Planning Guide
Creating Learner-Focused Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Data Analysis: Interpreting Tables and Graphs | Author(s):Ronica Lawrence & Marilyn Geddis |
| Grade Level: Grade 4 |
School Address: Heuvelton
Central |
| Subject Area: Mathematics,Writing |
School Phone/Fax: 315-344-2414 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
| Identify bar, line and pie graphs |
Construct simple bar graphs, pie charts and /or line graphs. |
| Recognize mathematical strategies that can be used to analyze problems for error. |
Design graphs using spreadsheets. |
| Recognize the differences between friendly letters and business letters. |
Interpret data to draw conclusions |
| Identify the important characteristics of graphs. (title, subtitles, units of measure, key) |
Analyze mathematical problems for errors |
| State relationship between tables and graphs |
Write a persuasive business letter |
| Businesses use tables and graphs to represent data. |
Type final copy of business letter using computer. |
| Each department of a factory generates its’ own specific vocabulary Identify the important characteristics of a bar graph (title, subtitle, units of measure, key) Bar graphs compare data. Line graphs are similar to bar graphs and represent data over a period of time. Circle graphs are another type of graph that represents parts of a whole. Data can be graphed with a computer using a spreadsheet. Identify steps of 5-digit subtraction with regrouping. Friendly letters and business letters each have their own purpose and individual format. Identify and state the purpose of the specific parts of a business letter. Recognize the five steps of Process Writing. One of the characteristics of business letters is that they are computer generated. Name the commands and show knowledge of the computer keyboard. |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Word Splash "FACTORY" (Using large chart paper with the word FACTORY in the middle, children brainstorm any related words that applies to the concept.)
Tour of McCadam’s Cheese Packaging and Distribution Factory. At the beginning of this unit, children were taken on a tour of the factory to see how it collects data, communicate with its workers, and perform on daily bases. This is an important part of this unit because children need to understand how the business operates and gain understanding of profit making. Specific vocabulary to this factory was reinforced. For students to make sound business decisions, they must first understand the business. Many of the children’s parents worked at this factory. This was a great opportunity for parents to be involved in their children’s learning.
Connection to State Learning Standards
Content Area: Mathematics and Writing
Level: Elementary
| Benchmarks Construct tables, charts, and graphs to display and analyze real world data. |
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Benchmarks
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| Standard: MST #3. Modeling/Multiple Representation |
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Standard: MST #1 Analysis, Inquiry, and Design |
| Standard: ELA #1 Language for Information and Understanding |
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Standard:MST Standard #7 Interdisciplinary Problem Solving |
| Benchmarks:
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Benchmarks:
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Learning Experiences
Declarative Knowledge
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Each department of a factory generates its’ own specific vocabulary.
Identify the important characteristics of a bar graph. (title, subtitle, units of measure, key)
Bar graphs compare data.
Line graphs are similar to bar graphs and represent data over a period of time
Circle graphs are another type of graphs that represent parts of a whole. Data can be graphed with a computer using a spreadsheet.
Identify steps of 5 digit subtraction with regrouping
Writing Friendly letters and business letters each have their own purpose and individual format.
Identify and state purpose of the specific parts of a business letter.
One of the characteristics of a business letter is that they are computer-generated. Name the commands and show knowledge of the operations of a computer keyboard. |
Factory Tours Class generated Word Splash Poster . Show an unlabeled bar graph. Ask students what is missing. Together generate the missing information.
Teacher will state the data being compared. (Example Comparing hand spans) Teacher will ask the students to state differences between given bar graphs and line graphs noting that line graphs show data over a period of time. Teacher will read and discuss article, "Snack Attack."
Using the LCD Projector the teacher will model the correct steps in preparing a simple spreadsheet. The teacher will then demonstrate the correct commands to graph data into a bar, line, and/or pie graph.
Using the overhead projector, the teacher will review the steps required for subtraction with regrouping. The teacher will purposely create errors in subtraction problems and ask students to state the error and the steps to correct.
The teacher will show examples of each type of letter. Teacher will review the parts of each type of letter and the purpose. Teacher will use poster of a business letter to discuss each specific part. Then the teacher will model the writing of business letter with class input. Format will be followed according to a checklist. Teacher will use LCD projector and prepare list of commands to review correct steps and commands of word processing. |
List-Group-Label (using given titles of equipment, workers, transportation, product) Mnemonics
Finished bar graph poster. Graphic Organizer (Compare/Contrast)
Posters Think-Pair-Share
LCD Projector Pairs Checking
Numbered Heads Error Analysis Poster Math Talk
Overhead transparency of friendly letter and business letter. Graphic Organizer (compare/contrast)
Business Letter Poster Large Chart Paper Business Letter Checklist LCD Projector Collaborative Pairs Ticket Out Door |
After the factory tour the students will classify words into the four subtitles using the vocabulary from the word splash poster. Students will be given incomplete bar graphs and they will add missing information.
Students will compare data from given bar graphs. Students will complete Compare/Contrast graphic organizer based on the line graph and the bar graph given.
In pairs, students will complete circle graph by adding missing information
Students will be paired with another student on one computer and will make computer-generated graphs by following teacher commands. Students will check each other’s progress.
In pairs students will use "Math Talk" to discuss location of errors and possible solutions while completing "Find the Error" sheet.
The students will complete a graphic organizer comparing the two examples of letters.
Students will write a business letter to the principal stating how the school year could be rearranged to include a longer school year with more frequent vacations or a shorter year with less vacation time.
In collaborative pairs, students will type a prepared business letter following written and oral commands. Lesson will end with Ticket Out the Door to summarize lesson. |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Students will design graphs. Design graphs using spreadsheets. |
Teacher will model how to collect information to form a table using class data. Teacher will then assist students in how to transfer the given data into graph form using overhead projector as format. Using the LCD Projector, the teacher will model the correct procedures to complete a computer-generated spreadsheet and appropriate graphs. |
In small groups, students will collect data on various topics. Students will create bar, line, and pie graphs from collected data. Working as pairs students will follow the computer commands and produce bar, line, and pie graphs on data. |
| Interpret data to draw conclusions
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Using data charts and completed graphs the teacher will lead class to draw conclusions based on analysis of data. |
In pairs, students will make predictions and analysis conclusions based on sample graphs. Each group will then report back to the class. |
| Analyze mathematical problems for errors |
Teacher will lead students through an error analysis graphic organizer and apply the steps given to a mathematical problem where errors have been deliberately made. |
The students will work in small groups using a flow chart to analysis given mathematical problems with errors. The students will be asked to state the error and locate the step where the error was made and show work to correct the error. The groups will then be asked to report back to the class. |
| Write a persuasive business letter. |
Using large lined chart paper, the teacher will model using student input and example of a persuasive business letter to a fictitious business. |
Independently the students will write a business letter using correct format. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Using INDUCTION students will make predictions about success or failure of specific production lines from graphs. |
INDUCTION |
Working in small groups, students will be given data from one specific area of McCadam’s Cheese Company and will use a computer to generate and analyze graphs. |
| Using ERROR ANALYSIS students will use analytical strategies to find and correct mathematical errors. |
ERROR ANALYSIS |
In pairs students will be given a mock " Quarterly Report" data table from McCadam’s Cheese Company. They will analysis the mathematical problems for accuracy and state in writing where the error was located and how to correct it. |
| Planning Guide |
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Unit: Data Analysis |
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| Step 1 |
Step 2 |
Step 3 |
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| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to.......... . |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
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| [ ] Decision
Making |
Products/Performances : Students in small groups will be given data from the six departments of McCadam’s Cheese and be asked to complete the following task. "You have been hired as a Quality Control Manager at our local Valio-McCadam Cheese Company because the company has been losing money for the last six months. Your task is to identify the reason why they are losing money by 1) predicting what could be causing this problem by generating a hypothesis, 2) testing your prediction by analyzing the production data for the last six months, 3) determining the cause and supporting your decision from the data. You will give the company suggestions as to how to fix this problem. Completed letters will be sent to the Valio-McCadam Cheese Company and the students will receive a written response back from the company. Criteria for evaluation Data Analysis Test Business Letter Rubric |
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Valio McCadam
14 Annette Street
PO Box 345
Heuvelton, NY 13654
Dear Mrs. Sovie,
160 Wardell Road
Heuvelton, NY 13654
March 15,1999
I am Jordan Smithers. I am the new Quality Control Manager of McCadam's Cheese. I have come to help your company find why it has been losing money for the last six months.
I have found out you have been losing it in the Give-A-Way Department. This department has been giving away too much cheese.
I found this out by looking at the trend of my data analysis. The data analysis bar graphs and data charts show the trend of all the other departrnent's expenses to be stable. This has been discussed in committee meetings. It was decided that if the GiveA-Way Department doesn't stop losing money, your company would go out of business.
Here are our suggestions:
1. Stop giving away so much cheese.
2. Give a little bonus for people who do a good job with there work.
3. Reuse cheese.
Thank you for your time.
Sincerely,
Jordan Smithers
Reflection Page
CRITERIA FOR REVIEW
DATA ANALYSIS: INTERPRETING TABLES AND GRAPHS
In this learning unit, fourth graders were presented with an authentic problem from a local business and were challenged to solve the problem using experimental inquiry. Students were expected to analysis data, generate graphs, draw conclusions and submit their findings in a business letter format. In partnership with the local business, the students each received a personal response from the company’s plant manager.
Two standards were being assessed in this unit.
MST Standard #1 Analysis, Inquiry, and Design
MST Standard #3 Modeling/Multiple Representation
ELA Standard #1 Language for Information and Understanding
MST Standard #7 Interdisciplinary Problem Solving
This unit was taught in two 40 minute periods everyday as a Writing lesson and a Math lesson. The unit lasted three weeks.
Students were constantly challenged to analyze information and generate meaningful observations from their conclusions.
Students were challenged to seek out the solutions independently, in small groups and as an entire class. Teaching students to use spreadsheets and computer-generated graphs offered the fourth graders a unique challenge.
Students were highly engaged in this activity because many of their parents are employed at this particular local business. Launching this unit with a field trip to the business motivated children, parents and community members from the start. It was very evident to the children that simple errors in math cost money.
Throughout this unit, children used peer conferencing as a means of assessing their progress. Rubrics were provided for children to keep track of their success. Also, through technology of calculators, computers children were able to self evaluate.
This unit could easily be adapted to higher or lower grade levels by changing the level of math computations and graph requirements. When using the technology listed above, the teacher can accommodate all types of learners. Schools with e-mail and/or Internet accessibility would be able to access this business website and compare to other similar websites.
In this unit, we used MacIntosh computers and calculators. The computer work was completed in the lab under the supervision of the classroom teacher. The lab consisted of sixteen computers. The teacher also modeled using the LCD Projector.
This unit was originally designed as part of a Tech Prep Unit. This unit demonstrated the necessity of raising academic standards while providing students with workplace competencies. This unit helped to bridge the gap between school and the workplace. Employees at the local business became more and more interested in what was going on in the classroom. The commented on how impressed they were with the children’s progress. The children in return, were extremely proud of themselves when they each received a business letter from the manager. The plant manager took a personal interest in each child and thanked them for their findings and suggestions. Students responded to this unit in such a positive way. Students were highly motivated and continue to talk about business deals, profits and how everyday math really does matter. Our fourth graders truly became little entrepreneurs.