Taking the correct data path!

Math AllianceFebruary 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

DataCompare 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 DataFor 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 dataRepresenting data resultsSummarizing your data-asking questions.

Measurement Data3.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 DataFor 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 questionGathering dataRepresenting data resultsSummarizing 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 eonIn 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 SurveyWhat 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 PracticeConsider 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 ConsiderationsRead 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 supportsKevin

Have him paraphrase the directionsProvide a peer buddyWork with him to create a readable

checklist of what to do.

Possible SupportsIsabelle

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 SupportsDanny

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 groupsAssign a partnerProvide templates to organize the data as

he collects itHave him verbalize each stepUse graph paper if data is categorical

Possible SupportsMelissa

Address vocabularyConsider terms to pre-teach Be mindful of using terms consistentlyProvide a chart with examples

Ask her to paraphrase directionsConsider 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 studentsWould 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 ProjectPart B: Lesson and

ReflectionRead 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 ProjectPart 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

addressWhat you were thinking about in

developing the planMathematical 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 lessonInclude 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 CriteriaAll components of the lesson plan format are

thoughtfully addressedLesson incorporates what has been

presented in this class Student work is labeled and represents a

range of understandings Reflection addresses all required areasReflection shows evidence of application of

what you have learned in class to your own teaching and your students’ learning

Intervention ProjectsLook at criteria/expectations

Read your feedback in light of the expectationsHow specific and focused was I?How informative was my data?How did I use my data?