BIG IDEA What do we want students to Content (& Elaborations) (Understand…) DO? (Know) (Activities, lessons…) Pictorial representation (collecting Concrete items can be Questions to support inquiry with data, creating a concrete graph, and represented, students: compared, and representing the graph using a pictorial When you look at this graph, interpreted pictorially representation through grids, stamps, what do you notice? What do in graphs (Analyzing drawings; one-to-one correspondence) you wonder? data and chance of concrete graphs using one-to-one How do graphs help us enables us to compare correspondence understand data? and interpret.) Likelihood of familiar events (using What are some different comparative language (e.g., certain, ways to represent data uncertain; more, less, or equally likely)) pictorially? using comparative language Evidence of Experience (Show)
BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Concrete items can be represented, compared, and interpreted pictorially in graphs (Analyzing data and chance enables us to compare and interpret.) Questions to support inquiry with students: When you look at this graph, what do you notice? What do you wonder? How do graphs help us understand data? What are some different ways to represent data pictorially? Pictorial representation (collecting data, creating a concrete graph, and representing the graph using a pictorial representation through grids, stamps, drawings; one-to-one correspondence) of concrete graphs using one-to-one correspondence Likelihood of familiar events (using comparative language (e.g., certain, uncertain; more, less, or equally likely)) using comparative language Evidence of Experience (Show)