TITLE: Using Charted Data to Create Figures CONTENT AREAS (What areas of mathematics does this lesson cover?): Geometry, measurement, estimation, standard U.S. measurement units, data interpretation,GRADE LEVEL: 3rd GradeMATERIALS NEEDED: worksheet, playdough, rules, string/yarn, wax paper, smilesKEY CONCEPTS: Reading chart data, converting data into appropriate formEALR'S and GLE'S (Make the connections clear and specific) EALR 1 GLE 1.2.1 Understand how attributes of length, perimeter, weight/mass, capacity are used to describe objects or eventsEALR 1 GLE 1.2.3 Understand how measurement units of length are organized in U.S. systemEALR 1 GLE 1.2.4 Apply a procedure to measure length, perimeter, weight/mass, capacityEALR 1 GLE 1.2.6 Understand and apply strategies to obtain reasonable estimates of length, perimeter, weight/mass, capacityEALR 1 GLE 1.4.5 Read and understand data from tables, charts, pictographs, and bar graphsEALR 3 GLE 3.1.1 Analyze and compare numerical, measurement, geometric statistical information in familiar situationsEALR 3 GLE 3.2.1 Draw and support conclusionsEALR 3 GLE 3.3.1 Justify Results using evidenceEALR 3 GLE 3.3.2 Evaluate Reasonableness of resultsEALR 4 GLE 4.2.2 Understand how to represent numerical, measurement, geometric information in graphs or other appropriate formsEALR 4 GLE 4.2.3 Use mathematical language to explain or describe numerical, measurement, geometric ideas and information in ways appropriate for audience or purposeEALR 5 GLE 5.1.1 Apply concepts and procedures from any two: measurement, geometric senseLearning Goals: (What do you expect students to learn and be able to do from this lesson.) At the end of this lesson, students should be able to construct a figure based data given in a chart. They should be able give meaning to statistics within the chart. They will begin to understand how to visualize 3D shapes in their head given measurements, and be able to use this information to make appropriate estimations. PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration,Elaboration, Crystallization) - Introduction/Preassessment (Do some activitiy to see what your students know.) Today we are going to continue our lesson from last week. This time we are going to reverse last weeks lesson, and construct a figure from the data rather than collect data from a figure.Bring students up to demonstrate the terms they learned last week to refresh their memories. These terms are necessary for the assignment today.Following demonstration, have students estimate which of 3 different data sets will produce the shape with the most mass (i.e. be the heaviest). Put tally marks up on the board for each vote. Explain Group Roles - Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.)Have students count off by 3’s, get into appropriate groupings of 5 or 6. Teacher will give groups their worksheets and popsicle sticks: those with PURPLE will be Facilitator, GREEN will be Materials getter, and YELLOW will be Recorder. Facilitator will ensure that all members have completed worksheet and that all group members have the sameanswer. Once Facilitator has ensured consensus on the answers, the Recorder will fill out a group worksheet to be turned in, and the Materials person will come up and get the playdough for their group.Groups will work together to construct a shape out of playdough based on the dimensions in their worksheetTeachers will rotate through the class, making sure students are on task and correctly interpreting data. - Closure Students will present their final shapes to the class, one at a time. They will demonstrate the measurements they followed.Teachers will take another estimation vote and allow students to change their vote. Teachers will ask students who changed their votes what their reasoning isThe three shapes will be weighed and a winner will be announced.Class discussion on whether or not votes were correct, and why they were/weren’t correct. Accomodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Eachmust include reference to Trentacosta text. 1.race/ethnicity: Based on my experience with my students, I will act accordingly.2.language: make sure terms are understood, accommodate for ESL if need be3.gender: will call on boys/girls appropriately, based on ratio of boys:girls in class4.class: I will be aware and sensitive of any class issues in my classroomPOST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs)The main post-assessment will be whether or not the figure matches up correctly with the dimensions on their group worksheet.A discussion on the estimation activity would help demonstrate whether or not students are able to mentally visualize
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