taking the correct data path! math alliance february 21
TRANSCRIPT
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Taking the correct data path!
Math AllianceFebruary 21
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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.
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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?
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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.
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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
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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.
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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.
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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.
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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?
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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.
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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.
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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
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A Little Trivia
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Which of these is not a unit of
measurement?A.A Barn
B.An Outhouse
C.A Garage
D.A Shed
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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
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How long is a twinkling of the
eye?A.1 second
B.160 milliseconds
C.1/100 of a millisecond
D.An eon
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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.
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How much is a smidgen?
A.½ of a pinch
B.2/3 of a taste
C.¾ of a dash
D.2 squirts
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How much is a smidgen?
A.½ of a pinch
B.2/3 of a taste
C.¾ of a dash
D.2 squirts
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How long is a smoot?
A.13 yards
B.555 years
C.3 Scovilles
D.1.7 meters
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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.
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Taking a SurveyWhat are some things we could
measure given the tools available?
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Who will you survey?
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How will you conduct the survey?
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How will you organize the data as you collect it?
Why?
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How will you organize the data when you report it?
Why?
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What conclusions do you hope
to draw?
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With this information, write your statistical
question:
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Time to carry out your
plan!
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Time to Share
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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?
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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
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Possible supportsKevin
Have him paraphrase the directionsProvide a peer buddyWork with him to create a readable
checklist of what to do.
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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
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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
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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…
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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?
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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
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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
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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
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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
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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
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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?