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1. The students understand that the type of data determines how data sets can be organized, displayed
and analyzed.
2. The students understand that representations of data depends on the characteristics of that data.
What Essential Questions will guide this unit and focus teaching and learning?
What critical declarative and procedural knowledge will students acquire through this unit?
Which facets of understanding will students demonstrate and how? Mark N.A. if not used.
Facet How students demonstrate
Interpretation Students will explain what types of questions can be answered using different data displays.
Students will compare and contrast the different types of data displays.
Explanation Students will describe how the types of data affect what data displays will be used.
Students will describe the ways that data can be represented by statistical measures.
Application Students will collect data on given subject.
Students will create graphs from their data collected on given topic.
Perspective Discuss how data displays can help other reader make sense of information collected.
Discuss the misuses and applications of data displays by corporations and others to show
something that isn’t true.
Self-Knowledge Students will reflect on the use of data displays application compared to other types of
representations.
Students will reflect on new knowledge learned and how can be used in real life.
Empathy N.A.
Summary description of Performance Task(s) (Complete a Performance Task Blueprint for each task )
The unit will consist of pre and post test that will determine their knowledge of the subject before and after
the unit. The students will be required to keep a math journal of interesting facts learned, representations the find
outside the classroom, and just general thoughts. Also there will be a graphing project which the students will create
and graph a study of their choosing in several ways.
Summary of Other Evidence (Quizzes, Tests, Prompts, Work Samples, Observations, Dialogues
Self assessment/ journal Formative Students will keep math journal with
the daily self reports on their own
progress on projects and journal
entries on new or interesting
information found, uses of data
displays, and data displays found
outside of the classroom.
Learning Profile assessment Diagnostic Students will be given a learning
profile assessment at beginning of unit
to determine their most efficient
learning style for use in grouping and
differentiation.
Check students progress on data display projects, daily work, and small group discussions. Teacher will
provide feedback for all work on the basis of accomplishing the task at hand or goals for differentiated
groups. Small group and whole class discussions will be monitored and facilitated by teacher when
necessary.
Student Self-Assessment
Students will have daily self reports on their own progress on projects. Also student will keep journal
entries on new or interesting information found, uses of data displays, and data displays found outside of
the classroom.
Constructing A Performance Task Scenario
GOAL:
• Your task is to research a topic of your choosing using the general public as your source and represent your discovery in data
displays.
ROLE:
• You are a researcher discovering the general publics views/opinions/information on your chosen topic. Your research findings will
be published in the local newspaper and possibly more information sources.
AUDIENCE:
• The target audience is the general public
SITUATION:
• The challenge involves determining a topic of interest to study, collection of data on chosen topic, organization of data collected,
and creation of data displays and findings.
PRODUCT/PERFORMANCE & PURPOSE:
• You will create a report on the findings of your study, what data displays that best represent those findings and why.
E What learning experiences The students will have to choose a topic of interest that will connect to
their target audience. Once the topic has been chosen the student will
will ENGAGE students in ex-
ploring the big ideas & essential conduct a study of that topic then create a report and data displays of
questions? What instruction is the findings of their study.
needed to EQUIP students for The students will discuss as a class and in small groups uses and
the final performance?
misuses of data displays.
Also students will keep journal on new learning, real world uses of data
displays, and any other thoughts or reflections on the topic.
O How will you ORGANIZE the sequence of learning experiences to maximize understanding, effectiveness and
engagement?
Pre-test students on Have different data The start of this unit Cover Line graphs and Cover bar graphs and
Data displays and uses displays including will focus on tables double line graphs. double bar graphs.
to determine prior advertising, and the use of tables to Uses/misuses of, Uses/misuses of,
knowledge of data informative, and other present data to the formats and types. formats and types.
displays. daily uses of data reader. This lesson will Discussion on Line Discussion on bar
Once done testing displays around the cover table types and graphs. (note taking on graphs. (note taking on
hand out teacher- classroom. formats, uses/misuses teacher-created notes) teacher-created notes)
created not packets Start class discussion of tables. The class
and explain that these on the uses of data will discuss the Teacher directed
are the notes on the displays and how to uses/misuses of tables comparison of line Whole class directed
topic, but have left determine information and everyday places graphs and charts comparison of bar
that tables are used. (comparison using graphs, line graphs and
space for their from these data
(note taking on venn diagram) charts (comparison
additions. displays. (note taking
teacher-created notes) (continuing modeling using comparison
on teacher-created (continuing modeling recognition and matrix)
Also students will take notes) recognition and feedback) (let students start
a learning profile feedback) Worksheet on creation taking over providing
inventory to determine Discuss with partners and reading of line recognition and
their learning your hypothesizes Students will adjust graphs. feedback)
strengths. about different data hypotheses as needed. Worksheet on creation
displays. Students will adjust and reading of bar
HW: Look over note The class will work hypotheses as needed graphs.
(also model providing
packet and create with tables to
hypothesis about what recognition and determine answers Introduction of Students will adjust
feedback to students)
data representations from them and them representation project. hypotheses as needed
will best represent create their own tables
different types of data. based on given Class will brainstorm Class time to start
HW: find different information. ideas for topics. Use representation project
data displays in your nonlinguistic technique setup and research.
Also send home
daily life and write a HW: Create two tables of mental visualization
teacher to parent
journal entry on. on chosen information. of asking important HW: Continue
communication on
homework and Journal entry on tables question. research.
purpose.( see attached (new Finish worksheet.
explanation of parent knowledge/everyday HW: Choose topic for Journal entry on bar
letter and uses) project. Use inductive graphs(new
purposes/uses of reasoning to determine knowledge/everyday
homework. which data displays uses)
will best represent
your topic.
Finish worksheet.
Journal entry on line
graphs. (new
knowledge/everyday
uses)
Cover Pie charts. Cover Pictographs. Students will be given Students will be given Student presentations
Uses/misuses of, Uses/misuses of, whole class period to whole class period to of representation
formats and types. formats and types. work on project. Finish project. Also projects.
Discussion on pie Discussion on students can share
charts (note taking on Pictographs HW: continue to work work with a partner (students will be
teacher-created notes) (note taking on on project. and provide feedback providing recognition
teacher-created notes) Journal entry( new to each other. to each other)
knowledge/everyday
student directed uses) also write on the If finished students can Provide immediate and
(Teacher facilitated) student directed process of creating continue journal meaningful feedback
comparison of pie (minimalTeacher representation project. entries, study for post- to students after
charts, bar graphs, line facilitated) comparison test, or add to notes presentations.
graphs and charts of Pictographs, pie from real life
(comparison using charts, bar graphs, line experiences. HW: Prepare to
venn diagram) graphs and charts present project.
(students will be (comparison using HW: Prepare to Journal entry( new
providing recognition comparison matrix) present project. knowledge/everyday
and feedback to each (students will be Journal entry( new uses) write on the
other) providing recognition knowledge/everyday process of creating
and feedback to each uses) write on the representation project.
Students will adjust other) process of creating
hypotheses as needed representation project.
Students will adjust
Worksheet on creation hypotheses as needed
and reading of Pie
charts.
Worksheet on creation
Class time to work on and reading of
representation project Pictographs
setup and research.
Class time to work on
HW: Continue representation project
representation project. setup and research.
Finish worksheet.
Journal entry on Pie HW: Continue
charts (new representation project.
knowledge/everyday Finish worksheet.
uses) Journal entry on
Pictographs (new
knowledge/everyday
uses)
Finish student Post-test students on
presentations of Data displays and uses
representation projects. to determine
knowledge of data
Provide immediate and displays after unit
meaningful feedback learnings.
to students after
presentations. Discussion of possibly
Discussion of process creating a newspaper
to creating the data of class newsletter to
displays and any new display the students
information gained projects for all to see.
that would like to
share
Homework explanation:
In this unit I will use homework as both practice of material learning and as a way to gain insight into new
knowledge gained. This will be communicated to the parents before the unit starts in a letter stating the
purpose of each assignment. Practice sheets will be in place to work with graphing skills and should be
completed with minimal help from parents. Journals are based on knowledge gained both in the classroom
and at home so parents can help by introducing students to graphic representations in everyday life. The
graphing project is to determine the students knowledge of graphing after the unit and their application of
it, so parents can help with the research or gaining of study information, but should leave the construction
to the students. Every assignment will have clear directions and I will describe the purpose of the activity
and outcome I am looking for from the students. Also I will provide the students with a the rubric for the
project.
7 Students know where they are going, why (reason for learning
W the unit content), what they already know (prior knowledge),
& where they might go astray (likely misunderstandings)?