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Chapter 11

Chapter 11. Adrienne, Darrin & Katie. Gathering Data. There should be a purpose to collecting data  To answer questions Add information to our world Compare things or groups The data being collected should be of interest and meaning to the collectors

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Chapter 11

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  1. Chapter 11 Adrienne, Darrin & Katie

  2. Gathering Data • There should be a purpose to collecting data  • To answer questions • Add information to our world • Compare things or groups • The data being collected should be of interest and meaning to the collectors • Data can be classified or sorted in different ways • Data is gathered from a sample of the population 

  3. How to Gather Data • Pose questions that have meaning to the students • Favorites • Numbers • Measures • What are some questions you can come up with that would be good data gathering questions? • Involve the students personally, as it is a great way for the class to get to know each other better and for the students to feel a sense of individuality • Integrate the community into your data collection

  4. How to Gather Data cont'd • This is a great way to involve cross-curricular materials with science and even social studies • Do you have any ideas of how you can do this in your classroom? • Involve the students as much as possible when deciding on the data to be gathered and the questions to be asked • When there is an abundance of possible answers try and limit the amount so analyzing and graphing the data will be more valuable

  5. What is the purpose for graphs? A graph clearly shows you the data. In class teachers should have the students create their own graphs that help them see the information. Informal approach: When the  students collect their own data and create the graphs the data is more meaningful for them. *Just don't let students get caught in the details of the graph too much.

  6. Most Important part of constructing a graph? • The discussion that comes from the graph is the most important part. • Factual • Inferences  • Have the students interact with different graphs in case they struggle with a certain type and they can see how the information is conveyed differently

  7. Cluster graphs • Here you classify items, or sort items into different categories.  • This is more of a table than a graph • Why is it good for kids to learn Cluster graphs/tables/charts? http://jmathpage.com/JIMSStatisticspage.html (simple graphs)

  8. Bar Graphs and Pictographs • Bar graph is one of the 1st ways students learn to graph data. Why do you think that is? • There needs to be countable parts like squares or objects, or tallies. http://nlvm.usu.edu/en/nav/frames_asid_190_g_1_t_1.html • Different types of Bar graphs:      1) Real graph: real objects      2)Pictograph:     K-3 http://www.mhschool.com/math/2003/student/

  9. Continuous Data Graphs • Line plots: great because they show you where every piece of data is. http://www.ixl.com/math/practice/grade-2-create-line-plots • Histograms: Like a bar graph, but in equal intervals along numeric scale. Book says it is not used because it confuses kids. What scale should they use? Ex. http://www.ixl.com/math/practice/grade-5-create-histograms • Line graphs: "Used when there is a numeric value associated with equally spaced points along a continuous scale" (Lovin & Van de Walle).     http://www.mathgoodies.com/lessons/graphs/line.html Which graph do you think is useful for the kids? Why?

  10. Circle Graphs • K-3 they use circle graphs which have data points, not percentages. • The circle graphs can show fractional ideas. • Let's create a Human Pie Chart! • What are you favorite Thanksgiving Dishes? • Human Circle Graph Activity. 

  11. Graph changes for grades 3-5 • Bar graphs: become double bar graphs. • Pictographs now represent more than 1. This starts slightly in 2nd grade but more so in 3rd to 5th. http://www.ixl.com/math/practice/grade-3-pictographs • Continuous data Graphs: Book says histograms are still skipped unles state standards requires teachers to cover       these graphs. • Circle Graphs: In grades 3-5, these graphs still show fractional ideas, but now they also show percentage. http://nces.ed.gov/nceskids/createagraph/

  12. More Graph Changes • Also Coordinate Graph is introduced, slightly in 2nd grade but more so during the 3rd-5th grades. http://www.ixl.com/math/practice/grade-3-coordinate-graphs      Which of these graphs do you think, will help the kids? • Stem and Leaf Plots: "A form of bar graph in which numeric data are plotted by using actual numerals in data to form the graph" (Lovin & Van de Walle p. 332). • 2 Stem and Leaf plot • Stem and Leaf plot activity

  13. The Classification of Data • Data Classification - The way in which data gets categorized, an activity fundamental to data analysis • Attribute Materials - Sets of objects that lend themselves to being sorted and classified in different ways • Unstructured  • Structured   • Classification Exercises • (three-loop activity demonstration) • ("guess my rule" class activity) • For the early grades data classification lays the foundation for later data analysis, and fosters logical reasoning

  14. Data Analysis - Statistics Statistics - numbers that describe data, and give insight to the relevance of described data • Mean, median and mode - all specific types of averages, or measures of central tendency  • http://jmathpage.com/JIMSStatisticspage.html • (Leveling the Bars Activity --- The Leveling Concept of Mean) • (Balance Point Demonstration --- The Balance Point Concept of Mean) • (bowling activity data gathering/sharing)

  15. Data Analysis --- Bowling Activity • Exploring the Data gathered during this activity  • Mean  --- Thought of as the "average" of a set of numbers • Median --- The middle-value in an ordered set of numbers • Mode --- The value that occurs most frequently in a set • Range ---The distance between the highest and lowest data values in a set • Variance --- How dispersed the data are within the range

  16. References • Johnnie's Math Page. (2010). Sort the fruit. [Electronic graphing website]. Retrieved from  http://jmathpage.com/JIMSStatisticspage.html • IXL. (2010). 2nd grade math. [Electronic graphing website]. Retrieved from http://www.ixl.com/math/practice/grade-2-create-line-plots • IXL. (2010). 3rd grade math. [Electronic graphing website]. Retrieved from  http://www.ixl.com/math/practice/grade-3-pictographs • IXL. (2010). 3rd grade math. [Electronic graphing website]. Retrieved from http://www.ixl.com/math/practice/grade-3-coordinate-graphs • IXL. (2010). 5th grade math. [Electronic graphing website]. Retrieved from http://www.ixl.com/math/practice/grade-5-create-histograms • Lovin, L. and Van De Walle, J. (2006) Teaching student-centered mathematics grades k-3.  Boston: Pearson. • Lovin, L. and Van De Walle, J. (2006) Teaching student-centered mathematics grades 3-5  Boston: Pearson.  • Macmillan-McGraw Hill. (2009). Math tool chest. [Electronic graphing website]. Retrieved from http://www.mhschool.com/math/mathtoolchest/mtc_online/ • Math goodies. (2010). Mrs. glosser's math goodies. [Electronic graphing website]. Retrieved from http://www.mathgoodies.com/lessons/graphs/line.html • NCES. (n.d.). Create a Graph. [Electronic graphing website]. Retrieved from http://nces.ed.gov/nceskids/createagraph/ • NLVM. (2010). Bar chart-nlvm. [Electronic graphing website]. Retrieved from http://nlvm.usu.edu/en/nav/frames_asid_190_g_1_t_1.html. • Johnnie's Math Page. (2010). Mean Runners. [Electronic graphing website]. Retrieved from http://jmathpage.com/JIMSStatisticspage.html

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