data management 1 - WordPress.com...3 step interview Pairs Check Pairs/Group Share Roundtable # Heads Class Share Brainstorm Coop Review Jigsaw Criteria for Student Success: Socially…they

Date: Oct. 10 and Oct. 17 Class: 8 (Mrs. MacNeice) Unit: Data Management Title: “Listen up!” Time: 1:35-2:45pm Name: Miss T. Trevisan

Overall Expectations - This lesson will provide the students with an opportunity to: • collect and organize categorical, discrete, primary data and display the data using

charts and graphs, including frequency tables (8m65, Overall Expectations)

• apply a variety of data management tools and strategies to make convincing arguments about data (8m66, Overall Expectations)

Specific Expectations – As a result of experiencing this lesson the students will:

• collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements (8m68, Collection and Organization of Data)

• interpret, and draw conclusions from primary data, presented in charts, tables, and graphs (8m73, Data Relationships)

Skills/Concepts to Review: • Collect Primary Data • Frequency Tables • Percent Circles

SOCIAL EXPECTATIONS – Throughout this lesson, the students will: • use quiet voices:

o the students must learn how to work quietly with their peers to ensure that everyone in the class can concentrate on the task at hand

• ensure everyone participates equally: o cooperative learning is only effective if everyone in the group contributes their ideas to the problem

• actively listen to their peers: o the students must not only contribute ideas, but also listen to the ideas of their group members

• practice encouraging their peers: o the students must motivate their peers in order to achieve success as a group

Materials/Resources: � Candy (three kinds) � Frequency Table (on board) � Ballots � Circle graphs (individual, overhead) � Group Cue-cards (sports) � Folders containing:

o Problem Sheet modified from: We’re All Tuned In Lesson Guide http://www.pbs.org/mathline

o Frequency/Survey worksheet o Circle graph/Conclusion worksheet o Peer Group Evaluation

� Lesson observation sheet � Note to teachers for collection of data Students: paper, pencil, markers, calc.

Assessment/Evaluation: � Observation � Test � Project � Homework Check � Participation � Presentation � Self evaluation � Group evaluation � Quiz � Journal � Portfolio � Interview/Conference � Notebook

Methodology: � Problem Solving � Investigation � Socratic � Programmed

Learning � Class/Group

discussion � Activity/Learning

Centers � Video � Guest Speaker � Student

Presentation

Cooperative Learning: � Turn to Partner � Pairs Drill � Pairs Explore � Think-Pair-Share � 3 step interview � Pairs Check � Pairs/Group Share � Roundtable � # Heads � Class Share � Brainstorm � Coop Review � Jigsaw

Criteria for Student Success: Socially…they will: � Quietly listen to the lesson/instructions and quietly work with their peers during cooperative learning (raise hand, quiet

room) � Give time for everyone to speak and have their voice heard. Make sure that they participate in the discussion themselves � Attentively listen to their peers during their cooperative learning (nod head, eye contact, ask questions of peers, smile) � Positively support peers and the ideas that they bring to the group (encourage thinking, stimulating questions, no put-downs) b) Academically…they will: � Successfully collect primary data � Organize the data and support the implications of the results with ample evidence and explanations � Present their material in a coherent manner so as to convince the audience of its validity

Accommodations for Learners: - Problem sheet will be spacious and contain diagrams. - Given roles in group: data organizer, graphic constructor,

checker, and reporter if needed - Group of five people will present to only five other people - Teacher will be available for one-on-one explanations

during group work

Practice/Homefun! ☺ Group are required to hand in their percent circles ☺ Students challenged to go home and listen to ratio stations

to see whether they can find any patterns in the type of commercials/advertisement they hear on a certain station

☺ Students continue collecting data from friends, family, neighbours ect. in order to further support conclusions

INTRODUCTION (MENTAL SET/HOOK) Time: 10 min 1. Students walk into class and on their desk is a ballot with the survey question. Candy at front of classroom! ☺

(“Triple S survey” : Starburst, Skittles or Sour Patch Kids – b/c almost Halloween) 2. While completing survey, ask if anyone knows that is happening today. Explain that today is the provincial day of voting.

Statisticians collect the data (‘data management’) which yields the result of the new Premier of Ontario. a. Why is it important to make sure that the information is correct and valid? (May need to explain!) b. Class brainstorm other examples where we use surveys to collect information about people? Eg. restaurants

MODELING and DEMONSTRATION (REVIEW CONCEPTS) Ti me: 20 min 1. What type of candy do the grade eight students at W.H Day like best? The entire population is…? (all grade eights) The sample

is…? (Mrs. MacNeice’s class) a. Allow students to construct an understanding of these terms with probing questions, such as:

i. What is the population of this school? Are teachers included in the population? ii. If I ask one group of five students in this class their favourite sport, would that represent the favourite sport of all

grade eights at W.H. Day? Why or why not? iii. What makes it fair? Unfair? What would be a fair sample of the population?

2. Take the survey from the sample and record the data on a frequency table on the board.

3. Show the students how to make fractions and percents from this data (use calculators) – take time explaining this part. If

available, have the students complete this part on the computers using software because in the real world, statisticians use computers!

4. Record the percentages on the circle graph on the overhead. Students follow with own circle graph. a. Another example if necessary on their own to consolidate learning

EXPLORATIONS (COOPERATIVE LEARNING PART I) Time: 40 min

1. Explain that during this activity we will be practicing our cooperative social skills (which are written on the board) a. Why is cooperative learning important?

i. Because working in the real world requires being able to work as a team! (“The Apprentice” example) * Tip: To get student’s attention during group work, turn off the lights

2. - Hand out the group cue cards and explain that there will be 6 groups of 5

- use “Sports” category on cue cards, do action while getting into groups and return at end of class!!! - Have each group take 5 minutes to get to know each other – share unusual talent and then share with class!

3. Intro : “Contained within these folders are your group tasks and all the necessary materials.”

Students read problem sheet on their own first. Review the activity together as a class. Any questions? 5. Tell the groups how much time they have! They are deciding who/HOW they will survey and creating the survey! Note: Inform teacher of survey group so that she can ask permission of other teachers prior to collecting data next week.

*** Collect cue cards at end and distribute candy! (Time remaining? Talk about gift box for Japan! Ask for Student’s evaluations) Checking for Understanding: As the students work together in their small groups, it is essential for the teacher to travel

around to each small group to check for comprehension of the task and detail and clarity of the solutions. The teacher will be taking notes, observing and listening for “mathematical language” used by the students. The teacher must ask him/herself in what ways are the students struggling to understand the problem or task?

COOPERATIVE LEARNING PART II Time 40 min 1. Teacher puts review of last week’s lesson on board. 2. Groups meet and mingle for 5 minutes – share interesting story/experience from this week 3. Groups collect, organize and prepare for their presentations CONCLUDING EXCERCISES (PRESENTATIONS and DISCUSSION) Time 30 min

1. Groups present information to the other group who conducted the same research for the same product (peer eval.) 2. Large Group Closure to consolidate learning. Leave time for closure! Collect Student’s evaluations***

The key questions the teacher must ask the students are: 1. Why did you choose to survey the group you did? 2. What was the biggest challenge your group faced with this problem?

Possible Answers from students are: 3. The survey group should be a representative sample of the population relating to the product 4. Collecting the data, Creating the appropriate questions which would yield the desired information

Personal Reflection – Day 1 What worked?

� Spending a lot of time reviewing the lesson and thinking about teaching the lesson helped to feel prepared � Actually PRE-teaching the lesson to my sister was helpful � Having data, charts ect. On board prior to the lesson saved a lot of time � Survey at the beginning of the class got the students’ attention (so did the candy!) � Connection to real statisticians – useful for real world connections (next time get the students to create real

world connections) � Asking the students why co-operative learning is important was good because explains the purpose of the

activity � Lights out for attention – worked well

What didn’t work?

� Explaining the social skills took longer than expected � Introduction groups: don’t have the groups present their talents to the whole class (takes too long) Have

them each write it down instead � Trying to observe EVERY student failed miserably (should have been 5 students max.) � Took too much time at the beginning of the lesson, not enough time at the end for closure � Gathering into groups took too long, next time make it a challenge/race/competition for first group gathered � Random selection of groups does not work for this class because the students have very different social and

learning styles Changes/Improvements I will make for next time:

� Research percent circles and the different ways to create them (degrees, computers) � Research percent calculations/methods � Use computer software program lesson as an intro or follow-up � Explain contents of folder before starting group task (it is hard to get them to listen once they have started

their task, but it is impossible for them to hear ALL of the instructions prior to the whole activity, they wont remember)

Comments / Suggestions (Mentor Teacher, Site Coordinator, Course Director):

� Group work is hard with this class because they are a very chatty bunch of students. There are also a LOT of them. They are not used to co-operative learning

� Don’t repeat students answers – let the students rely on listening to each other � Don’t re-word/repeat questions.

� Have the students know the data management words/terminology (create word wall)

Student Follow-Up Absent students – None Students needing extra help

– Nikkita’s group needs specific roles – Groups need clarification of the task – Groups need more time to brainstorm next week

How? - Give students assigned roles/tasks to complete for the

group - Ask students to re-explain task to the class in own

words Students needing different role - Troy How?

- He does not know the client “West 49” he is not familiar with the company or their brands, therefore he cannot contribute ideas easily – change him to another group early in lesson

Reminders for Next Class (For self or for students):

- What to do if students don’t follow social skills that are NOT on the list of social skills for this lesson?

- Remind teachers of the note in their mailbox and personally ask for permission

- Hand out evaluation for teacher - Post word wall

Personal Reflection – Day 2 What worked?

� Putting the material on the black board prior to class beginning was helpful. It gave the students a reminder of the activities we did last class

� Preparing the other teachers who would be receiving students in their classrooms was extremely helpful because it allowed me to control the collection period as best as I could

� Keeping the students information together in a folder was convenient for the students and teacher � Reviewing the assignment before they gathered into the groups gave them a better understanding � Not worrying about observing every student was great because it gave me a chance to actually interact with

the students and follow along to see if they were staying on task and if they needed any help � Having the students who couldn’t obtain data from the other intermediate grades survey each other � Reading and checking the groups plan for collection of data was important for direction and focus of group � For the majority of the work period the students were on task and were working together to create their

surveys and they were “talking math” What didn’t work?

� Sending the groups to the same classes was inefficient � Students could not get respect from other intermediate grades when completing survey (teacher used this as a

learning opportunity to explain that most statisticians face similar resistance) � Groups worked at different paces, leaving other groups waiting around with nothing to do (behaviour issues) � Team members did not have anything to work on while the one member was organizing the data. One

member was the only student who was actually learning the material (perhaps have every group member complete a frequency table and percent circle)

� Group dynamics was not the great – some students were very frustrated by their team members (teacher had to step in to defuse the situation)

� Presentations were not as successful as they could have been because of the peer evaluations (too personal) and the concentration level was not 100% because of other distractions

Changes/Improvements I will make for next time:

� Leave more time for closure. Ask different questions for closure � If I was present in the class everyday, I would have completed the presentations on a third teaching day � Create the small groups myself to improve social and academic interactions � Ensure that every student had a task to complete that would help in their learning and contribute to the group � Have other materials prepared for the students to work on while they waited to consolidate their learning

Comments / Suggestions (Mentor Teacher, Site Coordinator, Course Director):

� Refer to the word wall that was put up in the classroom � Release tensions by changing group members to another group � When in your own classroom, you will not have to rush lessons, but rather you will be able to carry lessons

to the next day if necessary to be able to complete the closure

Reminders for Next Class (For self or for students):

- Austin needs social skills (maturity) - Troy needs to be with a group that is better suited to his

interests and higher mathematical intelligence - Put Kevin and Evan with a strong group so that they can learn

as their group explores - Ensure that there are at least two girls or boys in all groups - Try to reach Tyler socially and academically - Try cooperative learning again but form the groups myself

and observe the differences

Student Follow-Up Absent students – Jordan Students needing extra help

- Patrick Austin F. Austin H. Tyler - Taylor Evan Heydon Ryan Tyson - Brad Patrick Tyler

How? - Give them a strong group to help them understand the

problem and make them accountable to contribute to the solutions of the group

- One-on-one help and personal “check-ins” throughout the lesson

Thank you for taking the time to fill out this survey. I am collecting information and feedback from students in order to improve my teaching.

Please answer the following questions to the best of your ability. BE HONEST !

1. What did you enjoy the most and the least about the lesson today?

2. Did you learn from your group members? Why or why not?

3. Did you find that when you brainstormed ideas with your group members and solved the problem, you learned how to

collect and organize information from a survey? Why or why not?

4. When you presented your solutions to the other group, what did you learn about how they solved the problem?

5. Check the options below that describe how well you understood the lesson today. I could teach it to someone else.

I know when and how to use it on my own.

I can use it with a bit of help or reminding.

I still need a lot of help and practice.

Student Questionnaire Results

1. What did you enjoy the most and the least about the lesson today?

Most: Working in a group

☺ Asking survey questions

☺ Having MacNiece’s class listen to the survey, when we couldn’t get the results from the other intermediate classes

☺ Presentation

☺ It was different

☺ It was fun

☺ Being able to work in a group, so you have many ideas to use

☺ Working with my group and the activity

☺ Liked everything, learned a lot and have a lot of fun doing it

☺ Liked working in groups

☺ Enjoyed this lesson very much

Least: The other classes attitude

- Who I was sitting with

- Didn’t like to work with one of my partners

3. Did you find that when you brainstormed ideas with your group members and solved the problem, you learned how to collect and organize information from a survey? Why or why not?

☺ Watched my group members and I learned

☺ No. I pretty much knew how to do surveys

☺ Brainstorming did help to get information and try to get group members to participate

☺ No, I already knew

☺ No, because you just write down what people say

☺ No, because they wouldn’t let me do things

☺ Yes I did because it was easier when everyone shared their own ideas

☺ Yes, because I never knew about the frequency section and fractions to percents

2. Did you learn from your group members? Why or why not?

☺ I learned hot to work in a group better

☺ Not really. They did not contribute. A few of them worked and about three of us got the final conclusion

☺ Yes, learning the equation

☺ Yes…because we had to share out thoughts

☺ Yes because we were given enough time to communicate with out group members

☺ Yes I learned. I learned how to cooperate

☺ Yes, I did learn from my group members because he knew something I didn’t

☺ Yes I did because Miss Trevisan told us to talk about it and we did

☺ Yes I did, one taught me a second way to convert fractions to percents

4. When you presented your solutions to the other group, what did you learn about how they solved the problem?

☺ Didn’t learn anything from them

☺ The other group was much more mellow and they were just fine with most ideas from each other

☺ MTV is a very popular channel

☺ They didn’t work very well

☺ Yes

☺ We both solved the problems the same way, questioning the younger students, so I didn’t learn anything new

5. Check the options below that describe how well you understood the lesson today. I could teach it to someone else.*

I know when and how to use it on my own.******

I can use it with a bit of help or reminding.*

I still need a lot of help and practice.

Lesson Observations: Data Management – “Listen Up!”

October 10, 2007 and October 17, 2007 Level 1 – very limited; Level 2 – somewhat or limited; Level 3 – satisfactory; Level 4 – thorough

Student Works Cooperatively (quietly)

Participates in class and group activities

Resolves conflicts appropriately and actively listens

Encourages peers

Collects primary data

Organizes data (frequency chart, percent circles)

Presents and supports conclusions

Bora Babir

Nikkita Buchoon

Taylor Comensuli

Tory Compton

Kaitlyn Cullum

Emily Donelle

Kaitlyn Doucette

Devon Edgar

Austin Farr

Evan Garrett

Kevin Gasko

Danika Goshulak

Charlotte Hanington

Austin Harris

Heydon Jessop

Calvert Johnson

Ryan McLaughlin

Jennifer Mitchell

Troy Nevitt

Warren Pelley

Josh Pereplycia

Ashley Porter

Michelle Quick

Tyson Simpson

Brad Snow

Jordan Stewart

Patrick Toye

Caitlin Tracey

Josh Watson

Tyler Yorston

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Please check only ONE

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Your group represents a team of account executives for an advertising agency. Your job is to recommend the best T.V. or radio station for your client to put their advertisement.

Conducting a survey/questionnaire is the best way to collect the data.

Since advertising is very expensive, you must justify your recommendation to your client.

Your client: Toys R US!

Ultimate Question: On what radio station or T.V. channel should Toys R Us put their advertisement?

Brainstorm ideas with your group! (10-15 minutes)

� Decide which group of people you will survey?

� Design your survey/questionnaire (do not include too many questions) � Since there are many T.V. and radio stations, you may wish to focus on

only 4 or 5 that relate to the products.

Collect your data! (20 minutes)

� It is essential that the sample is large enough to provide the amount of data needed to make a conclusion.

� You are allowed to send one representative from your group to another classroom or location in the school to collect the data. You must ask the teacher for permission!

Organize your data! (20 Minutes)

� Frequency tables, percent circles and conclusions � Prepare to convince another group that your conclusions are valid!

Present your conclusions (10 minutes/group)

� Display your data and present your conclusions and recommendations to your client, based on mathematical reasoning!

Who will want the toys??? Who will be buying the toys for their children???

Who will get the data for your group?

How will they record the information?

How will you organize your data?

Who will say what during the presentation?

You will present to another group who had the same client.

Groups will evaluate each other




Your client:

SPORTS CHECK !

Ultimate Question: On what Radio Station or T.V. channel should Sports Check put their advertisement? Brainstorm ideas with your group! (10-15 minutes)











Who will need the sports

equipment???










Your client:

West 49 !

Ultimate Question: On what Radio Station or T.V. channel should WEST 49 put their advertisement?

Brainstorm ideas with your group! (10-15 minutes)











Who loves to go shopping for

clothes?







Name of Presenters:

Name of Evaluator: Date:

Rate your classmate’s presentation using the criteria below: 4 = strongly agree 3 = agree 2 = disagree 1 = strongly disagree

CONTENT

� The conclusion made by the group was clear � The group had valid supporting data for their conclusion

� The group had interesting, unique and original ideas

� Everyone in the group knew what they were talking about

DELIVERY

� Everyone had a chance to speak

� The group spoke loud and clearly and for 10 minutes TOTAL SCORE:

Name of Presenters:

Name of Evaluator: Date:

Rate your classmate’s presentation using the criteria below: 4 = strongly agree 3 = agree 2 = disagree 1 = strongly disagree

CONTENT

� The conclusion made by the group was clear � The group had valid supporting data for their conclusion

� The group had interesting, unique and original ideas

� Everyone in the group knew what they were talking about

DELIVERY

� Everyone had a chance to speak

� The group spoke loud and clearly and for 10 minutes

TOTAL SCORE:

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data management 1 - WordPress.com...3 step interview Pairs Check Pairs/Group Share Roundtable # Heads Class Share Brainstorm Coop Review Jigsaw Criteria for Student Success: Socially…they