# data[].attributes.body
https://jamboard.google.com/d/17B2rC9JAfxIqUPH24OUu3G-wjLjCHnESlsiS_zUnpuM/edit?usp=sharing

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How many fiction and non fiction books do I have?

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How many fiction and non fiction books do I have?

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Deanna

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What is the average (high) temperature in NYC from July 13th to 20th?

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What is the average (high) temperature in NYC from July 13th to 20th?

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Usamaah

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What genres are represented in my home library? What percentage of each genre?

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What genres are represented in my home library? What percentage of each genre?

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Joya

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How many real and fake plants do I have?

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How many real and fake plants do I have?

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Jasmine

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https://jamboard.google.com/d/1HNb8BbE9jGx8Q3Ch3KPmwTNdsZDjTIfkdvf5dPuhnjU/viewer?f=10

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https://jamboard.google.com/d/1m20kKI4IiFJB7c7zdJsl8IlcWwFfVeSMeV6AHHQyxQc/edit?usp=sharing

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What is the average high temperature for Baltimore in July 2021?

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What is the average high temperature for Baltimore in July 2021?

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Falon

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https://jamboard.google.com/d/1xhgBPg22AJIP2zi-tTt8kt0RppcTMq2ELdchQs84-bo/viewer?f=13

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https://jamboard.google.com/d/16O1G6KUd5phRP51ePTTudKTHggiKLUiEsYnmBlTUzq8/edit?usp=sharing

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https://jamboard.google.com/d/1JlbmNSVdlFa9cTJlkrTgy2fYBUBuLFkYsWksq3SgpAo/edit?usp=sharing

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What genres of literature are represented on my bookshelf?

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What genres of literature are represented on my bookshelf?

# data[].attributes.body
Tochi

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Sharon

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Async work
https://jamboard.google.com/d/1R4OQlNviorjdmfQd_NFMzwEWDsLZgxhWMUEGgtIZ3qc/viewer?f=12

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How many of my books are fiction or non fiction?

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How many of my books are fiction or non fiction?

# data[].attributes.body
Parker

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https://jamboard.google.com/d/15Mhf6fgCSxhX6i8ZpA-dBU8lDMBsslemop84ymls8Lw/viewer?f=0

# data[].attributes.headline
What is the average temperature in Quantico, TX?

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What is the average temperature in Quantico, TX?

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McKenna

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Statistical Questions for Interpreting Data - Respond to these questions in the comment portion of the graphs below

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Statistical Questions for Interpreting Data - Respond to these questions in the comment portion of the graphs below

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• What does the graph not tell us? What might we infer?
• What new questions arise from these data?
• What is the maker of the graph trying to tell us? What could be the story of this graph?

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SQ: What color are the doors on my block?

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SQ: What color are the doors on my block?

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Hannah & Epiphany

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Social Justice Standards: The Teaching Tolerance Anti-bias Framework is a set of 20 anchor standards and 80 grade-level outcomes organized into four domains-Identity, Diversity, Justice and Action-that reflect the desired impact of successful anti-bias and multicultural education on student personal and social development. The standards provide a common language and organizational structure. Teachers can use them to guide curriculum development, and administrators can use them to make schools more just, equitable and safe.

The four unique anti-bias perspectives and the standards that accompany them are labeled throughout the meaningful and complex texts found in our Perspectives text library. Teachers and students are able to further develop their understanding of these standards through examination of the examples highlighted in the texts.

The following professional development modules are aimed to help teachers understand the standards and identify how to use them to engage students in a range of anti-bias, multicultural and social justice issues.

Four Professional Development Modules

Social Justice Standards: Unpacking Identity
Understand the five Identity anchor standards, and relate how identity has many characteristics and affects relationships within the school building and the classroom.

Social Justice Standards: Unpacking Diversity
Develop respectful ways to discuss similarities and differences with others through the five Diversity anchor standards, and begin to think about how diversity affects relationships within the school building and the classroom.

Social Justice Standards: Understanding Justice
Understand the difference between personal stereotypes and systemic discrimination, and explore how privilege impacts discrimination and justice, and understand the five Justice anchor standards.

Social Justice Standards: Unpacking Action
Understand the five Action anchor standards and how they can be used to move students from prejudice reduction to collective action.

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Social Justice Standards: The Teaching Tolerance Anti-bias Framework is a set of 20 anchor standards and 80 grade-level outcomes organized into four domains-Identity, Diversity, Justice and Action-that reflect the desired impact of successful anti-bias and multicultural education on student personal and social development.

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Collecting and Communicating Data Padlet

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Collecting and Communicating Data Padlet

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https://jamboard.google.com/d/1OXPJjsDmKeIkXgvJMcB-MS2jT7jvaIR_YVaRlkiZx-8/edit?usp=sharing

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Using Data to Support Student and Teacher Growth

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Using Data to Support Student and Teacher Growth

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B.1.1. Constantly monitor

by moving about the

room—routinely and consistently—to listen in and look at student work.
B.1.2. Implement a specific student-watching system to strategically gather data for learning.
B.1.3. Use formative assessment to quickly assess whole-class progress or learning.
B.1.4. Ask focused questions to check for understanding and to “sample” the classroom.
B.2.1. Analyze student performance data to identify students’ strengths and challenges; looks for trends and patterns to inform instructional moves.
B.2.2. Use knowledge of student performance data to make real-time, in the moment, instructional adjustments as a direct result of environment, quality of instruction, or student readiness.
B.2.3. Use knowledge of student performance data to implement short and long- term instructional adjustments as a direct result of environment, quality of instruction, or student readiness.

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Using Data to Support Teacher and Student Growth

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Social Justice Math and Science Resources

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Social Justice Math and Science Resources

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Social Justice Mathematics and Science Curricular Resources for K-12 Teachers 

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Embracing Social Justice in Early Childhood Education

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Embracing Social Justice in Early Childhood Education

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EDUCOLOR Twitter Char Archive

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#EduColor was created both as a resource for intersectional discussions of race and education and as a safe space. Therefore, even though hashtags are open to the public, those of us who started it reserve the right to push back and challenge tweets we see as leading the discussion astray (see "derailing" for more details). This includes using #educolor on bios, blog titles, and paraphernalia.

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EduColor was created both as a resource for intersectional discussions of race and education and as a safe space. Therefore, even though hashtags are open to the public, those of us who started it reserve the right to push back and challenge tweets we see as leading the discussion astray (see "derailing" for more details).

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Teaching is not natural.

The public believes, incorrectly, that classroom instruction is as natural as showing your child how to fish or helping a nephew play Ms. Pac-Man. But those comparisons don't take into account the profoundly specialized discourse of K-12 instruction.

Answering a learner's question with a question, creating a holistic rubric, or (take a deep breath) facilitating a high-level discussion of new content on the Thursday before prom with 35 diverse students (two of whom present ADHD behaviors) while an administrator evaluates you-all of this requires a ridiculous constellation of specialized, unnatural skills.

That alien skill set means that even the most brilliant teachers cannot just wing it. They have to plan.

While the public has no idea how much mental muscle curriculum planning requires, corporations that sell education materials do know. Unfortunately, their support is often in the form of selling a "sure-fire" scripted curriculum that "guarantees" growth (if teachers will just follow directions). There are, however, several reasons why scripted curricula-in-a-box don't work:

What works in one classroom often won't work the next period, so flexibility, intuition, and judgment calls by instructors are needed.

Values and motivations vary by classroom.

Prepackaged curricula undermine teachers' professionalism and agency.

Cultural sensitivity does not come in a package.

All students are not at the same level of development.

Scripted lessons interfere with the all-important teacher-student relationship.

Finally, prepackaged programs are overwhelmingly used with poor minority populations, according to Jonathan Kozol, who argues that this practice is characteristic of a "deeply segregated system in which more experienced instructors teach the children of the privileged." In other words, the rich get quality instruction, and the poor get drill-and-kill worksheets and laminated platitudes. For all these reasons, it is imperative that teachers develop their own unit plans.

Unit Planning

Fortunately, a unit plan can help us master specialized classroom discourse. Don't think of units as just curriculum artifacts. They're also a mapping process that enables teachers to think carefully about research-supported teacher-learner-content interactions that help kids meet standards and grow up to save the world.

Within a unifying theme, a unit guides the sequence and pace of skills and knowledge acquisition described in more granular detail by lesson plans. Its importance should not be underestimated, says education consultant Max Thompson, who identifies bad curriculum design as the cause of widespread achievement gaps. Tangentially, Thompson emphatically states that because it raises achievement and is connected to how people organize their thinking, the "focal point of learning, especially for students impacted by poverty," should be vocabulary.

To assess the quality of an existing unit plan, the four most important questions to ask are:

1. Is the unit aligned with standards, objectives, and guidelines?

2. Is there a balance of teaching strategies, learning strategies, and authentic tasks that engage and meet the needs of diverse learners?

3. Have I sequenced the activities clearly?

4. Do the formative and summative assessments measure the knowledge and skills identified in the objectives?

The next section will help with the necessary, unnatural, invisible, and painstaking process of writing unit plans.

How to Use the Downloadable Unit Plan Document

To help you develop a new unit, overhaul curriculum, or just tweak an existing plan, I created a printable checklist of potential unit elements, broken into eight sequential planning steps:

1. Describe your vision, focus, objectives, and student needs.

2. Identify resources.

3. Develop experiences that meet your objectives.

4. Collect and devise materials.

5. Lock down the specifics of your task.

6. Develop plans, methods, and processes.

7. Create your students' experience.

8. Go!

You may be tempted to save time by skipping steps 1-5 and immediately begin writing your lesson plans, but that will cost you more time and limit the effectiveness of curriculum. Those first five steps will help you map out the learning journey and destination. You're not supposed to do everything on this checklist-think of it as a menu of different formats, features, models, and sequences that you might consider as you develop curriculum.

A universal unit-planning checklist might not support your curriculum development style or suit your grade and content. I hope, however, that the list of possibilities encourages further professional exploration.

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Teaching is not natural. The public believes, incorrectly, that classroom instruction is as natural as showing your child how to fish or helping a nephew play Ms. Pac-Man. But those comparisons don't take into account the profoundly specialized discourse of K-12 instruction.

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Common Core Measurement and Data Progression Documents

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Common Core Measurement and Data Progression Documents

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One of the best ways to be successful in the classroom is plan things out ahead of time. Use the strategies below to prepare an overview of what you are going to teach for the school year and how you will fit major topics and specific concepts together. Refer to the Sample Lesson Plan for New Teachers for a model of how you can structure each individual lesson.

Strategies to Get You Started

1. Become familiar with your school district's curriculum guide, benchmarks, and state standards.

2. List the major curriculum categories.

3. Summarize the curriculum by listing single concepts within major categories.

4. List the concepts in these categories for both the grade level above and the grade level below the one you are currently teaching. Doing this will give you a sense of continuum, helping you become more informed when answering parental questions. It will also save you planning time if you teach a different grade level in the future.

5. Select the category you will teach first. Combine any concepts that are appropriate to teach together and arrange the concepts using any of the following criteria:

obvious chronological, sequential, ascending, or descending order

availability of materials

your teaching style

6. Use a three-ring binder to organize your materials by unit.

7. Locate teaching materials appropriate for each concept, such as relevant newspaper articles, trade books, Web sites, field trip information, and lists of guest speakers. Include all materials related to the concept (it's easier to discard or return materials than to relocate them later). Because your students' needs will vary from class to class, it is a good idea to keep a wide variety of materials on hand.

8. Sketch out your unit plan by listing concepts, objectives, and expected student outcomes.

9. Review all materials gathered for each concept and list those you actually plan to use.

10. Break the unit into lessons containing learning activities that match curriculum objectives. Gather ideas for student projects, demonstrations, problem-solving activities, and other hands-on learning activities.

Two Essential Questions

Ask yourself these two essential questions when planning a unit:

1. What do I want my students to know or be able to do at the end of the unit?

2. How will I know if they know it or are able to do it?

The answer to the first question comes from your school district's course curriculum guide. In most districts, a committee of experienced teachers and administrators has written the curriculum guides. Try to view the curriculum guide requirements as a minimum level of student competencies. Most importantly, be flexible, and remember to challenge all students to reach their potential. Never water down your curriculum in the name of remediation. To help all students really succeed, challenge them with meaningful learning experiences in which they must apply information and actively solve problems.

Adapted from The New Teacher's Complete Sourcebook: Middle School by Paula Naegle.

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10 Guidelines for Planning Units | Scholastic

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One of the best ways to be successful in the classroom is plan things out ahead of time. Use the strategies below to prepare an overview of what you are going to teach for the school year and how you will fit major topics and specific concepts together.

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https://jamboard.google.com/d/1DJvhUo8Ikf7aVfKO8LqGZJro8TW1_H44MDRNHx_UgZo/edit?usp=sharing

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Many of our hard drive data recovery techniques were developed using the scientific method, and with the industry's most advanced laboratory, Secure Data Recovery Services is a leader in new technology development. Regardless of failure scenario, we use a consistent case process that optimizes the chances of a successful recovery in every case. Feel free to visit our hard drive data recovery page to learn more about the methods we use to recover information from damaged drives.

Science is a great way to explore the world and how it works, but what is science, exactly? When you think of science, you probably picture a scientist in a lab coat, but "science" itself means something different. Science can mean one of two things: the process of discovery, or the knowledge gained through this process.

Researchers and scientists across the globe use a process called the scientific method to learn more about the natural world that we live in. Everything that we know about the Earth, animals, plants, fish, and the weather is thanks to the work of science. The neat thing about science is that it is a process that never stops! Every new discovery leads to a new question, which, in turn, leads to a new hypothesis and a new piece of knowledge.

Discover Scientific Method

Experimentation is the cornerstone of science. These links explain why proper experimentation using the scientific method is so important; you can also read articles that show science in action or play games to learn more about several different scientific subjects. Click on a link to get started.

Did You Know?

Think you understand the scientific method? Here are a few cool facts to test your knowledge.

Steps of the Scientific Method

When scientists need to check a hypothesis, they use a special set of steps - otherwise known as the scientific method. This allows them to test their ideas without worrying about a personal bias affecting their results.

Here is a quick explanation of the steps in the scientific method and why they are important.

Scientific Method Resources

Learning about science in a textbook can be boring, especially if the concept is a hard one to understand. That's why scientists throughout time have used science experiments both as a way to interact with the world and to prove or disprove their theories about how the world works. You don't have to be a professional scientist to try experiments, though. Once you understand the scientific method and its importance, you can try your very own science experiments at home.

There are several important scientific discoveries - like knowledge about a supernova or a new medical technique - that have been made by kids! An interest in science is the first step towards making discoveries of your own.

Click on the links below to learn more about science and to plan your own scientific experiments.

In the world of science, there will always be new ways of understanding and interpreting the world around us. Museums are a good way to learn more about science, since they will often have interactive exhibits explaining new discoveries and other scientific ideas.

A great way to learn about some of the more recent discoveries science has made is to read the news; there are a lot of news outlets for kids that are written in a way that's a bit easier to understand. There's no way to know what science will uncover in the next few years, but one thing's for sure - we'll have a lot of new questions and answers to learn from and enjoy!

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The Scientific Method: Data and Science for Kids

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Science is a great way to explore the world and how it works, but what is science, exactly? When you think of science, you probably picture a scientist in a lab coat, but "science" itself means something different. Science can mean one of two things: the process of discovery, or the knowledge gained through this process.

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Asynch Session 5:
https://jamboard.google.com/d/1t4-eaA3c5s55pzyDjbuSldeNU8lJteoHyozDvFykttY/edit?usp=sharing

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https://jamboard.google.com/d/1_FVh62wi-rSyZEQm7XcBGmbTCwmQIqoLv95X2n5FbHU/viewer?f=13

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https://jamboard.google.com/d/1fzSG9ezbLUwILE-0O_4vyUn_JQaWg-IGHjFtgcWoYXY/edit?usp=sharing

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https://jamboard.google.com/d/1y9391cNmokgj6VunSXadSeetW-xXYEwOLVgghB31HaI/viewer?f=0

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Asynchronous for Session 5
https://jamboard.google.com/d/1mVZ7n-M4jPcuT_XgFhLqy5PMIJylwoiljFFptzezY-Y/edit?usp=sharing

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The NCES Kids' Zone provides information to help you learn about schools; decide on a college; find a public library; engage in several games, quizzes and skill building about math, probability, graphing, and mathematicians; and to learn many interesting facts about education.

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Asynchronous for session 5 :  https://jamboard.google.com/d/1ciZ4aOkdE7rFoikpuBFyA54mEmAuTRX0_A0Kaht3Q8w/viewer?f=0

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Understanding By Design Unit Plan Template 2.0

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Good morning!  I wanted to make sure I sent out a follow up email after session 5.

Assignments

I have attached a template for your unit plan assignment.  There are resources linked on the document about Understanding By Design, and examples of unit plans created by teachers.

Your first assignment will be graded and feedback submitted to you by Friday morning

It is HIGHLY encouraged that you work in groups of 2-3 teachers to work on the unit plan assignment AND the key assignment!

Asynchronous Work

Asynchronous work for session 5 is due before session 6 meets. Details are available on Blackboard in the session folder and on the class padlet (https://padlet.com/AliceCookie/pseg26blvp7q8dc4)

Asynchronous work for session 6 and session 7 will be time to work on your unit plan

Other

There are a collection of lesson plan ideas related to data and measurement available on the following collaborative padlet: https://padlet.com/AliceCookie/vvdowb4qc8nekx3u

Would you like to lead a restorative circle in our class? Sign up here: https://docs.google.com/document/d/1SjwwLKCNFsjwTNqyBe_Mv_zBD9JedX7zJwT6W50d158/edit?usp=sharing

Sign up for a one-on-one meeting with me about any of your course assignments (not required but recommended).  More times will be added to this document as I get more availability and information on each of your availabilities: https://docs.google.com/document/d/1pZkXqX3_iCdrmcyunFfVUwBFyOfZ9BTqPMDFp0AcDDI/edit?usp=sharing

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Understanding By Design Unit Plan Template 2.0

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https://jamboard.google.com/d/1-VUfRamWg9WuvEsy6Vx48lOgKPWyJ2DaSlj7Sz6UPJc/edit?usp=sharing

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Padlet of lesson ideas for teaching data and measurement

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Padlet of lesson ideas for teaching data and measurement

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Click here to make a copy of the asynchronous work jamboard

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Click here to make a copy of the asynchronous work jamboard

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Post the link to your asynchronous work here - create a note with your name and the link

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Post the link to your asynchronous work here - create a note with your name and the link

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Session 5 Resources and Asynchronous work

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Session 5 Resources and Asynchronous work

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K-5 Math: Supporting Culturally Relevant Pedagogy

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K-5 Math: Supporting Culturally Relevant Pedagogy

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Webinar

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IM K-5 Math as a Support for Culturally Responsive Pedagogy | Illustrative Mathematics K-12 Math

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Learn how IM K-5 Math supports culturally responsive pedagogy so that regardless of race, ethnicity, language, gender, ability, or socioeconomic background, students feel invited to the math.

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Link to the right

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Tetris

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Play Tetris N-Blox for free. Browser-based online Tetris game. No download required.

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Cat bounce

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It's Cat Bounce, what more do you need to know?

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Create a galaxy

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Create an A capella Group

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This one's for all the B-Boys and freestylers looking for some juicy inspiration. Pure, syncopated hip-hop beats paired with powerful, groovy melodies.

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The Zen Zone

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Penguin Live Feed

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Live Penguin Camera - penguin beach | Explore.org

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Watch Magellanic Penguins at the Aquarium of the Pacific. These penguins were rescued from Brazil. Observe the penguins swim, play, socialize, and feed.

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My questions

1. Why is Africa smaller than North America on most maps when it’s not in reality? Do you think this will change in the future?

2. If countries or continents’ sizes on a map were based on their population, which would be the biggest? What if their sizes were based on how wealthy their people are?

Student questions

1.Why is the Pacific normally shown on the left side of a map or globe when it could be on the right side?

2. How would the world look from the South Pole?

My question about map sizes is the only qualitative one, but I’m not sure if it’s statistical.

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List of question for students:
1. Who/What is the video about?
2. Why does she hate zoom? What are her reasons?
3. Do you think she feels the same way about in-person school?
4. Does anyone relate to the artists? Why?

Possible Student Questions:
5. Why does she hate zoom?
6. What could make Zoom more fun?

All of my questions except number 1 are statistical. These questions could be asked on a survey or exit ticket, and the data could be analyzed to create a class conclusion.

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Questions to ask:
1. How can you relate to SOnovah Jr. and what she says about hating Zoom
2. On a scale of 1 to 10 how much do you agree or disagree with Sonovah Jr.?
3.
4. What are some of the reasons Sonovah Jr. says she hates zoom?
5. Predict how many of your classmates feel they relate to this song?

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Questions: Have students benefitted in anyway from virtual learning?

How can we make virtual learning more fun and engaging?

How has virtual learning changed education?

I believe my most statistical question is how many students have seen an improvement in their academics since virtual learning started

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1. Morning routine disrupted (brusing teeth, etc.) What are the top 3 causes, how often does it happen during the week
2. Why is Zoom boring? Have classmates who feel the same way to list their reasons. Take the top 3 and present them to the teacher and class
3. What could be implemeted to make Zoom more engaging (same, take a poll)
4. Can we institute changes to to the reasons its boring and make it engaging?
5. She mentions Mom snoring on the couch and the learning space. Measure/poll for common distractions

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Alexis M. - "I Hate Zoom" by Sonovah Jr.

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Alexis M. - "I Hate Zoom" by Sonovah Jr.

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Questions I might ask myself:
1. Is the content engaging?
2. Is it learning through zoom that she doesn't like or learning in general?
3. Is she getting enough sleep before logging into zoom in the morning?
4. What are ways we can improve teaching through zoom?
5. How many students feel the same way as Sonovah Jr.?

Questions students might ask:
1. Why does she hate zoom?
2. Does she like her teachers?
3. Does she understand what she is learning?
4. Why did she make a song about this?
5. Does she get to have dance breaks in class?
6. How long is she on zoom everyday?

The questions I consider statistical from the questions I asked myself are 1, 3 and 5. From the questions the students might ask are 2,3,5 and 6. All these questions listed above would be statistical because you can take a survey on these questions to collect data to analyze further as to why she hates zoom.

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Ask my students:

1. Can we relate to Sonovah Junior? If so, why?

2. What are some ways we can make Zoom fun?

3. Are there any repeated words Sonovah uses? What is the underlying message?

4. What do you notice or wonder about this song?

Ask myself:

1. How can I incorporate this song into the lesson/ objective of the day?

2. What ways can I introduce language and writing using this song?

3. How are my students feeling in the virtual setting? (make short songs/poems about our experiences)

Questions 1, 2, and c are statistical questions because I would need to collect data and analyze the information to make a final conclusion.

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Session 2 Asynchronous Work

Asking Questions in Mathematics

1: Maps

2a: Teacher Questions

What similarities do you notice about the regions of the world with higher absolute poverty and childhood labor?

What similarities do you notice about the regions of the world with lower adult literacy and the highest GDP wealth?

What differences do you notice about the regions of the world with lower adult literacy rates and the lower adult illiteracy rate?

What is the world map centered around?

The “azimuthal” is depicted on which flag?

2b: Potential Students Questions

Are three-dimensional maps better than two-dimensional maps?

What do the colors in the cartogram represent?

3: The first three teacher questions are statistical as they pertain to the use of statistical data to compare and contrast different attributes that are present in different regions of the world.

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What are some ways to improve student engagement and participation in zoom?
What are incentives for student's positive behavior?
How many students expressed a disinterest in zoom?
How many students experienced an above average academic slide during virtual schooling?

How does Sonovah feel about zoom? How do you know?
Do you agree with the song? Do you feel the way Sonovah does?

The most statistical question is "How many students experienced an above average academic slide during virtual schooling? " I know this because there is academic data taken over the course of the year to support any claim raised. Also, this question could extend beyond my specific classroom and be analyzed nation wide.

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Questions to students:
1. What is the problem Sonovah is rapping about?
2. Why do you think she is tired of zoom?
3. How can you compare this song to your zoom experience?

Questions as teacher:
1. What were the patterns of increase and decrease in student learning during the zoom school year.
2. In what ways does this song help school administrators?

Are these questions statistical?

Yes, qualitatively and quantitatively. The quality of online learning is being measured by student learning through this song and comparison to students' experiences. Students achievement is also being prompted for measurement by taking this song into consideration.

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Session 2- Asynchronous Work (Maps)

Questions I could ask students:
-Why do you think the map is labeled in different colors? What do those colors represent (and then have students find the map legend)
-Which map do you find the most interesting? What information or assumptions could you gather based off of this map?
-You can have students make comparisons using numbers and data based off of the maps (ex. how many more covid deaths did country 1 have vs. country 2?)

Which questions are statistical?:
Statistics don't necessarily have to be quantitative data, it can also be qualitative date as well. Students also need to examine and understand how to read, organize, and gather data. This is all part of statistics.

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Maps
List of questions:
Teacher:
1. Intro: What do you notice about the maps? What is similar/different?
2. General: How can data influence how we create our maps?
3. Specific: What correlations can you see between poverty in the standard of living and asylum-seeker origins?
Student:
1.  How was Peter's Projection map made?
2. Why do we use a 2-D map if it is easier to see the world in 3-D?
3. Is there a United States-centric map?
Statistical analysis:
-- What correlations can you see between poverty in the standard of living and asylum-seeker origins? -- this question pushes students to think of correlations & patterns they can see and relate to what they understand about immigration
-- How was Peter's Project map made? -- this question can segue into learning how data can shape what a map looks like

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Session 2- Asynchronous Work: Maps
1) List of questions about this context/ questions my students would ask about this context:
- Why do the carbon emissions map and the wealth map look so similar?
- How was the pacific centric map created?
- Would the peters projection or the Pacific Centric map be seen as more accurate? Can they be compared and if so how?
- How can data help us explain the similarities in relative size between the Mercator projection and the wealth cartogram?
2) Statistical questions:
All of these questions can be seen as statistical questions because they can be asked and or answered using data. Additionally, data can be used to enhance the context for these questions.

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Session 2 - Asynchronous Work

Topic: Maps

Questions I Could Ask About Context:

1. How and why do these maps (Mercator, Peters Projection, Azimuthal polar projection, etc) relate to elementary data and measurement?

2. Have any other school districts (besides the Boston School District) changed their policies surrounding the use of the Mercator world map?

3. What are the arguments for or against the use of the Peters Projection map in schools?

4. How many possible configurations of continental maps are there in cartography?

Questions My Students Would Ask About Context:

1. Why do we always see one specific type of map (Mercator Map) in our classrooms?

2. Why are the continents ordered in this particular way?

3. Why isn’t the United States in the middle of the map?

4. Why do we think of the North as up?

Which of your questions are statistical? How do you know?

“Why are the continents ordered in this particular way?” --This question is statistical because it relates to numbering, ordering, and rearranging of entities (continents).

“How many possible configurations of continental maps are there in cartography?” --This question is statistical because it relates to the calculation and measurement of continental map variety. It is related to the amount of similarities and differences taking place in cartography.

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https://theconversation.com/five-maps-that-will-change-how-you-see-the-world-74967

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Worldmapper | rediscover the world as you’ve never seen it before

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Mapping our place in the world: The atlas for the 21st century. Worldmapper is a collection of world maps where countries are resized according to a broad range of global issues. Our cartograms are unique visualisations that show the world as you’ve never seen it before. Explore them all!

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Sonovah Junior (feat. Ya Girl Toodles) - HATE ZOOM (Official Music Video)

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Choose one of the texts to the right and complete the three prompts in the notes for the text.  Make sure to include your name!

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Measurement and Data Session 2 - Cook Summer 2021

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Van de Walle, J.A., Karp, K.S. & Bay-Williams, J.M. (2019). Elementary and middle schoolmathematics: Teaching developmentally. 10th ed. New York: Pearson Education.

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Van de Walle, J.A., Karp, K.S. & Bay-Williams, J.M. (2019). Elementary and middle schoolmathematics: Teaching developmentally. 10th ed. New York: Pearson Education.

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Data for Black Lives is a movement of activists, organizers, and mathematicians committed to the mission of using data science to create concrete and measurable change in the lives of Black people. Since the advent of computing, big data and algorithms have penetrated virtually every aspect of our social and economic lives. These new data systems have tremendous potential to empower communities of color. Tools like statistical modeling, data visualization, and crowd-sourcing, in the right hands, are powerful instruments for fighting bias, building progressive movements, and promoting civic engagement.

But history tells a different story, one in which data is too often wielded as an instrument of oppression, reinforcing inequality and perpetuating injustice. Redlining was a data-driven enterprise that resulted in the systematic exclusion of Black communities from key financial services. More recent trends like predictive policing, risk-based sentencing, and predatory lending are troubling variations on the same theme. Today, discrimination is a high-tech enterprise.

CONTACT US

The Team

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Data for Black Lives is a movement of activists, organizers, and mathematicians committed to the mission of using data science to create concrete and measurable change in the lives of Black people. Since the advent of computing, big data and algorithms have penetrated virtually every aspect of our social and economic lives.

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English, L.D. (2014). Statistics at play. Teaching Children Mathematics, 21(1), 37-44.

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English, L.D. (2014). Statistics at play. Teaching Children Mathematics, 21(1), 37-44.

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pg 44