marks to record baskets made. They can create their own chart to keep track of the tallies. After each child has had a chance to make ten tosses, the students will use their table of basketball toss tally marks to create a graph. Since they have had many experiences with graphs prior to this experience, students can choose the type of graph they want to make (picture graph or bar graph). Upon completion of their individual graphs, have students compare their results. If a student is working independently, then the activity could be repeated twice. The student would then have two different sets of tally marks to graph and compare. Ask students to pose a question which can be answered using the data from their graph. Then have them swap graphs and questions with a neighbor to see if they can answer each questions based on the information provided in their graph. other’s Question examples: What type of game data is represented in this graph? How many baskets did you make? How many baskets did you miss? How many throws in all did you shoot? Do you think you will have the same results if you do it again? Why? How will this experience help you to predict what might happen if you were to do this experiment again? Part II (four rounds- in each round the pieces of paper have a different value) Now each student will have ten pieces of paper to throw and each piece will be worth a particular amount (see rounds 1-4 below). For each round, students need to keep a running MENTAL total of how much they earned and how much they lost. They money by “earn” making the basket, they by missing the basket. They will announce what they “lose money” mentally calculated to be their total earned and lost when their round is up, and their partner will check. If they are correct, they double their score. If they are incorrect, they lose half their score. The winner is the partner with the most money at the end of each round. Round One- Each piece of paper is worth 10 cents Round Two- Each piece of paper is worth 50 cents Round three- Each piece of paper is worth 10 dollars **Round Four- (This round should only be played when students are ready, because the total may exceed 1,000. Consider your ability before playing this round. Adapt the students’ number if necessary. ) Each piece of paper is worth 100 dollars FORMATIVE ASSESSMENT QUESTIONS How did you keep track of the total baskets made when you first played the game?
marks to record baskets made. They can create their own chart to keep track of the tallies. After each child has had a chance to make ten tosses, the students will use their table of basketball toss tally marks to create a graph. Since they have had many experiences with graphs prior to this experience, students can choose the type of graph they want to make (picture graph or bar graph). Upon completion of their individual graphs, have students compare their results. If a student is working independently, then the activity could be repeated twice. The student would then have two different sets of tally marks to graph and compare. Ask students to pose a question which can be answered using the data from their graph. Then have them swap graphs and questions with a neighbor to see if they can answer each other’s questions based on the information provided in their graph. Question examples: What type of game data is represented in this graph? How many baskets did you make? How many baskets did you miss? How many throws in all did you shoot? Do you think you will have the same results if you do it again? Why? How will this experience help you to predict what might happen if you were to do this experiment again? Part II (four rounds- in each round the pieces of paper have a different value) Now each student will have ten pieces of paper to throw and each piece will be worth a particular amount (see rounds 1-4 below). For each round, students need to keep a running MENTAL total of how much they earned and how much they lost. They “earn” money by making the basket, they “lose money” by missing the basket. They will announce what they mentally calculated to be their total earned and lost when their round is up, and their partner will check. If they are correct, they double their score. If they are incorrect, they lose half their score. The winner is the partner with the most money at the end of each round. Round One- Each piece of paper is worth 10 cents Round Two- Each piece of paper is worth 50 cents Round three- Each piece of paper is worth 10 dollars **Round Four- (This round should only be played when students are ready, because the total may exceed 1,000. Consider your students’ ability before playing this round. Adapt the number if necessary. ) Each piece of paper is worth 100 dollars FORMATIVE ASSESSMENT QUESTIONS How did you keep track of the total baskets made when you first played the game?
2nd-Math-Unit-4.docx