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MaddieSilber CaronlineEbby MathMethods TermIIIPlan Ms.SettlesThirdGradeClassatPennAlexander LessonPlanTemplate Goals/ObjectivesStudentswillmakealineplotusingdataabouttheirsiblings.Theywill reviewthevocabularywordsrange,scale,mode,andmedian. StandardsCCSS.Math.Content.3.MD.B.3Drawascaledbargraphtorepresentadataset withseveralcategories.Solveoneandtwostephowmanymoreandhowmanyless problemsusinginformationpresentedinscaledbargraphs.

MaterialsandPreparation whitepaper pencils whiteboardeaselandmarker magneticclip picturesofmy2siblings ClassroomArrangementandManagementIssuesIplantoperformthislessoninthe thirdgradepodoutsidemyclassroom.Iwilluse3tablessetupsoallstudentsarefacing me.Inordertobestmanagemygroup,Iwillbesuretomakemyexpectationsasclearas possible.Iwillacknowledgeoursettingandthefactthatthereisanobserverbysaying,I knowthisisadifferentspacethansomeofyoumaybeusedtoworkingin,andtheremay bedistractionsofotherclasseswalkingby,butweneedtostayfocusedonthislesson.Even iftherearepeoplewalkingby,Ialwaysknowyouarepayingattentionwhenyoureyesare onmeoronthetaskyouareworkingon.Thepersonsittingbehindyouis (Hope/Jake/Renata)andtheyarejustheretoobserveme. Plan [5minutestogetsettledinthepodandpackup] Introduction:[1minute] Todaywearegoingtocontinueworkingwithlineplotsandbargraphs,butweare goingtobegraphingandplottingdataaboutoursiblings.Iknowfromyourinterest sheetsthatyoufilledoutformeafewweeksagothatallofyouhaveatleastone sibling.Wearegoingtocompilethedatafromallourfamiliesandcreatechartsto seeifwecanfindanytrendsacrossourgroup. GuidedPractice:[18minutestotal] RANGE&DATAGATHERING:[10minutes]Wearegoingtostartbymakingaline plotoftheagesofoursiblings.Imgoingtostartbydrawingaline.NowImgoingto writethenumbersonthebottom.Wait!Idontknowwhatnumbertostartoreven endwith!Whocantellmewhatthefirstpieceofinformationisthatweneedbefore westarttomakeourlineplot?(Allthesiblingsandtheirages.)Iwillstartby showingpicturesofmy2siblingsandbeginningthelistwiththeirnamesandages. ThenIwillaskeachstudentonebyonetosaythenameoftheirsiblingsandtheir ageandIwillrecordthelistonthewhiteboard.(FromtheirinterestsheetsIthink thereareabout19siblings.)WhocantellmehowIcanfindtherangeofthese numbers?(Thegreatestvaluetheleastvalue.)Sowhatisourequation?Sowhatis ourrange?(Havethemsolvethemathontheirown.)Askastudenttotelltheir

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Comment: Inadditiontomakingalineplot, don'tyouwantthemtobeabletointerpretit?

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Comment: Isyourlessonreallyonlyabout reviewingvocabulary?Whatdoyouwantthemto learnaboutthesestatistics?

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Comment: Thereisastandardonlineplotsfor 3rdgradeintheCCSS.Althoughitfocuseson fractionalmeasurements,yourlessoncouldbe seenasleadinguptothatskill.

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Comment: Youmightposeaquestionhere,e.g., Iwaswonderingifmostofyouhaveolderor youngersiblingsorwhatthetypicalageofyour siblingsis...

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Comment: Inthissection,thereistoomuch movingbackandforthbetweenwholegroupand independentwork,andstudentsreallyaren't workingindependentlyatanypointsinceitsso structured.Canyouorganizethissothatyou previewsomeimportantpointsandthenletthem workonarealproblemforalongerperiodof time?

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Deleted: How

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Comment: Canyouphrasethisasaquestion aboutthedata,ratherthananexercise.For example,whatcanyousayabouttherangeofthe agesofoursiblings?

answerandhowtheygotit.Thumbsupifyouagree.(Ifthumbsdown,explainhow yougotyouranswer.)Whatifeveryonessiblingswere4and5.Whatwouldour rangebethen?(1).Whatifallofoursiblingswereonly6?Whatwouldourrangebe then?(0).Whatwouldourlineplotlooklikeifalloursiblingswere6?(AllXsover onenumber.)Whatwouldourlineplotlooklikeifeveryonessiblingswere4and5? (AllXswouldbeoveronly4and5.)Howwillourlineplotlookdifferentthanthe previous2examples?(MorenumberstoputtheXsover.)Whatdoesthistellus abouttherange?(Itshowshowspreadoutthedatawillbe.)(ChapinandJohnson, 304). SCALE:[3minutes]Doesanyonerememberwhatthescaleofagraphis?(The intervalthenumbersgoupby.)Wevebeenworkingonlineplotsinclassofhowfar someonecouldblowapatternblock.Thescaleforthoseisofaninch.Whyisthat? (Becausethenumbersonthebottomincreaseby.)Sowhatshouldbeourscale here?(Allnumbersarewholesothescaleis1). IndependentPractice:[5minutes] SETUPLINEPLOT:Soweknowourminimumnumberis_____?Andourmaximum numberis_______?Andourscaleis_____(1)?Andisourdatagoingtobepretty spreadoutorprettyclosetogether?(Spreadout.)SoIwantyoutotakethis informationandsetupyourlineplotwithoutaddingthedataorXsyet.Iwillwalk aroundandmakesureeveryoneisdoingitcorrectly. GuidedPractice:[3minutes] Whocantellmehowtosetupmylineplot?(Iwillwritewhileastudenttellsme whattodo.)Doeseveryonehavethisontheirpaper?Ifyouhavesomething different,canyouexplainwhatyoudid? IndependentPractice:[3minutes] Wearegoingtonowtakethedatafromtheboardandtransferitontoourline plots.Letsdoonetogether.Isaacis20soImgoingtoputmyfirstXover20.Emily is26soImgoingtoputmysecondXover26.Itisimportanttoremembertomake yourXsthesamesize.IfIwritexforIsaacandXforEmily,whenIlookglance acrosstheplottospottrends,itwilllookliketherearemorepeopleover26than 20,whenreallytheXisjustbiggeroveronethantheother.Soyoucanallnowgo throughtherestofthedata,beingmindfulofthesizeofyourXs. GuidedPractice/Discussion:[5minutes] COMPAREPLOTS:[2minutes]Turntothepersonnexttoyoutakeaminuteto compareyourlineplotswitheachother.Dotheylookthesame?Doyouhavethe samenumberofXsovereachnumber?(Aminutelater)Didanyonefindthat theirpartnersgraphlookeddifferentthantheirown?Anydiscrepancies?(Make surealllineplotslookthesame). MEDIAN:[1minutes]Whocantellmewhatthemedianofasetofnumbersis?(The numberinthemiddleofthedata.)Whatdoesthemediantellus?(Themosttypical response.)Sowhatisthemedianofourdata?Whatdoesitmean?(Itshowsagood indicationofthegeneralageofoursiblings.) MODE:[1minute]Whatisthemodeofasetofdata?(Theresponsegivenmost often.)Whatisourmode?Whatdoesthattellus?(Thatmostofoursiblingsare_____ yearsold.)

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Comment: Thesearenicequestionstogetatthe meaningofrange

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Comment: Makesuretheyincludeallthe numbers.Acommonmistakeistoputonlythe numbersthatonehasdatafor.

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Comment: I'mnotsurethisisworthwhileat thispoint.You'vealreadywalkedaroundwhile theyweredoingit.

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Comment: Youcouldposethisasaquestion

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Comment: Beforeyoustructurethisforthem, howaboutaskingthemtointerpretthelineplot. Whatcanyoutellabouttheagesofoursiblings fromthislineplot?Whohasanobservation? Thenyoucanintroduceandreinforcetheseterms astheycomeup.

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Comment: Also,themediantellsyouthathalfof thedataisaboveandbelowthatpoint.Soifthe medianis12,thenhalfofoursiblingsareolder than12andtheotherhalfisyounger.

OUTLIER:[1minute]Whatisanoutlier?(Numbersthatvarydrasticallyfromthe restofthedata.)Dowehaveanyoutliers?(Mysiblings.Theyaremucholder.) IndependentPractice/Assessment:[5minutes] Worksheetwithquestionsaboutthedata(attached) Finalquestion:Wouldyouhavebeenabletoanswerthosequestionsiftheonly representationofthedatayouhadwasthelistontheboard?(No,thelineplotwas necessarytoseetrendsandrelationships.) AssessmentoftheGoals/ObjectivesListedAboveTheworksheetwillbetheformaland finalassessmentofeachstudentsunderstandingofthelesson.ThroughoutthelessonIwill askforfeedbacklike,Thumbsupifyouagree.Iwillalsobewalkingaroundtomakesure everyoneisunderstanding. AnticipatingStudentsResponsesandYourPossibleResponses ManagementIssuesIfstudentslosefocusIwillusewhatwesayinourclassroom already.One,two,three,eyesonme.Iwillalsotryandmakemyexpectationsclear alongthewaysotheyknowwhattheyshouldbedoing. ResponsetoContentofLessonIthinkstudentswillbeexcitedtoshare informationabouttheirsiblingswithmyselfandtheirclassmates.Ithinkitwill makethemathmorefunandrelatable.Theseareconceptstheyhaveseenbeforeso Ipredictthatstudentswillbesuccessful,butIthinkgoingovertheconceptsand whattheyreallymeanagainwillbehelpfulfortheseparticularstudents. Accommodations AccommodationsforstudentswhomayfindthematerialtoochallengingI mightaskstudentswhoarestrugglingtoworkwithsomeonewhomightneeda greaterchallengesothatthelowstudentcanlearnitbetterandthehigherstudent canchallengethemselvestoseeiftheycanexplaintheirwork. Accommodationsforstudentswhomayneedgreaterchallengeand/orfinish earlyIfastudentfinishesearlytheycanworkintheirgreymathbooksuntil everyoneelsefinishes.Idontanticipatethisbeingtoomuchofanissue,asmostof theactivityweareworkingtogether. Thisisaverygoodlessonintermsofthecontentandthekindsofquestionsyou areaskingthemaboutthedata.Acoupleofsuggestions: Clarifyyourgoalsinboththewhatsectionandinyourstatementofthe goalsinyourplan.Theseshouldmatchyourassessmentchecklist.You havealotoftheimportantideasinhereaboutinterpretingdata,butitisn't inyourgoalsoryourwhatsection. Restructurethemainpartofthelessonsothatthereisanintroductionor launch,andthentimeforthemtoreallyworkonsomethingmore independently.It'shardtokeeppullingthembacktogetherfordiscussion andyoucouldneverdothiswithawholeclass.Thinkaboutwhat informationtheyneedandthenhowtoletthemgrapplewiththeideasso

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Comment: Thisisanicequestionthatwouldbe goodtodiscussattheend.

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Comment: Orhowaboutaskingthemto

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thatthecognitivedemandofthetaskremainshigh.Asyouhaveitright now,youarealmostspoonfeedingthembygoingthroughstepbystep.For example,youcouldhavethemmaketheplotandthenlist3observations aboutthedataintermsofbothwhattheyseeandwhatitmeansaboutthe dataset/context.Thisisnotthefirsttimethey'veseenlineplots,sothey shouldbeabletocomeupwithalotontheirown.Thenyoucanbuildoff theirresponsestoreinforcethedefinitionsandequationsofthedifferent measures.Anotherwaytodothiswouldbetomakeandinterprettheline plottogetherandthengivethemadifferentsetofdata(perhapsagesof siblingsfromanotherclassorgroupofstudents)todoontheirown. Youneedanassessmentchecklistthatincludessubskillsandconcepts, suchas"representsthedataaccuratelyinalineplot,describestheshape ofthedata,findsthemedian,modeandrange,interpretsthemedian, modelandrangeinrelationtothewhatitsaysaboutthesetofdata.

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