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                       Collecting and Displaying Data

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                       Collecting and Displaying Data

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80% of the students will be able to achieve an 80% of higher on their assessment by being able to 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. They will also be able to generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters.

Designed for third graders

Approx. 2 weeks (8 days) of instruction

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Measurable, Feasible, Ambitious, & Aligned 

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Measurable, Feasible, Ambitious, & Aligned 

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*The unit plan was measurable because students were graded using a final assessment that summed up what students were expected to learn from the overall unit.

*The goal was ambitious because I required that 80% of my students mastered the content by the end of the two week unit plan.

*Student learning was supported by incorporating Kagan Strategies in order to scaffold as well and making the unit plan feasible.

*Based on the Arizona State Standards, the unit plan was aligned to third grade learning standards

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DAY 1: Describe the purpose of a variety of graphs – pictographs, bar graphs, frequency tables, and line plots. Also, match a data set to a graph.

DAY 2: Match a data set to a graph and create questions that could be answered by a graph.

DAY 3: Answer one- and two-step “how many more” and “how many less” questions using bar graphs and pictographs. Draw a bar graph with an appropriate scale using a provided data set.

DAY 4: Collect and draw a pictograph with an appropriate scale using a provided data set.

DAY 5 and DAY 6:  Make inferences about the similarities and differences between values in a group using line plots. Make inferences about the quality of measurement of individuals and groups using line plots with teacher support. Solve word problems that reference length/distance.

DAY 7 and DAY 8: Measure length to the nearest inch, nearest half-inch, and nearest quarter-inch.Create a line plot that displays measured data to the nearest inch, half-inch, and quarter-inch.

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*22 students

*Standard 3.MD.B.3
90% of the students met the learning goal
Two students did not meet the goal

*Standard 3.MD.B.4
90% of the students meet the learning goal
Two students did not meet the goal

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*Pair students in heterogeneous groups

*Offer more individual small group instruction

*Go over misconceptions

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TAP Indicator: Teacher Knowledge of Students

Don’t assume what students are capable of, know your students.

Know what students might struggle with, For example, looking up common misconceptions such as the key.

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*Not correlated to Unit Plan

*Used Study Island, students were required to score an 80% or higher earning a blue ribbon on each completed session.

*Students monitored their own progress using a checklist and adding a sticker to each session as they completed one.