1 If the World Were Our Classroom Brief Overview: Using the picture book, If the World Were a Village by David J. Smith, students will gather similar research from their classroom to create their own book. Students will use the activities to practice data collection and graphing skills. Final graphs will display statistics and an analysis of results taken from two different classrooms. NCTM 2000 Principles for School Mathematics: Equity: Excellence in mathematics education requires equity - high expectations and strong support for all students. Curriculum: A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades. Teaching: Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Learning: Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge. Assessment: Assessment should support the learning of important mathematics and furnish useful information to both teachers and students. Technology: Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students learning. Links to NCTM 2000 Standards: Content Standards Number and Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Data Analysis and Probability Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them; collect data using observations, surveys, and experiments; and represents data using tables and graphs such as: line plots, bar graphs, and line graphs. Select and use appropriate statistical methods to analyze data; describe the shape and important features of a set of data and compare related data sets, with an emphasis on how data are distributed; use measure of center, focusing on the median and understand what each foes and does not indicate about the data set; and compare different representations
2 of the same data and evaluate how well each representation shows important aspects of the data. Develop and evaluate inferences and predictions that are based on data; and propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions. Process Standards Problem Solving Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; and monitor and reflect on the process of mathematical problem solving. Reasoning and Proof Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize reasoning and proof as fundamental aspects of mathematics; make and investigate mathematical conjectures; develop and evaluate mathematical arguments and proofs; and select and use various types of reasoning and methods of proof. Communication Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; and the language of mathematics to express mathematical ideas precisely. Connections Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; and recognize and apply mathematics in context outside of mathematics. Representation Instructional programs from pre-kindergarten through grade 12 should enable all students to create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; and use representations to model and interpret physical, social, and mathematical phenomena. Links to National Science Education Standards: Science in Personal and Social Perspectives Students will examine populations, resources, and environments as well as science and technology in society.
3 Grade/Level: Grades 3-5 Duration/Length: Four to six days. Prerequisite Knowledge: Students should have working knowledge of the following skills: Bar graphs Line plot graph Tally chart/frequency table Friendly letter format How to analyze and interpret a graph Student Outcomes: Students will: Count and record data on a tally Sheet. Design a graph to visually represent information. Make predictions about the relationship between class and world results. Present information in a visual format. Analyze, compare, and interpret data. Write to evaluate data comparison Materials/Resources/Printed Materials: If the World Were a Village by David J. Smith Pencils and paper Construction paper (cover of book) Markers and crayons Laminator (optional) Another class Binding machine Spiral combs Student Resource Sheets # (1-9) and Teacher Resource Sheets # (1-3) Rulers Scissors Chart paper Development/Procedures:
4 Teacher Preparation Day 1 Day 2 1. Look over We Want To Know (Student Resource Sheet # 1). Determine if these are the polling questions you wish to use. If Not: a. Use Category Options (Teacher Resource Sheet # 1) for other topics you might wish to poll. b. Create your own We Want To Know to include your chosen topics. 2. If possible, partner with another class to enable comparison of data. 3. Possible homework/activity for students that finish early: design a cover for the class book. Teacher discretion used for final selection of cover. 1. Read If the World Were a Village by David J. Smith. Discuss the information presented and the possible methods of data collection. 2. Introduce vignette, If the World Were Our Classroom (Teacher Resource Sheet # 2). 3. Distribute We Want to Know (Student Resource Sheet # 1), discuss poll questions, and have students complete poll. 4. Collect student polls. 1. Distribute checklist (Student Resource Sheets # 4a and 4b) and discuss the differences between a bar graph and a line plot graph using the checklist as a resource. 2. Ask students when a bar graph is more appropriate. Highlight that a bar graph uses categories and a line plot is only numbers. Use a student generated poll question (Example: Favorite color) to poll the class. Have the students use the checklist, Do You Have What it Takes, (Student Resource Sheet # 4a) to help the teacher create a bar graph. 3. Poll students shoe size and mark tallies on a transparency of Tally Ho! (Student Resource Sheet # 2). Discuss which graph would be more appropriate. Then have the students use the checklist, Do You Have What it Takes, (Student Resource Sheet # 4b) to help the teacher create a line plot graph. 4. Divide students into small groups based on number of categories polled. Assign one category to each group.
5 Day 3 5. Have groups tally the data for their specific question using Tally Ho! (Student Resource Sheet # 2). 6. Small groups discuss which graph (line plot or single bar) would best display the data. 7. Groups present their graphing decision to class explaining why it is the best data display. Class critiques each group s decision, making suggestions when appropriate. 8. Groups complete a rough draft of graph using the single graphing Sheet #s (Student Resource Sheets # 3a and 3b). 9. Students complete the appropriate checklist on Do You Have What it Takes, (Student Resource Sheets # 4a and 4b) verifying they have included all aspects for that graph. 10. Graphs and checklists are collected for teacher review. *If not comparing class data with other data, create a second set of data for each category. 1. Model double bar graph/ double line plot using graphs modeled on Day 2. Use fabricated data for comparison. Then have the students use the checklist (Student Resource Sheets # 5a, 5b) to help the teacher create a double bar graph and double line plot graph. 2. Discuss with students different ways to analyze and interpret data using graphs. Refer to Sample Questions (Teacher Resource Sheet # 3). Have students orally make comparisons and draw conclusions about both sets of data. 3. Distribute data that will be used for comparison (another class tally Sheets, fabricated information, data from Smith book, etc.) Also distribute Double Graph Checklist (Student Resource Sheets # 5a, 5b). 4. Using the data from Day 2 and the data distributed in step 3, students create a rough draft of the double bar graph/line plot on the double graphing Sheet #s (Student Resource Sheets # 3c and 3d) to compare data within their category. 5. Groups write a paragraph (on notebook paper) analyzing and interpreting their data. 6. Students complete the checklist, Do You Have What it Takes, (Student Resource Sheets # 5a, 5b). 7. Graphs and checklists are collected for teacher review. Day 4
6 Day 5 1. Distribute graphs and checklists from Day 3. Teacher meets with groups as necessary to discuss changes. 2. Teacher models layout of data for final class book copy. Use Final Written Analysis (Student Resource Sheet # 6), Illustrator s Masterpiece (Student Resource Sheet # 7), and the double graphing Sheets (Student Resource Sheets # 3c and 3d) to model how to create the final copy. 3. Within groups, assign each student a role in completing the final pages (Example: Illustrator, Analysis Writer, Graphic Designer, etc.). Give each role the appropriate final layout piece. 4. Groups complete final copy referring to Double Graph Checklist (Student Resource Sheets # 5a, 5b). 5. Teacher collects final copies to assemble book. 1. Teacher presents completed book to class. Each group presents their pages and discusses their findings. 2. Revisit vignette and discuss whether or not a single classroom could represent the entire world. Review friendly letter format, and distribute/discuss rubric for scoring the letter (Student Resource Sheet # 8). 3. Each student will write a friendly letter to David J. Smith that states his or her opinion. Students will support their opinion with the data displayed in the class book. Use World Border Paper (Student Resource Sheet # 9) for letters. 4. Teacher collects letters and rubric. Performance Assessment: Continuous assessment throughout all activities using teacher observation. Accuracy in completing the single and double line plots and bar graphs. Assessment using the checklist (Student Resource Sheet # 4) for scoring the single line plots graph and bar graph. Assessment using the checklist (Student Resource Sheets # 5a, 5b) for scoring the double line plot/bar graph and analysis and interpretation of data. Assessment using the rubric for scoring the friendly letter (Student Resource Sheet # 7). Extension/Follow Up: Add an additional set of data to compare.
7 Use stem and leaf plots to display line plot data. Use box plots to display line plot data. Authors: Lindsey Rattet Lansdowne Elementary School Baltimore County, Maryland Jessica Kimmel Hyde Elementary School District of Columbia
8 We Want To Know Student Resource Sheet # 1 Directions: Circle the answer that best applies to you. 1. In what month were you born? 1-Jan. 2-Feb. 3-Mar. 4-Apr. 5-May 6-Jun. 7-Jul. 8-Aug. 9-Sep. 10-Oct. 11-Nov. 12-Dec. 2. How many televisions do you have in your home? other: 3. What is your favorite pizza topping? plain cheese pepperoni sausage mushroom other 4. How many people live in your home (including yourself)? other: 5. What is your favorite subject in school? Math Reading Social Studies Science Writing
9 Teacher Resource Sheet # 1 Category Options Nationalities Religions Category Favorite Birth Month Bar Graph Bar Graph # of Years at School Line Plot Shoe Size Line Plot #of in Household Line Plot Gender Height Best Fit Graph Bar Graph Line Plot or Bar Graph Bar Graph Line Plot
11 Teacher Resource Sheet # 2 If the World Were Our Classroom David J. Smith, the author of If the World Were a Village, has been asked to write a sequel to the original book. This time, however, he would like to base his data on a classroom. Our task is to research whether a single classroom can represent the world. He would like us to send him a letter reporting our findings. Small groups will first collect the data needed from students in our class and display it on a graph. We will then study the data and compare it to the original book and another class. David J. Smith will use our results to decide if this book would provide an accurate picture of the world.
12 Student Resource Sheet # 3a
13 Student Resource Sheet # 3b
14 Key: Student Resource Sheet # 3c
15 Student Resource Sheet # 3d
16 Teacher Resource Sheet # 3 Sample Questions (for analyzing and interpreting data) What are similarities that you can find between the two sets of data? What are differences between the two sets of data? Looking at the data, can you make any comparison statements using the following words: most, all, only, none? What conclusions can you draw based on the two sets of data? For example (favorite pizza topping): If we were going to have a pizza party for both classes we should order pepperoni because most people prefer pepperoni pizza.
17 Student Resource Sheet # 4a Do You Have What it Takes? (bar graph checklist) Criteria Yes No Does your graph have a title? Are both axes labeled appropriately? Does your y-axis have an appropriate scale? Are the items for your x-axis labeled? Are all of the bars the same width? Are all of the bars evenly spaced? Student Resource #4b Do You Have What it Takes? Does your line plot have a title? (line plot checklist) Criteria Yes No Is the number line labeled appropriately? Does your number line extend beyond your smallest and largest values? Are your X s equally sized? Are your X s plotted evenly?
18 Teacher Resource Sheet # 4 Left-Side of Book Page Right-Side of Book Page Data Analysis Paragraph Illustration (spine) Graph
19 Student Resource Sheet # 5a Do You Have What it Takes? (double bar graph checklist) Criteria Yes No Does your graph have a title? Are both axes labeled appropriately? Does your y-axis have a scale appropriate for both sets of data? Are the items for your x-axis labeled? Are all of the bars the same width? Are all sets of bars evenly spaced? Have you chosen a color to represent each set of data and included a key? Have you written comparisons between both sets of data? Student Resource Sheet # 5b Do You Have What it Takes? (double line plot checklist) Criteria Yes No Does your line plot have a title? Is the number line labeled appropriately? Does your number line extend between your smallest and largest values for both sides? Are your X s equally sized? Are your X s plotted evenly? Have you written comparisons between both sets of data?
20 Student Resource Sheet # 6
21 Student Resource Sheet # 7 Illustrator s Masterpiece Directions: Use the space in the backwards L to illustrate the topic that your group researched. When you have finished your illustration, cut it out. It will be glued onto the page with your group s written analysis. Be neat, but colorful! Only the drawings inside the backwards L will be included.
22 Student Resource Sheet # 8 Riting Rubric Criteria Correct friendly letter format -heading, greeting, closing Uses at least 3 examples of data to compare results and determine whether or not a 3 class could represent the world Uses math vocabulary correctly in comparisons Letter format used Uses two examples of data to compare results and determine whether or not a class could represent the world Uses some math vocabulary correctly in comparisons Letter format used Uses one or no examples of data to compare results and determine whether or not a class could represent the 1 world Uses little or no math vocabulary correctly in comparisons Score 2
Data Management and Probability, Grades 4 to 6 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 2008 Data Management and Probability, Grades 4 to 6 A Guide to Effective Instruction
Executive Summary Principles and Standards for School Mathematics Overview We live in a time of extraordinary and accelerating change. New knowledge, tools, and ways of doing and communicating mathematics
GRADE 5 MATH: STUFFED WITH PIZZA UNIT OVERVIEW In this unit students will develop and expand the concept of rational numbers by using several interpretations and different types of physical models. TASK
Who Sends the Most Text Messages? Written by: Anna Bargagliotti and Jeanie Gibson (for Project-SET) Loyola Marymount University and Hutchison School email@example.com, firstname.lastname@example.org, www.project-set.com
GRADE LEVEL OF ACHIEVEMENT REPORTING: Teacher and Administrator Handbook The assessments that drive academic learning and self-concept are those used by teachers in classrooms. Richard J. Stiggins Revised
Common Core State Standards for Mathematics Table of Contents Introduction 3 Standards for Mathematical Practice 6 Standards for Mathematical Content Kindergarten 9 Grade 1 13 Grade 2 17 Grade 3 21 Grade
Number Sense and Numeration, Grades 4 to 6 Volume 2 Addition and Subtraction A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 2006 Every effort has been made in this publication
District Data Team Toolkit Helping districts establish, grow, and maintain a culture of inquiry and data use. MODULES Introduction Getting Ready Inquiry Information Knowledge Action Results District Data
First Things First Using the Newspaper to Teach the Five Freedoms of the First Amendment religion press speech Assembly assembly petition First Things First Using the Newspaper to Teach the Five Freedoms
The Praxis Study Companion Core Academic Skills for Educators: Mathematics 5732 www.ets.org/praxis Welcome to the Praxis Study Companion Welcome to The Praxis Study Companion Prepare to Show What You Know
T H I R D E D I T I O N Investigating Matter Through Inquiry A project of the American Chemical Society Education Division Office of K 8 Science American Chemical Society American Chemical Society Inquiry
A Self-Directed Guide to Designing Courses for Significant Learning L. Dee Fink, PhD Director, Instructional Development Program University of Oklahoma Author of: Creating Significant Learning Experiences:
GRADE K LITERACY IN SCIENCE: WE ARE EXPERTS UNIT OVERVIEW This task is embedded in a unit that introduces students to reading and writing informational texts. Students will be encouraged to ask questions
P21 Common Core Toolkit A Guide to Aligning the Common Core State Standards with the Framework for 21st Century Skills contents Introduction..............................................................
EMPIRE STATE INFORMATION FLUENCY CONTINUUM Benchmark Skills for Grades K-12 Assessments / Common Core Alignment Developed by the New York City School Library System EMPIRE STATE INFORMATION FLUENCY CONTINUUM
Making Good Choices A Support Guide for edtpa Candidates September 2014 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness. The
S D C S SAN DIEGO CITY SCHOOLS MIDDLE LEVEL Instruction & Curriculum Mathematics Mathematics Routine Bank Middle Level Routines in Mathematics: Number Sense and Algebraic Thinking page 2 Middle Level Routines
Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to
Perfect For RTI Getting the Most out of STAR Math Using data to inform instruction and intervention The Accelerated products design, STAR Math, STAR Reading, STAR Early Literacy, Accelerated Math, Accelerated
Teaching the Most Challenging ELA GLCE Using the Logic of Understanding by Design Office of School Improvement www.michigan.gov/mde Mastering Michigan s Challenging GLCE Using the Big Ideas of Understanding
Number and operations involves understanding whole numbers and realizing that numbers represent quantity. It includes learning number words and symbols, counting, comparing and ordering quantities, composing
Think like a scientist: Student reading / activity guide Students: As you read the information below, underline important facts or definitions with your pencil or highlighter so you can find it for the
Assessment Consortium: Developed by Measured Progress/ETS Collaborative April 16, 2012 Table of Contents Introduction... 3 Assessing Mathematics... 4 Stimulus for Mathematics Items/Tasks... 4 Selected-Response
Final report Research into the impact of Project Maths on student achievement, learning and motivation Jennifer Jeffes Emily Jones Máirín Wilson Emily Lamont Suzanne Straw Rebecca Wheater Anneka Dawson
Take One! Implementation Guide 2009 National Board for Professional Teaching Standards. All rights reserved. NBPTS, NBCT, National Board for Professional Teaching Standards, National Board Certified Teacher,
Years and Curriculum Levels This diagram shows how curriculum levels typically relate to years at school. Many students do not, however, fit this pattern. They include those with special learning needs,