Student Outcomes Students will sort data into three categories. Students will record information using a symbol to represent each student choice. Students will represent data in an appropriate graph such as a picture graph. Students will answer questions about the data such as, “Which category has more?” “Which category has less?” “How do cafeteria workers use the data we collect?” Students will solve simple put-together, take-apart, and compare problems using the information represented in the sorted sets. Prior Knowledge Needed to Support This Learning Students need to sort objects into categories, count objects, and justify why their interpretation of the data is correct. Method for determining student readiness for the lesson Teacher observes students during sorting and counting activities to determine readiness for displaying data. Learning Experience Component Details Which Standards for Mathematical Practice(s) does this address? How is the Practice used to help students develop proficiency? Warm Up Ask students what they had to drink with their breakfast. Record data. Discuss how parents and schools use this data to order/buy enough of the right kind of drink for your breakfast. SMP 1: Make sense of problems and persevere in solving them – Students discuss how parents and schools figure out what to order for students. SMP 6: Attend to precision – Student use appropriate mathematical terms as they discuss this problem. Motivation Option 1 Invite a cafeteria worker to speak to your class about how classroom lunch orders are used each day to order and prepare food.
Distribute a class list to each student. Ask each student what he/she ordered. Students record each student’s choice for lunch. For example, students could record “1” for choice #1 or “2” for choice #2 or ‘P” for packing their own lunch. What did we order most of? How can we tell? How can we display this data so that the cafeteria can use it? Share the form the cafeteria requires each day. Discuss other ways the data could be displayed. How can we show how many students want choice #1? Activity 2 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Materials Needed: Blank piece of paper (one per student) Distribute a blank sheet of paper to each student to display the data. Their display should clearly show how many students are making each choice. Teacher should circulate around the room and assist students as needed. Ask clarifying questions to guide student thinking: “How can you show me the number of students who want lunch choice #1?” “How could you represent each student who chose lunch choice #1 in your display?” Allow students to share their representations. Discuss which representations appear to be clear and easily understood. How will this representation help the cafeteria know how much food to order and cook? Formative assessment: Use student produced data representations to group students for instruction. Students displaying misconceptions could work with the teacher in a small group. SMP 3: Construct viable arguments and critique the reasoning of others – students respond to the representations made by others and ask questions about them. SMP 4: Model with mathematics – Student record the data in an appropriate display. SMP 5: Use appropriate tools strategically – Students use charts or graphs appropriately in displaying the data. SMP 6: Attend to precision – Students use appropriate displays and language in presenting and discussing their displays. Activity 3 Teacher will lead students in analyzing and interpreting the data. Ask: SMP 2: Reason abstractly and quantitatively – Student decide on the best representation of the