How Should We Teach Data Analysis? (Van de Walle, 2007) Don't rely on textbook questions- students are not interested in questions that have no relevance • to own lives. Allow opportunities for students to generate questions, decide on the appropriate data needed to answer the question, and how to analyze the data. In the primary grades, students like to learn about themselves and their class. Questions around • favorites, numbers, and measures are useful for the primary grades. Each student can contribute one piece of data (favorite color, number of siblings, foot length). In the upper elementary grades, students can answer questions outside of the classroom. At • these grade levels, data collection and analysis can be used in science and social studies (collecting leaf samples, U.S. Census). Students must how to categorize or classify things in order to organize the data. • is done by objects’ attributes that allow them to be sorted (color, height, • gender, etc.). Once data is organized, it can be recorded in a graphical representation such as a pie chart, a • picture graph, a bar graph, a line plot, or a histogram. Students should construct their own graphs so that they are connected to the data and they learn • how a graph conveys information about the data. These graphs provide a visual representation that allows students to look at information about • the data as the picture” and see how the data is spread out, instead of just a collection of “big numbers. It is possible for one set of data to be used to answer multiple questions about the population • depending on the depth of the data collection. Understanding of data is impacted by choice of graphical representation. • The shape of the data allows the student to see how the data is spread out or grouped, what • characteristics of the data is seen with the graph, and what it says about the data's population. ESSENTIAL QUESTION What is the relationship between a pictograph and problem solving? What’s the relationship between the picture’s value and patterns found in multiplication? MATERIALS Math journals/learning logs clipboards Chart paper markers GROUPING
How Should We Teach Data Analysis? (Van de Walle, 2007) • Don't rely on textbook questions- students are not interested in questions that have no relevance to own lives. Allow opportunities for students to generate questions, decide on the appropriate data needed to answer the question, and how to analyze the data. • In the primary grades, students like to learn about themselves and their class. Questions around favorites, numbers, and measures are useful for the primary grades. Each student can contribute one piece of data (favorite color, number of siblings, foot length). • In the upper elementary grades, students can answer questions outside of the classroom. At these grade levels, data collection and analysis can be used in science and social studies (collecting leaf samples, U.S. Census). • Students must how to categorize or classify things in order to organize the data. • is done by objects’ attributes that allow them to be sorted (color, height, gender, etc.). • Once data is organized, it can be recorded in a graphical representation such as a pie chart, a picture graph, a bar graph, a line plot, or a histogram. • Students should construct their own graphs so that they are connected to the data and they learn how a graph conveys information about the data. • These graphs provide a visual representation that allows students to look at information about the data as the “big picture” and see how the data is spread out, instead of just a collection of numbers. • It is possible for one set of data to be used to answer multiple questions about the population depending on the depth of the data collection. • Understanding of data is impacted by choice of graphical representation. • The shape of the data allows the student to see how the data is spread out or grouped, what characteristics of the data is seen with the graph, and what it says about the data's population. ESSENTIAL QUESTION What is the relationship between a pictograph and problem solving? What’s the relationship between the picture’s value and patterns found in multiplication? MATERIALS Math journals/learning logs clipboards Chart paper markers GROUPING
CCGPS_Math_3_Unit4FrameworkSE.docx