Reflection: Joy Dr. Seuss Graphs Part 1 - Section 3: Our Own Data

 

Not all students demonstrate their understanding equally, or come to that understanding at the same time. As students were looking at their graphs and interpreting the data, I asked, "How many more does the Lorax (most favorite) have than the bird (no votes)?" One of the children who often seems to have difficulty understanding comparison suddenly calls out, "That's easy. You just have to count the Lorax cause the bird didn't get any!" The student is demonstrating that he is making sense of math problems and working to solve them (MP1).

Maybe calling out isn't the best classroom practice, and I try to discourage it, but as he demonstrated his understanding of comparison of numbers to zero, I was glad to hear him in this case. He usually says little and I often assume that he is not really as clear on the concept as some of the other students. I did ask him to raise his hand and then repeat what he had said, but I was so excited about his understanding that I did not really mind the calling out. His excitement was measurable with this lesson. He was invested in the graph because the data was meaningful and he showed that in his excitement for figuring out the answer to the question.

Students have different levels of understanding and we need to find appropriate ways to make sure each child's understanding is heard.

  That's Easy
  Joy: That's Easy
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Dr. Seuss Graphs Part 1

Unit 16: Getting Ready to Multiply
Lesson 4 of 6

Objective: SWBAT create a graph of class data and then interpret the findings and use them in creating repeated addition problems

Big Idea: Lets graph something students are interested in. Favorite Dr. Seuss characters are something that students can collect data on, graph and interpret.

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