Beacon Lesson Plan Library
Looking at Data
Timothy Mark Dillehay
Lee County School District
Description
Students use two days to create, collect, display and analyse data. Classroom activities and practice will build greater understanding to a variety of forms used to display data. Central tendencies become a major focus in the prompt questions during the project.
Standards
Florida Sunshine State Standards
MA.E.1.3.1
The student collects, organizes, and displays data in a variety of forms, including tables, line graphs, charts, bar graphs, to determine how different ways of presenting data can lead to different interpretations.
MA.E.1.3.2
The student understands and applies the concepts of range and central tendency (mean, median, and mode).
Materials
-Spinner top (1 needed)
-Stop watch (1 needed)
-Collecting Data (attached file) One for each child
-Displaying Data (attached file) One for each child
-Teacher copy of Displaying Data for both "Gary" and "Rebbeca"
-Any additional book (text book, novel, magazine) Used for counting letters in sentences.
-Chalkboard or Overhead
-Calculators needed for each student (my policy is they bring it)
Preparations
1. Secure each item listed in the materials list.
2. Read the attached files through at least one time.
Procedures
Day One
1) Read or have a reader for the first paragraph from the "Collecting Data" page. (See Attached Files.)
2) Probe conversation about the reading. (Describe what you think a baseball team will be interested in when looking for a pitcher. What type of numbers would they like to see? ) Write these answers on a board or overhead.
3) Read or have a reader for the second paragraph from the "Collecting Data" page. (See Attached Files.)
4) Probe conversation about the reading. (Describe what you think a restaurant company would be looking for in numbers dealing with cars passing a particular intersection.)
5) Read or have a reader for the third paragraph from the "Collecting Data" page. (See Attached Files.)
6) Have the volunteer come to the front to write the data.
7) Select a student to spin first, then time the spin.
8) Continue step 7 until you have at least 20 data. (You may want to extend the exercise, if you see that each student desires to spin.)
9) Read the fourth paragraph and tells students to complete this on their own for the remainder of the class. (See Attached Files.)
Day Two
10) Read or have a reader for the last paragraph from the "Collecting Data" page. (See Attached Files.)
11) Begin by having a student write the number of letters in the teacher’s last name, and the number of letters in the volunteer’s last name.
12) Continue writing the numbers of letters in each student’s last name.
13) Walk through Displaying Data, step by step. (See Attached Files.) Answer all questions or concerns. Be willing to give students answers in Gary and Rebecca sections.
14) Students need to work alone on the AEIOU section. Students may work together as a class on Tell Me Your Name first.
15) Collect the packet of work.
Assessments
Note: This lesson assesses only the skills of Stem-n-leaf and Line plot displays. It does not introduce or practice other graphing organizers.
Use completed “Displaying Data packet” (See Attached Files.) to formatively assess the students' ability to collect, display, and comprehend statistical data.
Acceptable work is both:
(1) Class participation in the collection and recording of data.
(2) 80% completion of the Displaying data packet. Including data collecting by the individual student in section titled "A, e, i, o, u, and sometimes y".
Extensions
1. Collect data from various situations.
2. Create a clipboard data sheet.
3. Some students may have questions that can only be answered with a number; such as how many cups of soda do you drink a day. How many hours of television do you watch a day, how many Friend’s phone number have you memorized? Have students go to other classes, (or home and about) and gain the data from a set number of students (30 works well), complete a graph for the data, then answer questions to that data.
4. Students can also create the data from exercises that do not involve asking questions. They can survey any particular area. Have them describe something they are going to watch. Examples can range from how many red cars pass a street each day for ten days as they Waite for the bus. How many commercials have a pet in them within the hour-long show. The situations are endless, and can encourage students to take a closer look at what they like, and how data and number concepts are a part of it.
Have fun !
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