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GRAPHING CLASS DATA:

A THIRD GRADE GRAPHING ODYSSEY

Scott Restaino

3rd Grade Teacher

March 2014

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IntroductionIntroductionIntroductionIntroduction

� Third grade math

� Common Core

� In-class inventory

� Data entry into Excel spreadsheet

� Interpretation

� Representation of data through graphing

� Summative worksheet and report

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GOALS AND OBJECTIVESGOALS AND OBJECTIVESGOALS AND OBJECTIVESGOALS AND OBJECTIVES

� Students will be able to…

• Demonstrate the ability to successfully generate

data based on in-class inventory

(CCSS.Math.Content.3.MD.B.3)

• Interpret data from in-class inventory

(CCSS.Math.Content.3.MD.B.3)

• Represent data from in-class inventory

(CCSS.Math.Content.3.MD.B.3)

• Explain their own ideas and understanding in light

of the discussion (CCSS.ELA-Literacy.SL.3.1d)

• Speak in complete sentences when appropriate to task

and situation in order to provide requested detail

or clarification (CCSS.ELA-Literacy.SL.3.6)

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Timeline/ActivitiesTimeline/ActivitiesTimeline/ActivitiesTimeline/Activities

� Finish Measurement and Data Unit

� Class inventory of favorites i.e. pet, color, ice-

cream flavor, sport, school subject. (Day 1)

� Explicit instruction on Excel (Day 2, computer

lab)

� Creation of a graph from one set of data (Day 3,

computer lab)

� Share ideas as whole class discussion (Day 4)

� Work in pairs to answer questions based on

findings (Day 4)

� Report findings to the class (Day 5)

� TOTAL TIME: One full school week

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Data/WidthData/WidthData/WidthData/Width

Original Data EntryOriginal Data EntryOriginal Data EntryOriginal Data Entry Widening CellsWidening CellsWidening CellsWidening Cells

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FormattingFormattingFormattingFormatting

� Students bold and change font, change

text color and cell background

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Fill Series: Number ClassmatesFill Series: Number ClassmatesFill Series: Number ClassmatesFill Series: Number Classmates

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Freeze FrameFreeze FrameFreeze FrameFreeze Frame

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Sheet 2: Creating FormulasSheet 2: Creating FormulasSheet 2: Creating FormulasSheet 2: Creating Formulas

Predetermined groups will find information for

one set of data

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Sheet 2: Average/Min/MaxSheet 2: Average/Min/MaxSheet 2: Average/Min/MaxSheet 2: Average/Min/Max

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Conditional FormattingConditional FormattingConditional FormattingConditional Formatting

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Formatting ContinuedFormatting ContinuedFormatting ContinuedFormatting Continued

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Concatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross Referencing

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Concatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross Referencing

Students

will

concatenate

text of

their

choice and

then cross

reference a

category of

their

choice to

finish the

sentence.

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Concatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross Referencing

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GraphingGraphingGraphingGraphing

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Graphing ContinuedGraphing ContinuedGraphing ContinuedGraphing Continued

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RubricRubricRubricRubric

PointsPointsPointsPoints 3 Points3 Points3 Points3 Points 2 points2 points2 points2 points 1 points 1 points 1 points 1 points

DataDataDataData Collection Collection Collection Collection

and Entryand Entryand Entryand Entry

All data is entered

correctly

Most data is

entered correctly

Little or no data

is entered

correctly

Oral Oral Oral Oral

PresentationPresentationPresentationPresentation

All members present

information and voice

is clear; content is

easily understood,

interesting, and

informative

Three members of

team present

information and

voice is audible

and content

is clear and

easily understood

Two or less

members present

and voice is too

low or inaudible

and content is

difficult to

understand

TeamworkTeamworkTeamworkTeamwork Never argues, is

always respectful of

others’ ideas, & is

a productive

Rarely argues and

is usually

respectful of

other group

Sometimes argues

or is

disrespectful of

group members’

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GardnerGardnerGardnerGardner’s Multiple Intelligencess Multiple Intelligencess Multiple Intelligencess Multiple Intelligences

Verbal/LinguisticVerbal/LinguisticVerbal/LinguisticVerbal/Linguistic Visual/SpatialVisual/SpatialVisual/SpatialVisual/Spatial Math/LogicalMath/LogicalMath/LogicalMath/Logical

Bodily/KineticBodily/KineticBodily/KineticBodily/Kinetic InterpersonalInterpersonalInterpersonalInterpersonal IntrapersonalIntrapersonalIntrapersonalIntrapersonal

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GregorcGregorcGregorcGregorc’s Four Learning Styless Four Learning Styless Four Learning Styless Four Learning Styles::::

� 1. Concrete Sequential

� 2. Abstract Sequential

� 3. Concrete Random

� 4. Abstract Random

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BibliographyBibliographyBibliographyBibliography

Gardner, H. (1983). Frames of mind: The

theory of multiple intelligences. New

York, NY: Basic Books.

Gregorc, A. (1985). Gregorc style

delineator: A self-assessment instrument

for adults. Columbia, CT: Gregorc

Associates, Inc.