|
Content Area: Math
Index: 4.4A Grade 4 CPI 2
Standard: 4.4 - Data Analysis, Probability, and Discrete Mathematics
Strand: A - Data Analysis
Cumulative Progress Indicator:2 - The student will read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data · Pictograph, bar graph, line plot, line graph, table · Average (mean), most frequent (mode), middle term (median)
Grade: 4
Sample Activities:
· When performing experiments, children are regularly asked to find the largest and smallest outcomes (range) for numerical data and the outcome that appeared most often (mode). They are asked to compare the mode they obtained for an experiment with the modes found by their classmates.
· Students read A Three Hat Day by Laura Geringer. They use concrete objects (different colored beans, hats, or pattern blocks) to show different orders for wearing three different hats. They investigate how many different ways there are to wear four different hats.
· After collecting, organizing, and analyzing data on the favorite sport of the fourth graders in their school, third graders are asked to interpret the findings. Why do you suppose soccer was chosen as the favorite sport? How close were other sports? What if we collected data on the same question from fourth graders in another county or another state? Do you think first graders would answer similarly? Why?
· Students read Mr. Archimedes' Bath and Who Sank the Boat by Pamela Allen and discuss what happens to the water level in a container as things are added and why.
· The fourth grade class is planning a walking tour of a local historic district in February. They want to take hot chocolate but don't know which type of cup to take so that it stays warm as long as possible after being poured. In the science unit on the cooling of liquids, the students discussed notions of variables and constants. They set up an experiment using cups of the same size but of different materials and measure the temperatures in each at equal intervals over a 30-minute period. They plot the data and use their graphs to discuss which cup would be best.
· Before counting the number of raisins contained in each of 24 individual boxes of raisins, students are asked to estimate the number of raisins in each box. They count the raisins and compare the actual numbers to their estimates. Students discover that the boxes contain different numbers of raisins. They construct a frequency chart on the blackboard and use the concepts of range, mean, median, and mode to discuss the situation.
· In a fourth grade assessment, students are asked to prepare an argument to convince their parents that they need a raise in their allowance. Students discuss what type of data would be needed to support their argument, gather the data, and use descriptive measures as a basis for their argument. In a cooperative effort, sixth grade students play the part of parents and listen to the arguments. The sixth graders provide feedback as to whether the students had enough information to convince them to raise the allowance and, if not, what more they might use.
· Presented with a display of data from USA TODAY, students generate questions which can be answered from the display. Each child writes one question on a 3x5 card and gives it to the teacher. The cards are shuffled and redistributed to the students. Each student then answers the question he or she has been given and checks the answer with the originating student. Disagreements are presented to the class as a whole for discussion.
· Following a survey of favorite TV shows of students in the entire third grade, groups of students develop their own pictographs using symbols of their choosing to represent multiple children.
Sample Assessment Question:
· Multiple Choice: Data Analysis
· Open- Ended Question: Data Analysis
Kidspiration Activities:
· Use symbols, link, and SuperGrouper categories to create pictorial displays of data sets |
|
