FRYMAN UNIT PLAN

Unit Title: Graphing & Statistics (http://5!stats"nit#$ee%l&#c'(/)

Gra*e Le+el: ,
S"%-ect(s): Mathe(atics
Ti(e Fra(e (esti(ate): . /a&s
0ssential 1"esti'n: 2'$ can graphs %e "se* t' s'l+e real3li4e pr'%le(s5
/escripti'n '4 6hat the Unit is A%'"t (be concise, but provide details involved in the process)
Students will explore and practice varies methods of representing information graphically, focusing on scatter
plots and two-way tables. Students will experience formulating a research question, creating and
administering a survey, collecting survey data, representing data graphically, and drawing conclusions about
the data.
St"*ent 7"tc'(es:
8St"*ents can (atch
a *ata c'llecti'n t' its
('st appr'priate
graph
8St"*ents can create
an* anal&9e a scatter
pl't
8St"*ents can create
an* anal&9e a t$'3
$a& ta%le
8St"*ents can c'llect:
graph an* anal&9e
real $'rl* *ata
Techn'l'gies
8Pa*let
8;"%%l#"s (<'ncept Map)
82ai=" /ec=
8I>L
8T$itter
8G''gle F'r(s
8G''gle Sprea*sheet
8T'*a&?s Meet
8S(art;'ar*
MULLTIPL0 INT0LLIG0N<0S
8Mathe(atical (F'r(s & Sprea*sheet)
8@is"al (Graphs & Pa*let)
8Ainesthetic (2"(an Graphs & ;"%%le#"s)
8Interpers'nal (F'r(s: Presentati'n sh'$)
8@er%al (Presentati'n eBplanati'ns)
8Intrapers'nal (T$itter: eBplainati'ns)
IST0
1- se models and simulations to explore
complex systems and issues
1-!dentify trends and forecast possibilities
"-#ommunicate information using a variety of
media
"-#ontribute to pro$ect teams to produce
original wor%s
&-'lan strategies to guide inquiry
&-'rocess data and report results
(-!dentify and define authentic problems and
significant questions for investigation
(-#ollect and analy)e data to identify
solutions and
ma%e informed decisions
<<SS
*.S'.1
#onstruct and interpret scatter plots for bivariate
measurement data to investigate patterns of association
between two quantities. +escribe patterns such as clustering,
outliers, positive or negative association, linear association,
and nonlinear association.
*.S'."
,now that straight lines are widely used to model
relationships between two quantitative variables. -or scatter
plots that suggest a linear association, informally fit a straight
line, and informally assess the model fit by $udging the
closeness of the data points to the line.
*.S'.(
nderstand that patterns of association can also be seen in
bivariate categorical data by displaying frequencies and
relative frequencies in a two-way table. #onstruct and
interpret a two-way table summari)ing data on two
categorical variables collected from the same sub$ects. se
relative frequencies calculated for rows or columns to
describe possible association between the two variables.
Materials
8ta%lets $ith Internet c'nnecti'n 8St"*& g"i*e
8G(ail acc'"nts 8Final assess(ent
8Graphing 4'l*a%le 8/ail& r"%rics
8<ele%rit& Ages 6'r=sheet
8Scatter pl't 4'l*a%le
8T$'3$a& ta%le 4'l*a%le
8St"*ent N'te%''=s
Learning Acti+ities
+./ 1
1. Students will brainstorm the types of graphs they already %now using 'adlet.
". .s a class we will discuss all the types of graph posted and review what type of data is best represented
using each and ! will guide the students toward any missing graph types.
&. Students will create a concept map using 0ubble.s to visually represent the information from our
discussion. 1ach map will include all the graph types lin%ed to types of data they should represent.
(. .fter completing the concept map, students will cut out all the pieces of the graphing foldable and then
match each graph type with the corresponding picture and description.
2. 1ach group of four students will compare their matches and share out their table3s final matches. ! will
facilitate the group discussion and after all tables have shared, we3ll wor% as a class to come to our final
matches. .ll students will glue4tape together their complete foldable and add it to their noteboo%s.
5. Students can now use their foldable to ma%e any corrections to their concept map before submitting their
wor%.
6. 7roups will wor% together to come up with one research question that could best be
represented by each of the graph types. 7roups will share these questions and their answers using 8ai%u
+ec%. 9nce all graph types are represented students will submit their 8ai%u +ec% presentations.
*. se !:; to practice matching data types with their appropriate graphs.
+./ 1 <0<!#
=.S, 1xceptional 'roficient >ot yet proficient >o .ttempt
?ade a contribution
to 'adlet brainstorm
Submitted a correct
concept map with
appropriate colors,
webs, examples
#ompleted foldable
and included it in
student noteboo%
'articipated in
group wor% on
8ai%u +ec% that
includes sample
questions for all
graph types
#ompleted !:;
wor%, showing at
least an *@A
proficiency
+./ "
1. sing the student-made 8ai%u +ec% presentations submitted yesterday as a warm-up set, students will
practice matching their peer3s sample questions with the appropriate type of graph using the Smartboard to
share the presentations.
". 8ave each group review their samples with the class as peers chec% their wor%.
&. +istribute celebrity wor%sheet and go through the list of celebrities as the students predict their ages.
(. .ssign each student a celebrity to research then have the students share out the real.
2. Bor% together as a class to set up a scatter plot to compare the predicted and real ages.
5. .ll each student to graph their own celebrity age data then discuss the accuracy of our predictions using a
line of best fit.
6. Bor% as a class to determine and collect data for a second example scatter plot to complete together.
*. Bor% in groups to match up pieces of the scatter plot foldable.
C. <eview the match ups in the foldable as a whole class. Students include this foldable in their noteboo%s.
1@. Students send a tweet giving their own example of a question that could be answered using a scatter plot.
+./ " <ubric
=.S, 1xceptional 'roficient >et yet proficient >o attempt
#ompleted warm
up activity with
*@A accuracy
#ompleted
celebrity activity
and determined the
accuracy
#ompleted foldable
and included in
noteboo%
=weeted a sample
question that would
best represented
by a scatter plot
+./ &
1. sing the Smartboard to display the students tweets from yesterday, students will predict the correlation of
the sample questions submitted as a warm up.
". Bor% as a class to pic% topics to compare and ma%e human two-way tables before converting them to
actual tables on paper together.
&. 'ic% a final example set to ma%e a two-way table on paper without physically moving.
(. #omplete the foldable to formulate the process of ma%ing a two-way table to be included in student
noteboo%s.
2. Students will tweet a topic that could be investigated using a two-way table.
+./ & <ubric
=.S, 1xceptional 'roficient >ot yet proficient >o attempt
'redicted
correlations in
warm up with *@A
accuracy
'articipate in
human two-way
tables
#omplete two-way
table foldable and
include in noteboo%
=weet an accurate
example topic that
would result in a
two-way table.
+./ (
1. Bith groups, students will come up with two different topics to investigate. 9ne topic must lead to a scatter
plot and the other to a two-way table.
". Bith groups, student will create a 7oogle -orm to collect all the data need to create both graphs.
&. =he groups will publish their form and share it on =oday3s ?eet and social media of their choice.
(. Students will individually complete the forms of the other groups in the class.
+./ ( <0<!#
=.S, 1xceptional 'roficient >ot yet proficient >o attempt
Bor% with group to
create two
accurate research
questions
Bor% with group to
create a form to
collect the
necessary data
'articipate in each
group3s survey
+./ 2-5
1. Bor% in groups to use collected data to ma%e a two-way table and write a paragraph explanation.
". Bor% in groups to use collected data to ma%e a scatter plot and write a paragraph explanation.
&. Bor% in groups to create three questions that can be answered by your data and graphs.
(. Bor% in groups to create a presentation that includes a snapshoot of your data, both graphs, both
explanations, your three questions and the answers to your three questions and submit the presentation.
+./ 2-5 <ubric
=.S, 1xceptional 'roficient >ot yet 'roficient >o attempt
.n accurate two-
way table was
created.
.n explanation of
the two-way table
includes steps to
create it and an
analysis of the
results.
.n accurate scatter
plot was created.
.n explanation of
the scatter plot
includes the steps
to create it and an
analysis of the
results.
=hree questions
with answers are
included with
presentation.
+./ 6-C
1. .s a group, lead the class through your presentation. Share research questions, graphs, explanations,
three questions, answers and the results of the data.
". Students actively participate as audience members while other groups present.
&. =weet an interesting fact or relationship you learned about through peer presentations each day.
+./ 6-C <ubric
=.S, 1xceptional 'roficient >ot yet proficient >o attempt
'resentation
included necessary
parts, was
delivered in a clear,
confident voice,
and engaged
peers.
'articipated in
presentations of
peers as an active
and respectful
audience.
=weeted a relevant
fact and explained
why that fact was
interesting to you.
Re4lecti'ns
+ay1
! wanted to start with a brainstorming activity so that ! could see what the students %now about graphs starting
out the unit. . foldable was included to get everyone on a level playing field as we being our unit on graphs.
=he concept map was a included as a way to ta%e the brainstorming and information given in class a step
further to show what is stic%ing for each student. =he concept map (great for visual learners) will allow me to
informally assess if students understand the purpose of each type of graph and provide further intervention as
necessary on an individual basis. .llowing students to wor% in groups to create a 8ai%u +ec% brings in a
collaboration element while allow for great discussions and further cements students3 %nowledge of graphs.
=he !:; program allows students and myself to gauge their level of proficiency in a formal manner.
+ay "
sing the student-made 8ai%u +ec%s allows students to fell proud of their wor% while also providing another
platform for great discussion with the whole class. sing the celebrity graphing activity allows me to engage
students in a fun way while learning the basics of scatter plots. sing the !nternet to loo% up ages allows the
opportunity to discuss reliable sources. #ompleting the scatter plot allows the opportunity to discuss different
types of association in scatter plots based on their accuracy of prediction. .nother example in class allows
students to see a scatter plot in action %now that they %now the basics, while the foldable is to ta%e the learning
a step further and create a resource they can loo% bac% on in the future to help guide them in ma%e scatter
plots. =weeting topics to be graphed with scatter plots allows me to informally chec% that each student
understands how a scatter plot relays data.
+ay &
.gain, using students tweets allows students to feel proud of their wor% while also providing a platform for
discussion and review. Students will use the tweeted topics to practice predicting the associations in the given
relationships. =he human two-way tables really helps visual and %inesthetic learners to grasp the ma%e-up of
a two-way table. =he foldable again solidifies the details of the two-way table for future reference, great for
visual, %inesthetic and intrapersonal learners. =weeting allows me to gauge which students understand the
purpose of using two-way tables.
+ay (
=his day is all about allowing students to collaborate and design their won investigation, perfect for accessing
those higher order thin%ing s%ills. ! will be informally assessing students ability to create accurate questions as
! circulate through the room and ensuring that groups are staying on target and tas%. #reating the forms helps
the students evaluate what exact information they will need for their graphs and to answer the question.
Sharing those forms on social media creates a feeling that their wor% is worth while and worth sharing.
#ompleting surveys for each group allows students to share wor%, collaborate, and collect enough data to
ma%e the results more reliable.
+ay 2-5
#reating the presentations again accesses higher order thin%ing s%ills and really assesses students %nowledge
of the use and purpose of graphs in a real-world setting. =he students aren3t $ust sharing their spreadsheets
and graphs, they are ta%ing it a step further by explaining the process, analy)ing their data, and creating
questions. =his is assuring that students really understand what the data and graphs are showing about their
research questions. =his tas% also allows students the opportunity to share genuine research that can be
shared with the world as opposed to simply being a consumer of data.
+ay 6-*
'resenting data allows students to practice those college and career ready s%ills. =his allows students to
share their %nowledge with their peers, engage their peers in questions about their data, and teach their peers
about their research. =his also allows student the chance to engage in the information presented by their
peers. =weeting interesting facts from presentations allows students to share out %nowledge gained through
peers and support their own learning.