Unit Outline Template (provided via LiveText)
Unit Planning Template Teacher(s) ____Matthew G. Whisler___________ Subject(s)/Course(s):___Mathematics_____ Grade/Level___8th grade___ UnitTopic/Focus:____Graphing_____ Integration with other content areas (if applicable)_________political science , consumer education, computer ed. Estimated time for implementation:______4-5 days_____
|Program of Studies: Understandings||Program of Studies:Skills and Concepts||Related Core Content|
|MA-8-DAP-U-1Students will understand that quantitative literacy is a necessary tool to be an intelligent consumer and citizen. MA-8-DAP-U-2Students will understand that the collection, organization, interpretation and display of data can be used to answer questions.||MA-8-DAP-S-DR1Students will collect, organize, construct, analyze and make inferences from data in a variety of graphical methods (e.g., drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, steMA-and-leaf plots, scatter plots, histograms, box-and-whiskers plots).||MA-08-4.1.4Students will:· construct data displays (Venn diagrams, tables, line graphs, stem-and-leaf plots, circle graphs, scatter plots);· explain why the type of display is appropriate for the data and· explain how misleading representations affect interpretations and conclusions about data (e.g., changing the scale on a graph).DOK 2|
- How can data be visually communicated?
- What data does each kind of graph communicate best?
- How can graphs be used to mislead and/or influence others?
- Day 2 assessment is to demonstrate understandings (formative)
- Day 4 assessment is to demonstrate accuracy of graphs, completeness, and the look of the graph itself. (summative)
- Internet access during school hours in lab or classroom and at home. Special accommodation will be made for students without home access (before/after school, during planning period, etc.)
- Day 1: Objective: Students will be able to identify fair and misleading graphs. Students will demonstrate proper data collection methods.
- Procedure: Students will review pre-selected graphs, focusing on the scale, accuracy and types of graphs available. Students will review proper methods for data collection. Students will begin gathering data for day 4 activity.
- Day 2: Objective: Students will be able to create accurate graphs, explain why a specific type of graph is used, and be able to recognize misleading graphs.
- Procedure: Students will create a misleading graph (from given data) and then exchange with a partner who corrects the graph to make it fair. Graphs will be collected for assessment, student and partner will be graded for completeness and understanding.
- Day 3: Objective: Students will be able to discuss their graphs, including any problem areas. Students will be able to recognize misleading graphs and will know how to make the graphs more accurate.
- Procedure: Students will give a short presentation of their graphs. Students will explain the importance of scale, type of graph used, and accuracy of data collection. Students will continue with researching for day 4 activity.
- Day 4: Objective: Students will explain how to properly gather data and how to best present the data. Students will create a graph based on their own data.
- Procedure: Students will present their project graphs using the overhead projector or smartboard tusing the gathered data, students will be able to create a true graph and a misleading graph (highlighting a single point of view). Graphs will be collected for assessment.