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Name: Erica Morrin Unit Title: Generate and Analyze Categorical Data

Date: April 9, 2014 Lesson Title: Generate and Organize Data

Lesson Title: Generate and Organize Data Lesson Summary: This lesson will ask students to collect and display data using charts and picture graphs. Students will create symbols to represent the data within a graph. Conclusions about the data can be made using these picture graphs. Stage 1: Desired Outcomes Established Learning Goals: 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MP.2 Reason abstractly and quantitatively. Students work with data in the context of science and other content areas and interpret measurement data using line plots. Students decontextualize data to create graphs, then contextualize as they analyze their representations to solve problems.

Understandings: Students will understand that data can be organized using charts. Students will understand that data can be organized using picture graphs. Students will understand how to represent data in a picture graph using symbols. Students will understand that conclusions can be drawn about data using picture graphs; ; such as, the greatest and least values in the data set, and how many total values are represented in the graph.

Essential Questions: How can data be organized into charts? How can charts assist in organizing picture graphs.

How can data be represented in a picture graph? How can data be represented in a qualitatively accurate symbol? What conclusions can be drawn about data using a graph?

Students Will Know: Students will know how to collect small sets of data. Students will know how to organize data into charts. Students will know how to use numerically accurate symbols to represent and display data. Students will know how to draw conclusions about data from using picture graphs; such as, the greatest and least values in the data set, and how many total values are represented in the graph.

Students Will be Able To: Students will be able to organize small sets of data using a chart. Students will be able to create symbols that accurately represent a numerical values. Students will be able to display data using symbols. Students will be able to draw conclusions about data using a picture graph; such as, the greatest and least values in the data set, and how many total values are represented in the graph.

Stage 2: Assessment Evidence Performance Tasks: Students will be evaluated informally during question and answer sessions in the lesson. Students should answer questions using the appropriate vocabulary and academic language. Students in-class work and homework will also serve as evaluation. Both in-class and homework should accurately display data in a chart. The picture graph should contain accurately scaled symbols to represent the data. Pre Assessment: Students have begun, and been assessed on, using multiplication to solve word problems. Also, students have been introduced to scaling numbers by using multiplication on number lines. Comparing quantities (greatest, least, equal too) has been assessed and used in previous lessons.

Stage 3: Learning Plan: Learning Activities: Set Induction: The beginning of the lesson will serve as a review of scaling using multiplication on a number line. Guide students along a number line and instruct them to count in intervals of six to sixty (6,12,18...etc.). Label the number line has students count. This process can be repeated for seven and eight. Procedure: Inform students that today the will collect data, which is another word for information, the information being collected will be the classes favorite color. Ask students how the class can keep track of data in an organized way, have students turn and talk to decide. After discussing student ideas, display chart on board, explain that placing tally marks next to each color is good way to keep data organized. Pass out Problem Set 1 and copies of the class list. have students write their favorite color next to their name, go around the room and have all students share their favorite color. As a class, fill out the chart on the Problem Set 1 sheet with the number, in tally marks, of students next to each color. Ask students how many total students were asked or surveyed have students share how they came up with the number. Tell students they will now graph the data they collected, explain they will be using pictures to represent the data. Have students read the directions for number 3 of the Problem Set, Ask student what is different about the two charts in number 3. (The keys are scaled differently). Ask students to turn and talk and discuss how various numbers of students would be represented using each key (Four students would be represented using two hearts, each heart is two students, in one chart. However, four students would be represented with four hearts if each heart represented one student.) Discuss how odd number would be represented using the symbols. Have students use their tally chart to complete the picture graph. Closure:

Students will work with a partner to discuss their picture graphs. Ask students to reflect on how the two graphs are similar and different. Have students share how the chart helped them organize their graphs. Follow-up: Students will complete worksheets for homework. Students should complete the chart using tallies and represent the data using symbols. During the next lesson, the charts and graphs will be reviewed. Students will be allowed to work with a partner to compare charts and graphs. Students should be able to explain their system of scaling. Differentiation: Above Grade Level: Students who want to organize more challenging data sets may conduct their own surveys within their table groups. Once the data is collected, these students may create two of their own picture graph using a scale and symbol of their choice. This assignment will allow students to explore scaling and creating creative survey questions. ELL: ELL students work in groups with other students who speak the same language. Students may also receive bulleted, written instructions for creating picture graphs. This will allow students to work at an individual pace. Special Needs: Students will also receive written instructions on how to create a picture graph. Students may work at individual pace and/or work with a partner on scaling the graph.

Resources: 1. Class list 2. Problem Set 1 attached 3. Whiteboard 4. Crayons (optional for picture graphs)