Submitted by: Lyndsey Kurfman CWID: 50138255

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Grade Level: 5 Mentor Teacher: Drake
Subject/Topic: Math/ Scatter Plots review

Stacking Cups Scatter Plot Challenge

Rationale: Materials/Equipment:
Students will create a group plan on how to stack cups and Smart board
then use that information in a scatter plot. Paper cups for each group
Group activity recording sheets, directions
Colored pencils
Timer

TEKS Achieved: Accommodations:

5.9B: represent discrete paired data on a scatter- 1. Read problems aloud for student with dyslexia.
plot; 2. Provide a copy of teacher notes for students that
have difficulties copying from the board.
5.9C: solve one- and two-step problems using data
from a frequency table, dot plot, bar graph, stem-and-
leaf plot, or scatter plot

Blooms Taxonomy: Differentiated Learn- Classroom Strategies: Curriculum Integra-

Knowledge/Remember ing: Cooperative Groups tion:
Comprehension/Understand Auditory Hands-On Math
Application Visual/Spatial Technology PE
Analysis Kinesthetic Independent Activities Writing
Create / Synthesis Logical/Math Simulation
Evaluation Verbal/Linguistic Charts/Graphs/Maps
Intrapersonal Lecture
Interpersonal Problem Solving
Whole-group

Objectives:
TSW assemble cups within a group, and interpret that data in a scatter plot.
TSW solve problems using data from scatter plots that the students create.
Lesson Plan:

Introduction (Anticipatory Set/Focus/Motivation):

To introduce the lesson I will show a video to engage students attention.
https://www.youtube.com/watch?v=W0u5H5S7gL0
We will watch a video about a stacking cups competition on the smartboard.
What is one way we could display data from a cup stacking competition?
If we wanted to use the idea of stacking cups and put it in a SCATTER PLOT What information would
we need?
-amount of cups stacked, time

Information Giving
We will first do our math slides for the day as a class. There will be scatter plots that we will analyze
as a class and other reviewed concepts.

TO start our activity:

Students should get into groups of 4-5 (they may choose their own groups).

Each group member must pick a role for the activity:

Materials manager: in charge of supplies (cups, colored pencils, and worksheets) THis includes making
sure that the group is utilizing appropriate use of all supplies.
Recorder: Records group answers to questions about scatter plot and the group plan
Scatter Plotter: Plots the groups data on the scatter plot
Counter: Counts how many cups the group gets each round of stacking cups

The objective of the game is to stack cups with your group as quickly as possible until the teacher calls
time.
Using our time and cups stacked we will put this into a scatter plot.
What is a scatter plot and how will it be of use for this activity?
Scatter plots show the relationship between different sets of data.
We will graph our time and amount of cups for multiple trials

Before we start every group should come up with a plan.

We will go over student expectations/directions: what is appropriate cup stacking and what is not.

After every group has come up with a plan (and records it) we will stack cups in the time allotted. Stu-
dents will be timed and will make their cup stack as large as they can in that time frame. After time is
called students will record their time and how many cups they stacked on their group scatter plot.
Each time we will reset all of our cups for the next round. We will repeat this process 4 more times
and record our data.

Trial one: 15 seconds

Trial two: 30 seconds
Trial three: 45seconds
Trial four: 60 seconds
Check for Understanding:
To check for understanding I will have a student repeat to me the directions. I will be sure they say
the directions back in the correct order so students are clear on what we are doing.
I will clarify directions if needed.

Guided Practice:
We will go through step by step on the first trial of cup stacking as a class on exactly what they
should be doing. (Making a plan, recording the plan, stacking cups, recording cups and time on scatter
plot, and then adjusting group plan if needed)

After we have finished all rounds of cup stacking we will look at the results from the class scatter
plot.
How does our scatter plot help us view our data?

Independent Practice:
Before the activity:
Each group should: create and record their group plan on the recording sheet
Ask: What strategies are you going to use?

During the activity:

After each timed trial students will count all cups that were successfully stacked. Students will record
their answers on the group scatter plot together.

Each group will also come record their data on the class scatter plot.
We can now see multiple sets of data in one clear way

After the activity:

Each group should record: if their plan changed each time we timed the cup stacking, and if so did the
new plan affect how many cups they were able to stack.
Question: Did time have a factor in how many cups you were able to stack?

Each group will answer the scatterplot questions (handout) as a group.

For questions 4-6 each group will partner with another group to look at both sets of data and to an-
swer corresponding questions.

Assessment/Evaluation:
I will have an exit slip which has a scatter plot on it. Students will answer questions by using the data
from the scatter plot. Students will be assessed by their ability to answer questions correctly.

Closure / Culminating Activity:

To end the lesson I will hand out clear and cloudy cards. On clear student will write what they now
understand. On cloudy students will write what they are still unsure about.

Enrichment/Extension:
Questions: How could scatter plots help us in everyday life?