See my Do Now in my Strategy folder that explains my beginning of class routines.
Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to analyze a graph in order to answer questions. Each edition of Scholastic News typically includes a graph at the end each edition.
I ask for students to share their thinking. Students are engaging in MP3: Construct viable arguments and critique the reasoning of others.
I have a volunteer read the definition of arm span. I encourage students to create questions about arm span.
Some questions that may come up are:
I explain that we will be measuring the arm span of each student in the class. We will be able to address questions that require the arm span measurements for the class.
I ask students to independently read the three questions and jot down notes. Students participate in a Think Pair Share. I call on students to share their ideas. I want students to lead the conversation to ensure that each group is collecting accurate data.
Some issues that may come up:
I make a list of procedures on the board, so groups can reference them when they are measuring. I tell my students to use centimeters when measuring. I pass out materials and students work on measuring the arm spans of their group members. Students are engaging in MP5: Use appropriate tools strategically and MP6: Attend to precision.
When they are finished, they will come up to the front and record their data on my copy of the “Class Data” page. Then students will take a seat and copy the class data on their own papers.
I pass out laptops to students. Most of my students have little to no experience with Microsoft Excel. Because of this, I walk through inputting and analyzing the sample data with students using my own screen as a model. If there are students who have more experience with Microsoft Excel, they can use the directions to move at their own pace through the steps. Students are engaging in MP5: Use appropriate tools strategically, MP6: Attend to precision, and MP8: Look for and express regularity in repeated reasoning.
Being able to input and analyze data using Microsoft Excel is an important skill that students will use throughout their school careers and beyond. I want students to observe the advantages and disadvantages of using Microsoft Excel. I also want students to see the connection between formulas. For instance, I want students to understand that the lower quartile represents the median of the lower 50% of the data. This means that the lower quartile represents the first 25% of the data, which connects to the Excel formula.
If I have time, I go through “Creating a(n imperfect Box Plot” with students.
We will continue working on these topics in the next lesson, Arm Span Day 2. For closure, I ask students to brainstorm advantages and disadvantages of using Microsoft Excel to analyze data. Students participate in a Think Pair Share. I call on students to share out their thoughts. I want students to recognize that it can save time when calculating statistics measures such as average and median. I also want students to recognize that it is not fully capable of easily creating all types of graphs, such as box plots and stem-and-leaf plots.
I pass out the Homework.