Taking the correct data path! Math Alliance February 21 Reflecting on the process of helping students develop a statistical question Number Off 1-5 Letter.
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Transcript Taking the correct data path! Math Alliance February 21 Reflecting on the process of helping students develop a statistical question Number Off 1-5 Letter.
Taking the correct
data path!
Math Alliance
February 21
Reflecting on the process of helping students
develop a statistical question
Number Off 1-5
Letter off within your group (A, B, C, D)
Share a success you had in helping your students
develop a statistical question.
Share a challenge you had in helping your students
develop a statistical question.
Share something you learned about the student you
focused on in your videotape.
Reflecting on the process of helping
students develop a statistical question
If you were to do this again, how
would you make changes to the
project?
Learning Intention
Success Criteria
We are learning to…understanding the
development of the data and
measurement strand and how it supports
the study of statistics in grades 6, 7, and 8.
We will be successful when…we can
articulate the difference between
categorical data and measurement data,
and understand connections to the middle
school statistics standards.
Measurement and Data Progressions:
K-3 Categorical and 2-5 Measurement Data
The first sentence of the progressions states:
As students work with data in K-5, they
build foundations for their study of
statistics and probability in Grades 6 and
beyond and they strengthen and apply
what they are learning in arithmetic.
What message are the authors sending to
teachers K-5?
Progressions: K-3, Categorical Data; Grades 2-5 Measurement Data
Two data paths:
Categorical and Measurement
In your table group you will study Categorical Data
Use information from the progressions reading to identify:
A clear definition of the area you selected.
Specific shifts in rigor at each grade level.
Connections to other areas of mathematics.
Provide examples
Be prepared to share out your findings.
Two data paths:
Categorical and Measurement
In your table group you will study Measurement Data
Use information from the progressions reading to identify:
A clear definition of the area you selected.
Specific shifts in rigor at each grade level.
Connections to other areas of mathematics.
Provide examples
Be prepared to share out your findings.
Sharing Learning: Categorical
and Measurement
As a group:
In what way, will these standards support the ideas
developed in grades 6, 7, and 8?
What connections can you make to the article you
read?
Franklin, C., Mewborn. D. Statistics in the Elementary
Grades: Exploring Distributions of Data, Teaching
Children Mathematics, August 2008.
Talking About the Reading:
Categorical and Measurement Data
Compare this information with current practice
in classrooms, in what way are these standards
different than what we are used to teaching?
What Standards of Mathematical Practice will
be at play when engaging students in this
work?
What will teachers need to consider before
beginning?
Measurement Data
For the next 25 minutes you will be working with the
standard from Measurement Data strand.
You will be:
Working with a partner to complete a full data process.
Creating a question.
Gathering data
Representing data results
Summarizing your data-asking questions.
Measurement Data
3.MD. 4
3.MD.4 Generate measurement data by
measuring lengths using rulers marked with
halves and fourths of an inch. Show the data
by marking a line plot, where the horizontal
scale is marked off in appropriate units-whole
numbers, halves, or quarters.
Write down what this means.
Draw an example of it in your notebook.
Measurement Data
For the next 25 minutes you will be working
with the standard from Measurement Data
strand.
You will be:
Working with a partner to complete a full data
process.
Creating a question
Gathering data
Representing data results
Summarizing your data – asking questions
A Little
Trivia
Which of these is not a
unit of measurement?
A. A Barn
B. An Outhouse
C.A Garage
D.A Shed
A. A Barn = 10−28 m2
B. An Outhouse = 10−34 m2
C.A Garage
D.A Shed = 10−52 m2
A barn (symbol b) is a unit of area. Originally used in
nuclear physics for expressing the cross sectional area of
nuclei and nuclear reactions, today it is used in all fields of
high energy physics to express the cross sections of any
scattering process, and is best understood as a measure
of the probability of interaction between small particles
How long is a twinkling
of the eye?
A. 1 second
B. 160 milliseconds
C.1/100 of a millisecond
D.An eon
A. 1 second
B. 160 milliseconds
C.1/100 of a millisecond
D.An eon
In medieval time, the Latin “Atomus”
meant "a twinkling of the eye," the
smallest amount of time imaginable.
Nowadays, it’s defined as 1/376 minute
or about 160 milliseconds.
How much is a
smidgen?
A. ½ of a pinch
B. 2/3 of a taste
C.¾ of a dash
D.2 squirts
How much is a
smidgen?
A. ½ of a pinch
B. 2/3 of a taste
C.¾ of a dash
D.2 squirts
How long is a smoot?
A. 13 yards
B. 555 years
C.3 Scovilles
D.1.7 meters
A. 13 yards
B. 555 years
C.3 Scovilles
D.1.7 meters
One Smoot is defined as 5’ 7” (1.7 m), the height of Oliver R.
Smoot, then an MIT undergrad who, during his fraternity
pledge, was used by his fraternity brothers to measure the
length of the Harvard Bridge between Boston and
Cambridge, Massachusetts. They simply laid him down on
the bridge and drew a mark where his head was, repeated
the entire exercise along the bridge, and got a value of 364.4
Smoots plus or minus one ear.
Taking a Survey
What are some things we could
measure given the tools available?
Who will you
survey?
How will you
conduct the
survey?
How will you
organize the
data as you
collect it?
Why?
How will you organize the data
when you report it? Why?
What
conclusions
do you hope
to draw?
With this information, write
your statistical question:
Time to carry
out your plan!
Time to Share
Connecting to the Standards
for Mathematical Practice
Consider the data exploration you did tonight, select
one standard for mathematical practice and identify
how your data experience helped to develop that
standard.
What would you collect evidence one you were
meeting or working on that standard?
Student Considerations
Read the description of your student and identify:
Challenges
s/he may
have with this
lesson
Aspects of
this lesson
that may
actually
support the
student,
given his/her
challenges
What else
you may
need to do to
provide the
support
needed by
this student
Possible supports
Kevin
Have him paraphrase the directions
Provide a peer buddy
Work with him to create a readable
checklist of what to do.
Possible Supports
Isabelle
Be selective about her group members
Have her paraphrase/repeat the
directions
Consider a check-off sheet with “quality
indicators” for tasks completed
Use a self-monitoring check-off sheet for
listening to peers
Possible Supports
Danny
Provide a social skills checklist for him to use to
self-monitor
Rehearse how to ask questions when
conducting survey
Rehearse how to participate in groups
Assign a partner
Provide templates to organize the data as he
collects it
Have him verbalize each step
Use graph paper if data is categorical
Possible Supports
Melissa
Address vocabulary
Consider terms to pre-teach
Be mindful of using terms consistently
Provide a chart with examples
Ask her to paraphrase directions
Consider sentence starters
That is a good idea because…..
That might not work because….
If we ask that question, people’s answers
might be…
For all of the students
Would they profit from the teacher modeling
his/her thinking and planning in each part of the
process?
Would they profit from careful attention to
vocabulary?
Would they profit from checklists?
Would they profit from strategy posters?
Binder Project
Part B: Lesson and Reflection
Read the entire project on pgs. 5-6 in your syllabus
You have done the first draft of Reflection on Your
Own Learning (Part A)
Lesson and Reflection (Part B) is due March 6
Turn and talk about what is involved in this part
Binder Project
Part B: Lesson and Reflection
• Plan and teach a lesson based on one of the
activities presented in class
– Use the Alliance Lesson Plan Format
• Collect student work that demonstrates representative
samples of the range of
understandings/misconceptions in your class
• Turn in the plan, the student work, and a reflection
on the student work
– Reflection format to be distributed in class
Reflection Guide:
Your reflection should address
What you were thinking about in developing the
plan
Mathematical understandings
Your students
How you incorporated what we have
done/learned in class
How the student work reflects your learning
intention
Strengths and areas you could improve upon in
your lesson
Include teaching and any supports you provided
If you cannot teach the lesson
by March 6…
Turn in the plan and a description of the student work
you will collect
Keep a copy of the plan
Identify the date you will turn in the rest of Part B
Turn in the student work and the reflection once you
have taught the lesson
Grading Criteria
All components of the lesson plan format are
thoughtfully addressed
Lesson incorporates what has been presented in
this class
Student work is labeled and represents a range of
understandings
Reflection addresses all required areas
Reflection shows evidence of application of what
you have learned in class to your own teaching
and your students’ learning
Intervention Projects
Look at criteria/expectations
Read your feedback in light of the expectations
How specific and focused was I?
How informative was my data?
How did I use my data?