Validated Practices Project

8/17/2019 Validated Practices Project

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T$o)$ay tables sho$ fre%uency, rather than a correlation bet$een the data

points, $hich is $hat a scatter plot displays. They are able to understand

dierent patterns $hen t$o)variables are involved, meeting standard *.#P.+.

Through t$o)$ay tables, students are able to see ho$ often an event

occurs. (ecause $e gathered data from the class, based on $hether or not

they had a dog or cat and $hich candy they preferred. This allo$ed the

students to e'actly see ho$ this relates to their lives.

The pre)assessment re%uired the students to look at a t$o)$ay table

and ans$er a fe$ %uestions regarding the information from the table. In

order to ans$er the %uestions the students needed to understand ho$ to

read a t$o)$ay fre%uency table. The students also needed to understand

that the numbers in the table represented the number of times someone

chose that sport. T$o %uestions prompted a numerical ans$er and the third

%uestions asked $hich sport $as the least popular. The students had to

compare the fre%uencies.

The students $ill learn ho$ to calculate relative fre%uency. I didnt feel

as if this $as necessary to include on the pre)assessment because I kne$

that no students $ould kno$ $hat it $as or ho$ it $as calculated, this $as

on their post)assessment though. The post)assessment $as a %ui&. #tudents

had to synthesi&e all the information they learned about t$o)$ay fre%uency

tables to ans$er %uestions that are similar to the ones on the pre)

assessment, in addition to %uestions regarding ne$ material.


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I $ould collect a $orksheet at the end of each class to see ho$ $ell

they understood the material and $hether or not I need to revie$ any of the

topics. I created a note sheet for the students $here $e $ould do practice

problems as a class and some parts individually. I $ould $alk around to make

sure they $ere follo$ing along. Then I $ould allo$ them to complete the

$ork $ith a partner or individually, depending on ho$ $ell they understood

the material during instruction. I $ould continue to ask students %uestions

throughout the instruction. I $ould also have students provide feedback on

another students response by having them give me a thumb up or thumb

do$n.

On the !rst day, students $ere introduced to t$o)$ay tables and one

associated vocabulary $ord fre%uency. It $as important that they

understood ho$ to read a t$o)$ay fre%uency table. They $ere asked some

%uestions regarding the information in table. Many of the students $ere able

to easily understand the information in the table and ho$ to read it. "e

created a class t$o)$ay fre%uency table. The students recorded the data as I

collected it. I asked students $hether or not they had a cat or dog or both.

On the second day, students $ere introduced to some more vocabulary

$ords related to t$o)$ay relative fre%uency tables. I did the same thing that

I did $ith the $ord fre%uency, I asked $hat they thought relative fre%uency

meant. I had them break do$n the $ord relative because $e learned $hat

fre%uency $as. They came to the conclusion that relative fre%uency $as a


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fre%uency that sho$s ho$ that one fre%uency is related to the others. Then

the students $ere taught ho$ it $as calculated.

The third day consisted of e'plaining and practicing conditional relative

fre%uency. "e practiced as a class and then the students $ere to do it on

their o$n. They then had to synthesi&e the information form the past t$o

lessons to ans$er %uestions about a t$o)$ay fre%uency table and calculate

relative fre%uency and conditional relative fre%uency.

In all three lessons, students $ere given note sheets that follo$ed

along $ith the Po$erPoint. #ome received the completed note sheet because

they have a hard time focusing and follo$ing along $hile $riting the

information. This $ay, they only had to concentrate on one task.

Many students had trouble calculating relative fre%uency. I think this is

because there are so many steps involved and that its over$helming $hen

they see the completed table. They feel as if its more $ork than they

actually have to do. I $ant to chunk it up ne't time. I think I $ould teach

relative fre%uency and then marginal relative fre%uency. In order for all or

most students to understand, they need another day to learn the information

and then practice it.

I think that the main reason students did not perform so $ell on the

post assessment is because they $ere caught o guard by the values of the

fre%uencies being the same. -lthough $e never practiced a problem like

that, the students should have been able to ans$er the %uestion. The

students also had to create the t$o)$ay fre%uency table based o of the


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information that $as given to them. I think it $as dicult for students to

understand the information because there $ere fractions. I tried to use

simple fractions like /01, but it $as still dicult for them. I should have

practiced it $ould more dicult fractions like /02 and 3.


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Alignment Table

ObjectiveDistrict or State

Standard

Assessment Items

from Pre- and Post-

assessments

Instruction/Lesson

Plans

#"(-T

)de!ne fre%uency in order

to interpret patterns of a

t$o)$ay table

)interpret patterns of a

t$o)$ay table in order to

construct a t$o)$ay

table.

*.#P.+4 5nderstand that

patterns of association

can also be seen in

bivariate6involving0depending on

t$o variables7 categorical

data by displaying

fre%uencies in a t$o)$ay

table. 8onstruct and

interpret a t$o)$ay table

summari&ing data on t$o

categorical variables

collected from the same

sub9ects.

#ho$n a t$o)$ay

fre%uency table and

asked %uestions

regarding fre%uency. Pre4:/)2

Post4 :;)//

Must complete a t$o)$ay

table $ith the information

given

Post4 :<

)=esson /4 #tudents are

asked $hat they believe

fre%uency is based on

prior kno$ledge of the$ord. They are then

asked ho$ they think it

relates to a t$o)$ay

table.

)T$o)$ay tables are

analy&ed throughout all

three lessons to

determine dierent

patterns in the data.

)Throughout all three

lessons, students must

create a t$o)$ay table

and then conclude

information form thetable. The data $as

either given or collected

during class.88##.E=-)=iteracy.>#T.?)

*.


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information e'pressed

visually 6e.g., in a

@o$chart, diagram,

model, graph, or table7.

relates to a t$o)$ay

table.

ASSESSMENT DATA COLLECTION

Basic Listing Of Official DataIMPACT ON STUDENT LEARNING

Teacher: Jennifer Wong Year:2015-2016

Schl: Holabird STEM Program Se!ester: Spring

Gra"e: 8 S#$%ect: Math

STUDENT IDCODE

POSSIBLE POINTS ON PRE&ASSESSMENT

POINTS ON PRE&ASSESSEMENT

PERCENTSCORE

POSSIBLEPOINTS ON

POST&ASSESSMENT

POINTS ONPOST&

ASSESSMENT

PERCENTSCORE

C'ANGEPRE TO

POST (r &

1 100! 100! 0!

2 100! 100! 0!

100! 100! 0!

" 2 6#! 1 ! -!

5 1 ! 2 6#! !

6 100! 1 ! -6#!

# 100! 2 6#! -!

8 2 6#! 100! !

$ 100! 2 6#! -!

10 100! 2 6#! -!


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Student DataStude

nt

MAP Mat MAP

!eading

Acievem

ent

Observations

/ /*2 /*2 E Talkative in class, shouts out correct ans$ers often, occasionally

refuses to do $ork1 1+/ 11? 8 Auiet, completes all assignments but forgets to turn them in or

loses them, often volunteers2 1/1 1/B ( 8ompletes assigned $ork, follo$s directions often, but Is

talkative+ /*? 1B2 E Cery talkative, occasionally refuses to do $ork, has a hard time

understanding te'tD /++ /?2 8 8alls out correct ans$er often, talkative, occasionally does

minimal $ork? /*2 /*? E Talkative, often refuses to do $ork because he does not

understand it and refuses to ask for help but takes it $hen

oered< 1B< 1/+ 8 Cery talkative, $illing to do $ork, $ill ask for help

* n0a n0a - Participates often, hard$orker

; n0a n0a ( #ome$hat shy, pays attention, she $ants to do $ell, but

sometimes her friends distract her/B 1/+ 1/D - Cery talkative, hard for him to stay focused, al$ays $ants to

participate// 1B* 1BB 8 Cery %uiet, hard$orker, he $ill al$ays try

/1 1B1 /*2 Talkative, calls out ans$ers often, but they are correct, refuses

to complete $ork if it is too dicult/2 1// 1/1 Cery %uiet, often needs help but refuses to ask for it

/+ 1/2 /*1 8alls out ans$ers often, he $ill do some $ork, but then he gets

distracted by friends


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/D 1/? 1/< 8 #ome$hat %uiet, does her $ork, $ill submit $ork she kno$s is

not her best eort but $ill not ask for help


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Towson University

Department of Secondary Education

Day 1

Name: Jennifer Wong

"rief #lass Descri$tion %conte&tual information including number ofstudents' subject' level' I(P/(LL/)T or oter s$ecial considerations*+ *th

grade math

,nit+ #tatistics Lesson To$ic+ T$o)

"ay Tables

Prior no.ledge+fre%uency, reading a

table

Alignment+

Standard Objective Assessment Activit%ies*

*.#P.+4 5nderstand

that patterns of

association can

also be seen in

bivariate

6involving0dependi

ng on t$o

variables7

categorical data by

displaying

fre%uencies in a

t$o)$ay table.

8onstruct and

interpret a t$o)$ay

table summari&ing

data on t$o

categoricalvariables collected

from the same

sub9ects.

88##.E=-)

=iteracy.>#T.?)*.


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%uantitative or

technical

information

e'pressed in

$ords in a te't$ith a version of

that information

e'pressed

visually 6e.g., in

a @o$chart,

diagram, model,

graph, or table7.

Materials 0eeded+

"orksheets, 8omputer

Tecnolog Integration/0eeds+

Po$erPoint, Promethean (oard

Lesson Procedure:O$ening Activit %describe our .arm-u$' engagement/oo1/motivation*+

#tudents $ill look at a t$o)$ay table. The t$o)$ay table is relatable to students

because it sho$s ho$ many males and females en9oy $atching $hich sport. -t this

age, many students are very interested in sports, so it $ill grab their attention.

#tudents $ill be asked to gather some information about the table. This is simply to

determine ho$ much the students already kno$, ho$ much they can learn on their

o$n, and $hat needs to be taught. The students are not e'pected to get all the

ans$ers correct.

Time Allotted:D minutes

Adaptations (for IEP, ELL, culture, and other special needs):Fone

Transition (explicitly linking conceptsacti!itieso"#ecti!es):G=ets take a

look at the table again, are there any other %uestions that $e can ask about this

tableG

Activit 2+ #tudents $ill look at a t$o $ay)table and gather information about the


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table. They $ill learn about ho$ to read the table and understand the information

sho$n. The students $ill be introduced to the term fre%uency and ho$ it applies to

t$o $ay tables. The class $ill !rst look at the e'ample from the $arm)up and decide

$hat other information can be gathered other than the information that $as

determined from the $arm)up %uestions. These %uestions $ill be ans$ered together

as a class. This $ill also determine ho$ students believe the t$o)$ay fre%uencytable should be read

Time Allotted:/B minutes

Adaptations: Fone

Transition: H=ets take a look at one more before $e create our o$n.G

Activit 3+ The class $ill look at another t$o)$ay table regarding chores and a

curfe$. The students $ill !rst be asked to complete the table, They $ill do so on

their o$n for about a minute and then $e $ill revie$ the ans$ers as a class. The

%uestion regarding the information in the table $ill be asked. #tudents $ill have a

chance to think about the ans$er on their o$n and then discuss $ith their table.

Their ans$ers $ill then be shared. #tudents $ill then think of a %uestion that can be

asked about the information in the table. Each group $ill have to come up $ith one

%uestion and its ans$er. They $ill be given about 1 minutes to do so. Then the

%uestion $ill be ans$ered by other tables.


Adaptations: Fone

Transition: H=ets come up $ith our o$nG

Additional Activit%ies* 4 The class $ill be surveyed in order to create their o$n

and more relatable t$o)$ay table. The students $ill be asked $hether they have a

cat, dog, both, or neither. This $ill be tallied. The students $ill then input the

information into a t$o)$ay table. This $ill be done as a class.

#losing Activit+ #tudents $ill use the information that they gathered from the

class data to ans$er a fe$ %uestions. This $ill be collected.

Towson University


Day 2

Name: Jennifer Wong


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"rief #lass Descri$tion %conte&tual information including number ofstudents' subject' level' I(P/(LL/)T or oter s$ecial considerations*+

standard eighth grade math


"ay Jre%uency

Tables

Prior no.ledge+one lesson introduction

of t$o)$ay fre%uency

tables

Alignment+


*.#P.+4 5nderstand

that patterns of

association can

also be seen in

bivariate

6involving0dependi

ng on t$o

variables7

categorical data bydisplaying

fre%uencies in a

t$o)$ay table.

8onstruct and

interpret a t$o)$ay

table summari&ing

data on t$o

categorical

variables collected

from the same

sub9ects.

#"(-T

)de!ne fre%uency

in order to

interpret patterns

of t$o)$ay tables.

)interpret patterns

of t$o)$ay tables

in order toconstruct a t$o)

$ay table.

8onstruction of a

t$o)$ay relative

fre%uency table

)e!ning and

calculating relative

fre%uency

)Introduction of

three dierent

types of relative

fre%uency

Materials 0eeded+

8omputer, day 1 $orksheets


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8omputer, Promethean (oard


Jor the $arm)up, the students $ill be asked $hy someone $ould use a t$o)

fre%uency table and $hat kind of information they could gather from a t$o)$ay

fre%uency table. The ans$ers $ill be discussed as a class as students $rite do$n the

class ans$ers.


Adaptations: Fone

Transition: H=ets revie$ $hat a t$o)$ay table looks like.G - picture of a t$o $ay

table $ill be sho$n. The t$o)$ay table is blank and the students $ill be asked $hat

goes in the categories.

Activit 2 %describe activit*+ The term relative fre%uency $ill be discussed $ith

the students. The students $ill be asked $hat they think the term means based on

yesterdays de!nition of fre%uency and their previous kno$ledge of the termrelative. Then the three types of relative fre%uency $ill be discussed and e'plained.

- chart to determine ho$ the fre%uencies are calculated $ill be sho$n to the

students. They are to copy this do$n on their $orksheets.

Time Allotted: /B minutes

Adaptations: Everything is on the $orksheet so students can follo$ along in the

Po$erPoint. They $ill be actively learning as they listen, discuss, and take notes.

Transition: H=ets look at an e'ampleG

Activit 3 describe activit*+ The students $ill be sho$n an e'ample. The 9oint

relative fre%uencies of each cell $ill be computed. Then the marginal relative

fre%uency $ill be calculated. -fter both of those fre%uencies are calculated, the

students $ill compare those calculations to the ones in the table to ensure that they


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calculated correctly. This is done as a class.

Time Allotted: /B minutes

Adaptations: Everything is on the $orksheet so students can follo$ along in thePo$erPoint. They $ill be actively learning as they listen, discuss, and take notes.

Transition: H=ets do one moreG

Additional Activit%ies* + #tudents $ill be given another t$o)$ay fre%uency table

that they must complete and !nd the relative fre%uency of. "e $ill complete the !rst

ro$ as a class. epending on ho$ $ell the students understood the material during

instruction $ill determine $hether or not they $ill $ork independently or $ith a

partner. #tudents must also !nd the marginal relative fre%uency. This $ill becollected. The table is partially completed.

#losing Activit+ -sk students ho$ relative fre%uency is calculated and $hat

number they must divide the fre%uency.

Towson University


Day 3

Name: Jennifer Wong

"rief #lass Descri$tion %conte&tual information including number ofstudents' subject' level' I(P/(LL/)T or oter s$ecial considerations*+

standard eighth grade math


"ay Tables

Prior no.ledge+ t$o lessons about t$o)

$ay tables, fre%uency


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Alignment+


*.#P.+4 5nderstand

that patterns ofassociation can

also be seen in

bivariate

6involving0dependi

ng on t$o

variables7

categorical data by

displaying

fre%uencies in a

t$o)$ay table.

8onstruct and

interpret a t$o)$ay

table summari&ing

data on t$o

categorical

variables collected

from the same

sub9ects.

#"(-T

)de!ne fre%uency

in order to

interpret patterns

of t$o)$ay tables.

)interpret patterns

of t$o)$ay tables

in order to

construct a t$o)

$ay table.

8ompleted relative

fre%uency tableand ans$ered

%uestions

regarding t$o)

fre%uency table

and conditional

relative fre%uency.

Kather class data

to create a t$o)$ay fre%uency

table. Jind

conditional relative

fre%uency based

o data from given

data.

Materials 0eeded+

8omputer, day 1 $orksheets


8omputer, Promethean (oard


Jor the $arm)up, the students $ill be asked to complete a t$o)$ay fre%uency table

based on the given information. The ans$ers $ill be revie$ed as a class.


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Adaptations: Fone

Transition: HFo$ lets take a look at this completed table and calculate the

relative fre%uency.G

Activit 2 %describe activit*+ The term conditional relative fre%uency $ill be

reintroduced to the term conditional relative fre%uency. I $ill revie$ $ith the

students the de!nition of conditional relative fre%uency and ho$ it is calculated. I

$ill do t$o e'amples of calculating relative fre%uency based on the t$o)$ay table

from the $arm)up.

Time Allotted: /D minutes

Adaptations: Everything is on the $orksheet so students can follo$ along in the

Po$erPoint. They $ill be actively learning as they listen, discuss, and take notes.

Transition: H"hy dont you try t$o on your o$nLG

Activit 3 describe activit*+ The students $ill be sho$n t$o problems that they

$ill complete on their o$n. "hen they are !nished, I $ill ask for student volunteers

to put up their ans$ers. These t$o problems are also based o of the t$o)$ay

fre%uency table from the $arm)up.


Adaptations: #tudents can follo$ along easily on their note sheet.

Transition: H=ets create a t$o)$ay fre%uency table based o our classG

Additional Activit%ies*+ The class $ill be surveyed based on $hich candy theylike better. "e $ill complete the t$o)$ay fre%uency table as a class. #tudents $ill

record the data on their $orksheets. Then they $ill ans$er a fe$ %uestions

regarding the information from the table. They $ill also be asked to !nd the relative

fre%uency and conditional relative fre%uency of the table. The $orksheet $ill be

collected. If it is not !nished in class, it $ill be !nished for home$ork.


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#losing Activit+ %summari5e learning and/or revisit objective+ "e $ill

verbally revie$ ho$ conditional relative fre%uency is found, ho$ relative fre%uency is

calculated, and $hat the purpose of t$o)$ay fre%uency is. #tudents $ill be reminded

that a %ui& $ill be given the ne't day.


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Pre-Assessment and Pre-Assessment Artifacts


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Validated Practices Project

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Transcript of Validated Practices Project