Collecting Data and Representing it in Graphs
Grade 6 Mathematics - Statistics and Probability (Data Analysis)
General Learning Outcome - Collect, display, and analyze data to solve problems.
Specific Learning Outcomes:
2) Select, justify and use appropriate methods of collecting data, including: questionnaires, experiments, databases, and electronic media. [C, CN, PS, R, T] [ICT Outcomes: C4–2.2, C6–2.2, C7–2.1, P2–2.1, P2–2.2]
3) Graph collected data, and analyze the graph to solve problems. [C, CN, PS, R, T] [ICT Outcomes: C6–2.5, C7–2.1, P2–2.1, P2–2.2]
ICT Outcomes: Provided by Program of Studies - see after SLO's above
The Activity:
Links to online resources used:
http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=home
http://ca.ixl.com/math/grade-6/interpret-bar-graphs
Students will be given time on the computer to go through the online IXL activities for interpreting and creating bar graphs. They will have already been given basic instruction in graph structure previously. After several minutes of using the online resource for review, students will be instructed to take a piece of paper each and a construct the best paper airplane they can, with some examples of basic designs provided. Students can make the airplane how they wish but it must involve folds and cannot simply be a crumpled piece of paper. After all students have made an airplane, they will partner up and grab a measuring tape. Working in pairs, one student will throw their plane while the other is to measure how far away it landed. Each student will throw the airplane 6 times, and record the result in centimeters for each throw, After this students will work in pairs to construct a personal bar graph for their airplane. These must include: A title, labels for each axis, logical units of measure, and accurate bars made with a ruler. Students will then take both graphs and swap with another pair of students. In partners students will interpret the graph and identify: Which attempt did the airplane fly the furthest? The smallest distance? Using a checklist students will check to see that classmates' graphs contain all of the elements listed above. Now classmates will hand the graph and checklist back to the student who created it and students will hand these graphs in with checklists to exit the class for the day alone with a red, yellow, or green light for the online activities. This indicates to the teacher how comfortable students feel with the online quiz material, and can help to target instruction for the next several lessons.
The Rationale:
In this activity technology was used as an inspiration for my activity as well as a tool of review for students BEFORE completing the activity. On the Learn Alberta resource with Grade 6 Math Spies, I saw the idea for a paper airplane throw in one of their lessons on interpreting graphs. Further to this, I found the IXL site which has several math games and quizzes all tailored to the curriculum. Unfortunately IXL needs a membership to use effectively, but for the purposes of this assignment I will assume we have a membership. I used the excellent games on IXL as a primer activity because they are simple and gives kids a chance to engage their brains to the topic of graphs. The quiz questions offer feedback for wrong answers and allow kids a good visual representation of the skills they need to succeed at the task, I believe that a whole class on these online quizzes/games will dis-engage kids however, so instead of using the Learn Alberta resource directly I drew inspiration for a hands on activity the kids should have fun with in the paper airplanes. The idea is that they will learn to collect and measure data through an experiment, and create a bar graph to represent that data. Partners will help each other out with this, and then when the swap happens they cannot simply "remember" the best and worst run but have to use other groups' graphs to find the answer. In peer assessing a simple set of criteria for the graph, it allows kids to further internalize this knowledge. At the end of the class the teacher has a graph will a checklist from peers, as well as the traffic light formative assessment for the online resource.
Search Process:
After browsing the program of studies for my general and specific outcome to target, I went to Google and searched for "Grade 6 Interpreting graphs activity" and there were several results that were specific to Alberta. I quickly found the Learn Alberta resource but felt it tedious and unnecessary to use directly in the classroom, so I looked further to the IXL games and quickly saw that students would be much more engaged in these activities. Since both of these sites were reliable sources and matched up with the Alberta curriculum I did not have to do any tailoring or back-checking to ensure they would fit my needs.
General Learning Outcome - Collect, display, and analyze data to solve problems.
Specific Learning Outcomes:
2) Select, justify and use appropriate methods of collecting data, including: questionnaires, experiments, databases, and electronic media. [C, CN, PS, R, T] [ICT Outcomes: C4–2.2, C6–2.2, C7–2.1, P2–2.1, P2–2.2]
3) Graph collected data, and analyze the graph to solve problems. [C, CN, PS, R, T] [ICT Outcomes: C6–2.5, C7–2.1, P2–2.1, P2–2.2]
ICT Outcomes: Provided by Program of Studies - see after SLO's above
The Activity:
Links to online resources used:
http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=home
http://ca.ixl.com/math/grade-6/interpret-bar-graphs
Students will be given time on the computer to go through the online IXL activities for interpreting and creating bar graphs. They will have already been given basic instruction in graph structure previously. After several minutes of using the online resource for review, students will be instructed to take a piece of paper each and a construct the best paper airplane they can, with some examples of basic designs provided. Students can make the airplane how they wish but it must involve folds and cannot simply be a crumpled piece of paper. After all students have made an airplane, they will partner up and grab a measuring tape. Working in pairs, one student will throw their plane while the other is to measure how far away it landed. Each student will throw the airplane 6 times, and record the result in centimeters for each throw, After this students will work in pairs to construct a personal bar graph for their airplane. These must include: A title, labels for each axis, logical units of measure, and accurate bars made with a ruler. Students will then take both graphs and swap with another pair of students. In partners students will interpret the graph and identify: Which attempt did the airplane fly the furthest? The smallest distance? Using a checklist students will check to see that classmates' graphs contain all of the elements listed above. Now classmates will hand the graph and checklist back to the student who created it and students will hand these graphs in with checklists to exit the class for the day alone with a red, yellow, or green light for the online activities. This indicates to the teacher how comfortable students feel with the online quiz material, and can help to target instruction for the next several lessons.
The Rationale:
In this activity technology was used as an inspiration for my activity as well as a tool of review for students BEFORE completing the activity. On the Learn Alberta resource with Grade 6 Math Spies, I saw the idea for a paper airplane throw in one of their lessons on interpreting graphs. Further to this, I found the IXL site which has several math games and quizzes all tailored to the curriculum. Unfortunately IXL needs a membership to use effectively, but for the purposes of this assignment I will assume we have a membership. I used the excellent games on IXL as a primer activity because they are simple and gives kids a chance to engage their brains to the topic of graphs. The quiz questions offer feedback for wrong answers and allow kids a good visual representation of the skills they need to succeed at the task, I believe that a whole class on these online quizzes/games will dis-engage kids however, so instead of using the Learn Alberta resource directly I drew inspiration for a hands on activity the kids should have fun with in the paper airplanes. The idea is that they will learn to collect and measure data through an experiment, and create a bar graph to represent that data. Partners will help each other out with this, and then when the swap happens they cannot simply "remember" the best and worst run but have to use other groups' graphs to find the answer. In peer assessing a simple set of criteria for the graph, it allows kids to further internalize this knowledge. At the end of the class the teacher has a graph will a checklist from peers, as well as the traffic light formative assessment for the online resource.
Search Process:
After browsing the program of studies for my general and specific outcome to target, I went to Google and searched for "Grade 6 Interpreting graphs activity" and there were several results that were specific to Alberta. I quickly found the Learn Alberta resource but felt it tedious and unnecessary to use directly in the classroom, so I looked further to the IXL games and quickly saw that students would be much more engaged in these activities. Since both of these sites were reliable sources and matched up with the Alberta curriculum I did not have to do any tailoring or back-checking to ensure they would fit my needs.