GRAPHING CLASS DATA: A THIRD GRADE GRAPHING...
Transcript of GRAPHING CLASS DATA: A THIRD GRADE GRAPHING...
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GRAPHING CLASS DATA:
A THIRD GRADE GRAPHING ODYSSEY
Scott Restaino
3rd Grade Teacher
March 2014
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IntroductionIntroductionIntroductionIntroduction
� Third grade math
� Common Core
� In-class inventory
� Data entry into Excel spreadsheet
� Interpretation
� Representation of data through graphing
� Summative worksheet and report
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GOALS AND OBJECTIVESGOALS AND OBJECTIVESGOALS AND OBJECTIVESGOALS AND OBJECTIVES
� Students will be able to…
• Demonstrate the ability to successfully generate
data based on in-class inventory
(CCSS.Math.Content.3.MD.B.3)
• Interpret data from in-class inventory
(CCSS.Math.Content.3.MD.B.3)
• Represent data from in-class inventory
(CCSS.Math.Content.3.MD.B.3)
• Explain their own ideas and understanding in light
of the discussion (CCSS.ELA-Literacy.SL.3.1d)
• Speak in complete sentences when appropriate to task
and situation in order to provide requested detail
or clarification (CCSS.ELA-Literacy.SL.3.6)
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Timeline/ActivitiesTimeline/ActivitiesTimeline/ActivitiesTimeline/Activities
� Finish Measurement and Data Unit
� Class inventory of favorites i.e. pet, color, ice-
cream flavor, sport, school subject. (Day 1)
� Explicit instruction on Excel (Day 2, computer
lab)
� Creation of a graph from one set of data (Day 3,
computer lab)
� Share ideas as whole class discussion (Day 4)
� Work in pairs to answer questions based on
findings (Day 4)
� Report findings to the class (Day 5)
� TOTAL TIME: One full school week
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Data/WidthData/WidthData/WidthData/Width
Original Data EntryOriginal Data EntryOriginal Data EntryOriginal Data Entry Widening CellsWidening CellsWidening CellsWidening Cells
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FormattingFormattingFormattingFormatting
� Students bold and change font, change
text color and cell background
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Fill Series: Number ClassmatesFill Series: Number ClassmatesFill Series: Number ClassmatesFill Series: Number Classmates
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Freeze FrameFreeze FrameFreeze FrameFreeze Frame
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Sheet 2: Creating FormulasSheet 2: Creating FormulasSheet 2: Creating FormulasSheet 2: Creating Formulas
Predetermined groups will find information for
one set of data
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Sheet 2: Average/Min/MaxSheet 2: Average/Min/MaxSheet 2: Average/Min/MaxSheet 2: Average/Min/Max
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Conditional FormattingConditional FormattingConditional FormattingConditional Formatting
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Formatting ContinuedFormatting ContinuedFormatting ContinuedFormatting Continued
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Concatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross Referencing
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Concatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross Referencing
Students
will
concatenate
text of
their
choice and
then cross
reference a
category of
their
choice to
finish the
sentence.
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Concatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross ReferencingConcatenate and Cross Referencing
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GraphingGraphingGraphingGraphing
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Graphing ContinuedGraphing ContinuedGraphing ContinuedGraphing Continued
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RubricRubricRubricRubric
PointsPointsPointsPoints 3 Points3 Points3 Points3 Points 2 points2 points2 points2 points 1 points 1 points 1 points 1 points
DataDataDataData Collection Collection Collection Collection
and Entryand Entryand Entryand Entry
All data is entered
correctly
Most data is
entered correctly
Little or no data
is entered
correctly
Oral Oral Oral Oral
PresentationPresentationPresentationPresentation
All members present
information and voice
is clear; content is
easily understood,
interesting, and
informative
Three members of
team present
information and
voice is audible
and content
is clear and
easily understood
Two or less
members present
and voice is too
low or inaudible
and content is
difficult to
understand
TeamworkTeamworkTeamworkTeamwork Never argues, is
always respectful of
others’ ideas, & is
a productive
Rarely argues and
is usually
respectful of
other group
Sometimes argues
or is
disrespectful of
group members’
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GardnerGardnerGardnerGardner’s Multiple Intelligencess Multiple Intelligencess Multiple Intelligencess Multiple Intelligences
Verbal/LinguisticVerbal/LinguisticVerbal/LinguisticVerbal/Linguistic Visual/SpatialVisual/SpatialVisual/SpatialVisual/Spatial Math/LogicalMath/LogicalMath/LogicalMath/Logical
Bodily/KineticBodily/KineticBodily/KineticBodily/Kinetic InterpersonalInterpersonalInterpersonalInterpersonal IntrapersonalIntrapersonalIntrapersonalIntrapersonal
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GregorcGregorcGregorcGregorc’s Four Learning Styless Four Learning Styless Four Learning Styless Four Learning Styles::::
� 1. Concrete Sequential
� 2. Abstract Sequential
� 3. Concrete Random
� 4. Abstract Random
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BibliographyBibliographyBibliographyBibliography
Gardner, H. (1983). Frames of mind: The
theory of multiple intelligences. New
York, NY: Basic Books.
Gregorc, A. (1985). Gregorc style
delineator: A self-assessment instrument
for adults. Columbia, CT: Gregorc
Associates, Inc.