BIG IDEA What do we want students to Content (& Elaborations) (Understand…) DO? (Know) (Activities, lessons…) concrete graphs (creating, describing, and Concrete graphs Questions to support inquiry with comparing concrete graphs) using help us to compare students: and interpret data correspondence What stories can data tell us? (Data and Likelihood of familiar life events (using the When might we use words Probability: language of probability (e.g., never, like never, sometimes, Analyzing data and sometimes, always, more likely, less always, more likely, and less chance enables us likely); cycles (Elder or knowledge keeper likely? to compare and to speak about ceremonies and life How does organizing interpret.) and events)) using comparative language concrete data help us show one-to-one understand the data? correspondence. Evidence of Experience (Show)
BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Concrete graphs help us to compare and interpret data (Data and Probability: Analyzing data and chance enables us to compare and interpret.) and show one-to-one correspondence. Questions to support inquiry with students: What stories can data tell us? When might we use words like never, sometimes, always, more likely, and less likely? How does organizing concrete data help us understand the data? concrete graphs (creating, describing, and comparing concrete graphs) using correspondence Likelihood of familiar life events (using the language of probability (e.g., never, sometimes, always, more likely, less likely); cycles (Elder or knowledge keeper to speak about ceremonies and life events)) using comparative language Evidence of Experience (Show)