students to create their graphs using web-based programs. See the links below.‐ http://www.beaconlearningcenter.com/documents/2351_5255.pdf Template that

can be printed and used to create a pictograph‐ http://gwydir.demon.co.uk/jo/numbers/pictogram/pictogram.htm Web-based

program that allows students to create pictographs‐ http://faculty.kutztown.edu/schaeffe/Excel/Vallone/Vallone_Excel.pdf Directions

to create a pictograph using excel


If students are having difficulty thinking of a question, these websites have many ideas:‐ http://www.canteach.ca/elementary/numbers13.html ‐ http://www.uen.org/lessonplan/upload/10867-2-14587-graphing_ideas.pdf

http://www.shodor.org/interactivate/activities/BarGraphSorter/ Create bar graphs based on random sets of shapes.




http://www.shodor.org/interactivate/activities/BarGraphSorter/

http://www.uen.org/lessonplan/upload/10867-2-14587-graphing_ideas.pdf

http://www.canteach.ca/elementary/numbers13.html

http://faculty.kutztown.edu/schaeffe/Excel/Vallone/Vallone_Excel.pdf

http://gwydir.demon.co.uk/jo/numbers/pictogram/pictogram.htm

http://www.beaconlearningcenter.com/documents/2351_5255.pdf


Name _____________________________________ Date ___________________

What’s Your Favorite?Directions

This is your chance to get to know your classmates better! You will work with a partner to research favorites of your classmates and then display the results in a pictograph.

Pictograph


Write a question for your survey. (Example: What is your favorite pet, bird, cat, or dog?) Create a data collection sheet for favorites of your classmates. Ask each student in your class the survey question and record their responses. Students

can only have one favorite. Organize the data in a table. Display the data in a pictograph. Write a paragraph to share conclusions you can draw about your classmates’ favorites.

Justify each conclusion with evidence from your pictograph.

Venn Diagram


Write a question for your survey. (Example: What types of pets do you like: bird, cat, or dog?)

Create a data collection sheet for preferences of your classmates. Ask each student in your class the survey question and record their responses. Students

can like more than one of the choices. Display the data in a Venn diagram. Write a paragraph to share conclusions you can draw about your classmates’ preferences.

Justify each conclusion with evidence from your Venn diagram.





Name _____________________________________ Date ___________________

What’s Your Favorite?Data Collection - Favorites

What is your favorite _________________________________________?

What is your favorite

_________________?(Choose One)

Student Names

1.

2.

3.





Name _____________________________________ Date ___________________

What’s Your Favorite?Data Collection - Preferences

Do you like _________________________________________?

Do you like

_________________?(May choose more than one.)

Student Names

1.

2.

3.





PERFORMANCE TASK: We Love Data! Clip art from http://www.betsyjames.com/graphix/line-o-kids.gif

STANDARDS ADDRESSED










phenomena.

ESSENTIAL QUESTIONS

How can graphs be used to compare data related data? How can data displayed in tables and graphs be used to inform?





MATERIALS

“We Love Data!” student sheet Paper, markers, crayons, rulers, and other supplies

needed to create graphs Possible books to have available:

‐ The Guinness Book of World Records or similar book of records

‐ National Geographic World Atlas for Young Explorers, Third Edition or similar atlas

‐ Biggest, Strongest, Fastest by Steve Jenkins or similar book about animals

‐ Georgia: The Peach State by Eric Siegfried Holtz (from the series, World Almanac Library of the States) or similar book about Georgia

GROUPING

Individual/Partner Task


Students use their understanding of data to create a brochure or poster with data displays on topic of their choice.

CommentsThis is not designed to be another “favorites” task (see “What’s Your Favorite?” task in this

unit). However, students can create a report about family – number of pets, number of brothers and sisters, etc. Alternatively, students can do research using the media center or internet to find data. Possible ideas include animal fun facts (fastest land animal, longest wingspan of a bird, largest land animal), U.S. facts (largest state, smallest state) or state facts (largest city in Georgia by population, land area, etc.)

This task can be integrated with science or other subjects by having students research questions related to the topic they are currently studying. Possible standards for social studies and science are listed below.

ScienceS3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.

a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.

b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.

c. Identify features of animals that allow them to live and thrive in different regions of Georgia.

Social Studies





SS3G1 The student will locate major topographical features. a. Identify major rivers of the United States of America: Mississippi, Ohio, Rio Grande,

Colorado, Hudson. b. Identify major mountain ranges of the United States of America: Appalachian,

Rocky. Possible resources students can use for their brochure/poster include:

The Guinness Book of World Records or similar book of records National Geographic World Atlas for Young Explorers, Third Edition or similar atlas Biggest, Strongest, Fastest by Steve Jenkins or similar book about animals Georgia: The Peach State by Eric Siegfried Holtz (from the series, World Almanac

Library of the States) or similar book about Georgia http://www.uga.edu/gardenclub/m2s/index.html “Georgia Mountains to the Sea”

website Provide students with an opportunity to share and display their brochures/posters. The

brochures can be set up around the room or in the hallway and students can rotate through the displays to look at the different tables and graphs and answer the questions.

Background KnowledgeStudents should have had experience working with all types of graphs required in third grade

(line plot graphs, pictographs, Venn diagrams, and bar graphs) before beginning this task.

Task DirectionsStudents will follow the directions below from the “We Love Data!” student sheet.

EXTRA! EXTRA! READ ALL ABOUT IT!!!

What do you find interesting? Now is your chance to share your interests with others. Create a brochure or poster about a topic of your choice – family, friends, animals, states, etc. Use charts and graphs to help show your information.

I have the following items in my brochure or poster. A paragraph with information about my topic. At least two tables with data about my topic. At least two graphs to display data about my topic. At least 5 questions (and answers) that can be answered using your graphs.

Questions/Prompts for Formative Student Assessment What would you like to know more about? What question(s) could you ask to collect

data? How can you record this information in a table? Graph? What graphic representation will you use for the data collected (line plot graph,

pictograph, Venn diagram, or bar graph)? Why? What questions can be answered using the data collected?




http://www.uga.edu/gardenclub/m2s/index.html


Questions for Teacher Reflection Which students are able to develop survey questions that allow students to collect data on

a chosen topic? Which students are able to display data accurately in an appropriate graph? Which students are able to develop questions that can be answered by referring to the

data displays?

DIFFERENTIATION

Extension If several teachers are completing this task, brochures can be exchanged and students can

answer the questions from another class’s brochures. Brochures and their questions/answers can be put on display in a central display area such

as in the cafeteria or the media center.

Intervention Some students may require some support in a small group setting to be successful with

this task. For example, provide some guidance in narrowing a topic, choosing a graphic representation, and/or scaffolding for creating graphs.

Allow students to create their graphs using web-based programs. See links in the “Technology Connection” section below.


http://www.beaconlearningcenter.com/documents/2351_5255.pdf Template that can be printed and used to create a pictograph

http://gwydir.demon.co.uk/jo/numbers/pictogram/pictogram.htm Web-based program that allows students to create pictographs

http://faculty.kutztown.edu/schaeffe/Excel/Vallone/Vallone_Excel.pdf Directions to create a pictograph using excel

http://nces.ed.gov/nceskids/createagraph/ http://illuminations.nctm.org/ActivityDetail.aspx?ID=63 Web-based programs that allow students to create bar graphs





http://nces.ed.gov/nceskids/createagraph/





Name ________________________________________ Date ___________________________

We Love Data!

EXTRA! EXTRA! READ ALL ABOUT IT!!!

What do you find interesting? Now is your chance to share your interests with others. Create a brochure or poster about a topic of your choice – family, friends, animals, states, etc. Use charts and graphs to help show your information.

I have the following items in my brochure or poster.

A paragraph with information about my topic. At least two tables with data about my topic. At least two graphs to display data about my topic. At least 5 questions (and answers) that can be answered using your graph.





PERFORMANCE TASK: It’s a Data Party!

STANDARDS ADDRESSED

M3D1. Students will create and interpret simple tables and graphs.

a. Solve problems by organizing and displaying data in charts, tables, and graphs.b. Construct and interpret line plot graphs, pictographs, Venn diagrams, and bar graphs









phenomena.

ESSENTIAL QUESTIONS

How can data be used to make decisions? How can data displays be used to describe events?





MATERIALS

“It’s a Data Party!” student sheet Paper, markers, crayons, rulers, and other

supplies needed to create graphs Yellow hexagon patter block, about 3 Stopwatch (2-4) or classroom clock with a

second hand Chart paper on which to record student data, one

for each party challenge (at least 3)

GROUPING

Individual/Small Group Task


Students survey the class to determine what could be served during a class party. They then create data displays and write a letter to the teacher describing what should be served at the party and how the data supports the menu items.

CommentsWhile students will need to work in small groups of 3-4 students, each student is expected to

create the required graphs and write a letter to the teacher.

Part 1 – Collect and display survey data Begin this task by engaging the students in a brainstorming session of ideas for what to serve

at the data party. Develop choices for three categories, drinks, snacks, and desserts. Narrow the lists down to 4 choices for each category. Students can then create a survey table on which to record the data collected regarding what to serve.

If there is a tie (with what to serve at the party) ask students to survey the class regarding what they “like” instead of choosing a “favorite.” Record the data collected in a Venn diagram to choose the item more students like. (See the example in the “Background Knowledge” section below.)

Part 2 – Collect and display “challenges” dataStudents will collect, record, and display data during the party (but maybe before the food is

served) by participating in several “challenges.”Challenge #1: Number of jumps on one foot in 30 seconds.Challenge #2: How far can you blow a Pattern Block*? Challenge #3: Number of jumping jacks in 30 seconds.

For challenges #1 and #3, students should be in groups of three. One student will be the timekeeper, another student will be the official counter, and the third student will be taking the challenge. (If groups of four are required, the fourth student can be the recorder.) For challenge #2, secure a tape measure to a long table with the zero end of the tape measure at the edge of the table. Have students place the pattern block at the edge of the table and blow the pattern block.





As a class, students can choose how many practice tries they can have or if they would like to use the longest distance out of three tries.

Class lists or data tables can be created and posted next to the stations for each challenge on which students can record their challenge data. There can be two or three stations for the same challenge, allowing all students to be participating at the same time. Once all students have completed all three challenges, the data can be summarized on one class list or data table that is large enough for all students to see. Students can use this class data to create three line plot graphs, one graph for each challenge. Students should write a summary of the data for one of the line plot graphs, telling classmates what the data tells them about the challenges and justifying their conclusions.

*Note: “How far can you blow a pattern block?” was adapted from the Investigations in Number, Data, and Space third grade curriculum unit, From Paces to Feet: Measuring and Data, by Karen Economopoulos, Jan Mokros, and Susan Jo Russell, 2004, Glenview, IL: Pearson Education, Inc.

Background KnowledgeExamples of the survey data are shown below.

Each indicates one vote

Because there is a tie with desserts, students may consider resurveying the class, this time recording if each student likes strawberries & grapes, chocolate chip cookies, or both. Record the





data in a Venn diagram. Then the dessert that most students like could be chosen. See sample below.

According to the data, 15 students like Strawberries &

Grapes 11 students like Chocolate Chip

CookiesTherefore, students should have Strawberries & Grapes for a dessert at the party.

*Note: Line plot graphs would not be appropriate for this type of data, because it is categorical.

Task DirectionsStudents will follow the directions below from the “It’s a Data Party!” student sheet.

We’re having a data party!

It’s up to the students in your class to figure out what the menu will be. You will need to survey the class to find out what kind of refreshments to serve. Don’t forget to find out about drinks, snacks, and dessert. You’ll also need to write a letter to the teacher with the menu and how you decided what to serve. Be sure to use tables and graphs to support your decisions.

Complete the following steps to determine what should be served at the party. Survey the class to find out what should be served. Organize your data in tables and create graphs. Use at least one bar graph and one

pictograph to display your data. Write a letter to your teacher, including the tables and graphs to support the

recommendations you make. Georgia Department of Education




Create a line plot graph to display the data collected for each challenge. Create a line plot graph for the Challenge #1: Number of jumps on one foot in 30

seconds. Create a line plot graph for Challenge #2: How far can you blow a Pattern Block? Create a line plot graph for Challenge #3: Number of jumping jacks in 30

seconds. Choose one line plot graph to summarize in a paragraph. Describe what the data

tells you about the challenge. Be sure to include how you know.

Questions/Prompts for Formative Student Assessment What are the ways you can appropriately display categorical data? (i.e. data in categories

such as the choices for foods and drink to serve at the party) What is an appropriate way to display numerical data? Did you include all necessary information in your graph? (i.e. title, labels, scale

increments) What does the data tell you about your classmates’ favorites? Your classmates’ ability to

jump or blow a pattern block? How do you know? According to the data, what should be served at the data party? How do you know?

Questions for Teacher Reflection Which students were able to accurately create a bar graph? Pictograph? Line plot graph? Which students were able to summarize the data presented in a line plot graph? Which students were able to interpret the data to recommend snacks to be served at the

party? How will I address the needs of students who were not successful with all aspects of this

culminating task?

DIFFERENTIATION

Extension Instead of creating a line plot graph for the challenges, ask students to create two line plot

graphs for each challenge, one for the boys’ data, and one for the girls’ data. Then ask students to summarize and compare the boys’ and girls’ data for one of the challenges.

http://illuminations.nctm.org/LessonDetail.aspx?ID=L243 Replace one of the challenges with this task.

Intervention Some students may require scaffolding for creating graphs. See the links below for some

possible ways to scaffold the creation of graphs.




http://illuminations.nctm.org/LessonDetail.aspx?ID=L243



Graphs can be created using templates such as the pictograph template below: http://www.beaconlearningcenter.com/documents/2351_5255.pdf

Pictographs can be created using excel following the directions below: http://faculty.kutztown.edu/schaeffe/Excel/Vallone/Vallone_Excel.pdf

Pictographs can be created using a website such as: http://gwydir.demon.co.uk/jo/numbers/pictogram/pictogram.htm

Bar graphs can be created using a website such as: ‐ http://nces.ed.gov/nceskids/createagraph/ or ‐ http://illuminations.nctm.org/ActivityDetail.aspx?ID=63





http://nces.ed.gov/nceskids/createagraph/





Name _________________________________________ Date __________________________

It’s a Data Party!

We’re having a data party!

It’s up to the students in your class to figure out what the menu will be. You will need to survey the class to find out what kind of refreshments to serve. Don’t forget to find out about drinks, snacks, and dessert. You’ll also need to write a letter to the teacher with the menu and how you decided what to serve. Be sure to use tables and graphs to support your decisions.

Complete the following steps to determine what should be served at the party. Survey the class to find out what should be served. Organize your data in tables and create graphs. Use at least one bar graph and one

pictograph to display your data. Write a letter to your teacher, including the tables and graphs to support the

recommendations you make.

Create a line plot graph to display the data collected for each challenge. Create a line plot graph for the Challenge #1: Number of jumps on one foot in 30

seconds. Create a line plot graph for Challenge #2: How far can you blow a Pattern Block? Create a line plot graph for Challenge #3: Number of jumping jacks in 30 seconds. Choose one line plot graph to summarize in a paragraph. Describe what the data tells you

about the challenge. Be sure to include how you know.




Documents

Grade 3 Mathematics Frameworks€¦ · Web viewUnit 5 Data Analysis Unit 5 Organizer DATA ANALYSIS (4 weeks) TABLE OF CONTENTS Overview 3 Key Standards and Related Standards 4 Enduring