Overview and Background: Unit: You're On Display!

Gloria Puetz : Cheney USD 268

Mathematics. : Math : 5th Grade Everyday Mathematics

Cheney : Grades 5 - 5 : Aug. - Jun.

Title:	You're On Display!
Topics:	Graphs
Time Frame:	3 - 4 weeks
Start Date:	-
Status:	Draft
Date Revised:

Other Designers: Tammy Reif, Sherri Conrad

Summary:
During this unit the students learn how to collect information, display the data on graphs, and interpret the data on graphs. The students will walk through a variety of activities and events that will teach and show them the differences among many different graphs, how to graph data, and how to interpret data from a graph. They will be conducting a school wide survey to collect information, display and analyze their results.

Print Materials Needed:
Everyday Mathematics Journal 1
Everyday Mathematics Volume A Teachers’ Edition
Various Worksheets and examples of different types of graphs both reading them and designing them.

Resources:
The University of Chicago School Mathematics Project. Everyday Mathematics Volume A. 1999. Chicago.

Resource Attachments:

Internet Resource Links:

Stage 1: Identify Desired Results

State:	KS       4
Title:	Mathematics - Data
Standard(s):	The student uses concepts and procedures of data analysis in a variety of situations. The student uses probability to generate convincing arguments, draw conclusions, and make decisions in a variety of situations. The student generates, organizes, and interprets rational number and other data in a variety of situations. The student applies measures of central tendency when drawing conclusions from the data.

Understandings:
user	Overarching: Math is everywhere and plays multiple roles in our world. Knowledge of mathematics is essential for survival and success in everyone's life. Topical: Graphs represent a question and the data that answers the question. Graphs visualize changes and differences.

Essential Questions:

User

Overarching: What is math? How is it to be used in your everyday life? What are the functions and purposes of math in our everyday lives? Topical: How is graphing useful in organizing information? Why are there different graphs? How would life be different if there were no graphs? Can useful statistical information make a difference in a life? How can studying mathematics and statistical information change a life now?

Knowledge and Skills:

K
Use different types of graphs to display data.

S
Apply a variety of reasoning strategies in connection with graphs.
Compose a question, research for data that answers the question, and design a graph to represent their findings.
Count and graph data using intervals.
Read confusing information on graphs.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Cheney Recreation Commission wants to start an intramural sports program after school for elementary age children. Because of limited funding they are asking the fifth grade students to survey the elementary school to find out which sport to fund. Students must collect, organize, and analyze the data after surveying the school. A written proposal with the results will be submitted to the Recreation Commission.

Other Evidence:
Daily observations; Self assessments and reflections; Notebook quizzes; Unit test on graphing information and reading graphs;

Task/Prompt: You're On Display!

Type: Performance Prompt

Topics: Graphs

Summary:
Cheney Recreation Commission wants to start an intramural sports program after school for elementary age children. Because of limited funding they are asking the fifth grade students to survey the elementary school to find out which sport to fund. Students must collect, organize, and analyze the data after surveying the school. A written proposal with the results will be submitted to the Recreation Commission.

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

State:	KS       4
Title:	Mathematics - Data
Standard(s):	The student uses concepts and procedures of data analysis in a variety of situations. The student uses probability to generate convincing arguments, draw conclusions, and make decisions in a variety of situations. The student generates, organizes, and interprets rational number and other data in a variety of situations. The student applies measures of central tendency when drawing conclusions from the data.

Notes:

Student Directions:
Cheney Recreation Commission wants to start an intramural sports program after school for elementary age children. Because of limited funding they are asking you to survey the elementary school to find out which sport to fund. You must collect, organize, and analyze the data after surveying the school. A written proposal with the results will be submitted to the Recreation Commission.

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

W
Through the data collection unit students will be learning what a graph looks like, how and when to use it, and how to interpret it. The students will discover the big ideas of the course throughout this unit and become more aware of how different types of graphs are used in their everyday lives.

H
The students will collect graphs from outside the classroom and bring them in. We will discuss the differences and similarities of the graphs, what they represent, and if we could have displayed the information better using a different graph.

E
The students will learn how to read various graphs for specific information.
The students will practice graphing data on different graphs (bar, line, picture, circle, stem and leaf, and line plot,). They must include all the necessary information and correct intervals (title, labels, keys).

R
The students will defend their point of view about which graph represents the data the best using different graphs during a PowerPoint / Excel lesson.

E
Daily observations will be done while the students are working on their journal pages, study links, worksheets, and homework pages based on the graph of the day.

The students will design a chart that compares and contrasts features of various graphs.
RETHINK:
The unit will cause the students to be more creative in the way they see their everyday world in relation to math concepts and ideas, mainly graphs.
Self assessments and reflections will be done daily with the graphing activities

EVALUATE:
At the conclusion of the unit the students will be able to successfully read graphs, graph data, and explain the differences among graphs found all over in their lives. This will be shown through their assessments.

Notes: