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- Author:
-
Erin Bradfeldt,
Joan Milliken,
Kathy Beck
- Subject:
- Mathematics and Statistics, Social Sciences
- Institution Name:
- LEARN NC
- Collection:
-
LEARN NC Lesson Plans
- Grade Level:
- Primary
- Grade Sub-Level:
- Upper-Primary
- Grades:
- Grade 3
- Abstract:
Students will gather data and graph the results. Lake Norman Elementary's student population has a wide range of native states. Many of the students were born in states other than North Carolina. This activity allows the students to survey each class to see what states are represented in our school. After the survey results have been tallied, students will use the data to create different types of graphs. The class will then compare the graphs and will decide which type of graph represents the information most clearly.
- Course Type:
- Learning Module
- Languages:
- English
- Material Type:
- Curriculum Standards, Lesson Plans
- Media Format:
- Text/HTML
- Conditions of Use:
-
Creative Commons Attribution-Noncommercial-Share Alike 2.5
No restrictions on your remixing, redistributing, or making derivative works.
Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some
restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make
derivative works.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based
educators, or other custom arrangements. Go to the resource provider to see
their individual restrictions.
Comments
Degree of Alignment to CC.3.MD.3: Limited (1)
Objective in this lesson could be easily modified from focus on ease of graph reading to making comparisons with “how many more” and “how many less” problems using information presented in scaled bar graphs. jwilson
Degree of Alignment to CC.3.MD.3: Strong (2)
More example questions to get at the full standard would make this stronger.
Opportunities for Deeper Learning: Strong (2)
Lesson as written provides a beginning point with communicating, constructing viable arguments. Lesson structure could allow for more depth but specific examples are not provided.
Quality of Instructional and Practice Exercises: Limited (1)
Structures within the lesson allow for differentiation for learners, but specific examples are not provided.
Quality of Technological Interactivity: Not Applicable (N/A)
Students will be interacting with others on their team continually throughout the lesson series. Students will be creating graphs with data using Excel.
Quality of Assessments: Limited (1)
A pre-assessment of student understanding to strengthen planning for student learning might increase engagement and learning.
Checks for understanding at the end of instruction are included.
Utility of Materials Designed to Support Teaching: Strong (2)
Reflective questions for consideration in planning might help teachers to better differentiate content and product.
Quality of Explanation of the Subject Matter: Strong (2)
Teachers familiar with content will find structure adequate to differentiate within their own classrooms.